Learning Areas
General Description
Many teachers (primary and secondary) received little instruction in the teaching of spelling in their teacher training. Some received minimum spelling instruction in their own primary and secondary education. Consequently, they are not best equipped to teach students the skills they need to improve their spelling in daily writing or to perform optimally in the Language Conventions section of NAPLAN.
This course equips teachers with the understanding they need to have of the spelling process and the components of spelling. It provides strategies for identifying spelling needs and responding to these. That response includes the teaching of phonological awareness, letter-sound correspondences and the rules that govern them, word study (incorporating grammar, semantic knowledge, morphology, etymology). It also includes the teaching of memory and proofreading skills. One of the greatest challenges for teachers is differentiating instruction to cater for a wide range of needs.
One of the greatest challenges for teachers is differentiating instruction to cater for a wide range of needs. The course suggests ways of differentiating content, process and product, with specific activities and programs described in detail.
This is a very practical course, with teachers asked to undertake a range of activities that give them practice in using important instructional skills.
Audience
This course is designed for any teacher, primary or secondary, who wants to develop the skills and understandings needed to improve the spelling performance of a student
Available Delivery Formats
Format Description
24/7 course access
IMPORTANT INFORMATION:
- If you have a TTA subscription or membership please ignore the pricing when enrolling. Rest assured if your school has a subscription you will not be charged and for Memberships, your invoice will be adjusted accordingly to reflect your discount.
- If you have no subscription or membership but you are interested in placing a bulk discounted order for a team of teachers see the ONLINE TEAM tab above.
- For more details on our Unlimited Online Subscription packages Click here .
- Money-Back Guarantee – If you complete less than 25% of an online course and aren’t impressed, simply visit tta.edu/go/refund to let us know what happened, and we will cancel your enrolment and provide a full refund.
Teaching Standards
1.2.2 Proficient Level – Understand how students learn
1.5.2 Proficient Level – Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.1.2 Proficient Level – Content and teaching strategies of the teaching area
3.1.2 Proficient Level – Establish challenging learning goals
3.4.2 Proficient Level – Select and use resources
Are you in NSW? If so, this is relevant for you
This course contributes to 6.0 professional development hours.
Occurrences
Sessions
Spelling skills are important
15 minutes
Explains the importance of spelling accuracy and gives participants opportunity to Identify existing knowledge of various aspects of spelling.
What the spelling of English words involves
1 hour
Participants will learn about the English spelling system, its components, the spelling process and the developmental stages of spelling. They will also learn about the students most likely to struggle with spelling.
The assessment of spelling skills
1 hour
Participants will learn about ways of assessing spelling, informal and formal (including use of NAPLAN). They will also learn how to analyse spelling errors.
Developing phonological and phonemic awareness
40 minutes
Participants will learn about the importance of phonological awareness skills, in particular phonemic awareness, in spelling. They will learn strategies for developing this awareness and applying it to spelling in order to increase accuracy.
Teaching letter-sound correspondences and the rules that govern them
1 hour
Participants will learn about the features of systematic synthetic phonics instruction and components they can use in their spelling instruction such as sound charts and multisensory practice. They will learn about the rules of spelling and the role of these in proofreading.
Teaching students how to study words
45 minutes
Participants will learn about the components of word study. They will look at a number of word study programs and activities they can incorporate in their spelling program.
Differentiating content, process and product
1 hour
Participants will learn how they can differentiate spelling instruction by individualising spelling lists, providing visual, auditory or kinesthetic activities as appropriate to reinforce learning, and making use of ICT resources. They will also learn about ways of catering for struggling spellers and advanced spellers
Reflection and action
20 minutes
Participants will read and reflect on questions posed about possible changes to their spelling program and identify the way in which they will integrate changes that will best meet the needs of their students.
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About the team
Shirley Houston
Creator
Shirley has a Masters degree in Special Education and has been teaching in the area of Special Needs for 30 years. She has taught in government and independent schools, primary and secondary, universities and TAFE. Shirley has also taught in several states of Australia and in the U.S. Her particular interests are specific learning difficulties, early childhood, education of young gifted children and literacy. She loves travel, reading and music.