Reception – Content Descriptors –
Year 1 – Content Descriptors
Year 2 – Content Descriptors
Year 3 – Content Descriptors
Year 4 – Content Descriptors
Year 5 – Content Descriptors
Year 6 – Content Descriptors
Year 7 – Content Descriptors
Using the following form and your Language and Literacy Levels book, assign a level to each aspect and decide on an overall level. Discuss findings.
Continue the levelling process of Wave 2 and 3 students in your year level teams.
Refer to the narratives here to moderate your judgements.
If you prefer to highlight texts as you are levelling use these colours:
– foregrounding- Yellow
– noun groups
2015 – Sentence Structure
2016 – Sentence Structure and Text Cohesion
2017 – Sentence Structure, Text Cohesion and expand vocabulary
Spelling is not learned by rote or by immersion in writing and reading experiences.
Spelling is learned through:
- the strategic use of knowledge about
- Phonology – sound structure
- Orthography – written symbols to represent spoken language
- Morphology – smallest parts of words that carry meaning
- Etymology – origin of words
- visual activity – memory
- morpheme – units of meaning, base, root words, prefixes, suffixes
- spelling system
- integration with the teaching of phonological awareness, phonics, word study, vocabulary, writing and reading.
Components of Phonological Awareness:
A Comprehensive Model of Spelling for Educators
Motivation and willingness to engage is influenced by quality of the learning environment, characterised by:
- ‘real life’ significance
- reasonable level of challenge
Instruction needs to:
- be related to writing and it’s role in effective communication.
- involve students in group work
- involve solving word problems
- build a community of spellers who know how to research and use words for authentic purposes
- see the teacher taking an important role in modelling and inspiring a passion about words and their value as tools for communication
Differentiation will be needed to meet the students’ range of needs.
“It would be a waste of everybody’s time if they were all expected to learn the same words, strategies and skills.”
To differentiate consider:
- learning profile
To assess readiness the Words Their Way test can be used as a pre-assessment.
- high frequency word lists
- words of interest to student
- words that the teacher has noticed the student trying to spell in writing
- words that contain features that the students needs to practise
- words from topics that are being covered across the curriculum
“Having students work through a commercial workbook, at their own pace, does not constitute differentiated teaching.”
7 Goals for Differentiation in the Classroom – Heacox 2002
- Develop challenging and engaging tasks for each learner.
- Develop instructional activities based on essential topics and concepts, processes and skills, and differentiated ways of displaying learning.
- Provide flexible approaches to content instruction and products.
- Respond to students’ readiness, instructional needs, interests, and learning preferences.
- Provide opportunities for students to work in various instructional formats.
- Meet curriculum standards and requirements for each learner.
- Establish learner-responsive, teacher-facilitated classrooms.
Recommended sequence for teaching sound-letter correspondence.
Sources of Knowledge
- phonemic manipulation
- word pronumciation
- segmenting words into syllables, phonemes or morphemes
- sound-letter relationship
- common spelling patterns/ letter sequences
- rules for positioning of letter in words
- free and bound morphemes
- root and base words
- prefixes and suffixes; included inflected endings
- word derivations
- rules and generalisations regarding adding suffixes
- compound words
Suggested sequence for introducing morphemes Table 4.4 page 76
Visual perception problems
- interested in words
- being aware of words and their parts
- curious and motivated to learn
Spelling is a thinking process not a rote learning task.
Spelling Strategy posters:
- Sound it out
- Does it look right?
- Spell by meaning
- Consulting an authority
- Spell by rule
Technology based interventions:
- Phonics Alive – Advanced Software
- Clicker Phonics
- Fast Forward – (Fairly costly but developed by neuroscientists)
- Aerobics by Houghton Mifflin Harcourt
- Wordshark 5 by White Space Ltd
- Prof’s Phonics 1
- Alpha Writer
- Plickers – using a game called ‘You can join my game’
Use data about where your students are at to determine needs and address these.
Assessment is an important tool to do this.
Explicit teaching of
- Phonological Knowledge
- Orthographic Knowledge
- Morphological Knowledge
- Etymological Knowledge
Characteristics of an effective Spelling Program:
- Regular assessment – data analysis indicating growth
- Differentiated practices
- word lists
- choices in activities/ ways of working depending on needs and interests
- Goal setting and regular monitoring with high student involvement in these processes
- Metalanguage developed
- Students increasingly developing vocabulary to describe strategies and thinking processes used
- Learning applied to writing
- Sense of fun, wonder, challenge experienced
- Games, challenges as a class
- Curriculum standards addressed and achieved
- students increasingly able to articulate their learning, explaining patterns and generalisations and appropriately applying these
- Evidence shows development – what students say, write, do and make reflected on skills/ knowledge continuum (may not be linear)
- Intervention strategies implemented for cohorts/ individuals as necessary with support of SSO, parent, peer tutor, regular time with the teacher – tied to goals which are time bound and reviewed to measure effectiveness of processes used.
- Further assessment sought/ referred if intervention not successful
- technological tools could be useful (Phonics Alive, Apps, Text to speech (coping strategy)
- Students use their knowledge and skills strategically to spell increasingly proficiently
- phonological knowledge
- orthographical knowledge
- morphological knowledge
- etymological knowledge
- apply strategies for how to spell unknown words
Which ‘Characteristics of an effective Spelling Program’ are evident here?
MEANING OF DEEPAWALI (Diwali)
Deepawali or Diwali is certainly the biggest and the brightest of all Hindu festivals. It’s the festival of lights (deep = light and avali = a row i.e., a row of lights) that’s marked by four days of celebration, which literally illuminates the country with its brilliance, and dazzles all with its joy. This year Diwali falls on Sunday, October 30 , 2016. Each of the four days in the festival of Diwali is separated by a different tradition, but what remains true and constant is the celebration of life, its enjoyment and goodness.
The Significance of Lights & Firecrackers
All the simple rituals of Diwali have significance and a story to tell. The illumination of homes with lights and the skies with firecrackers is an expression of obeisance to the heavens for the attainment of health, wealth, knowledge, peace and prosperity. According to one belief, the sound of fire-crackers are an indication of the joy of the people living on earth, making the gods aware of their plentiful state. Still another possible reason has a more scientific basis: the fumes produced by the crackers kill a lot of insects and mosquitoes, found in plenty after the rain.
From Darkness Into Light…
In each legend, myth and story of Deepawali lies the significance of the victory of good over evil; and it is with each Deepawali and the lights that illuminate our homes and hearts, that this simple truth finds new reason and hope. From darkness unto light — the light that empowers us to commit ourselves to good deeds, that which brings us closer to divinity. During Diwali, lights illuminate every corner of India and the scent of incense sticks hangs in the air, mingled with the sounds of fire-crackers, joy, togetherness and hope. Diwali is celebrated around the globe. Outside India, it is more than a Hindu festival; it’s a celebration of South-Asian identities. If you are away from the sights and sounds of Diwali, light a diya, sit quietly, shut your eyes, withdraw the senses, concentrate on this supreme light and illuminate the soul.
Many activities can be done in the classroom Here are Some examples
Colored Sand Rangoli or simple Colorful chalk rangoli
You may be able to buy coloured rice for your rangoli projects. If not, coloured sand (available from craft stores) makes a good alternative. You can also die your own coloured salt, by simply mixing cheap table salt with food colouring and then spreading it out to dry.Coloured sand rangoli
A diya pattern drawn with coloured rice in picture
In traditional rangoli, the outline pattern is drawn on the floor and then filled in by carefully sprinkling coloured powders. Older children could try this technique directly on the ground with coloured sand or salt, having drawn their outline with chalk. Make sure they try this somewhere away from too much foot traffic, and easy to clean!
You will need:
• Chalk for drawing a grid or outline
• Newspaper to work on
• Coloured rice, salt or sand
• Large piece dark paper (black construction paper is ideal)
• PVA glue
• Optional – glitter
You may prefer to draw your outline on a piece of dark coloured paper and then fill in each section with white glue, sprinkling with sand or salt as you would with glitter. Do one colour at a time and shake the excess off onto a large piece of newspaper.
Children could use glitter in some areas of the design for contrast and emphasis. Students can also use simple round candles instead of battery candles.
Recommended resources from Vicki:
The Moon Lantern Festival will be celebrated in Adelaide on Sunday September 18th.
We are planning to celebrate on Thursday 22nd September by involving several classes in making paper lanterns. Parents have been invited to help classes and Chinese students have been learning some of the stories that go with this Autumn- Harvest festival. (It will provide an opportunity to talk about opposite seasons in northern and southern hemispheres.)
At this stage we have had indications from Rooms 1, 2, 3, 5 and 9 to be involved. A variety of different types on lanterns will be on offer depending on the age and abilities of students.
If you would like to involve your class here are some ideas to get you started. (I have included ideas for different ability levels so scroll through to find suitable resources.) Your Chinese speaking students will also be a great resource again. If you are having trouble with accessing the links from the internet, look for them on T share: Teach Info: Moon Lantern Festival.
Stories associated with the festival
Options for Paper Lantern making:
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