KNOWLEDGE ABOUT SPELLING An overview PHONETIC AWARENESS The

KNOWLEDGE ABOUT SPELLING An overview

PHONETIC AWARENESS The sound to word relationship This could be considered a lower level spelling strategy, as children should begin to rely on other strategies to spell as they move through school For example C-A-T spells cat when put together See the letters Hear the sounds they make

VISUAL RECALL The way characteristics or combinations of words look This can be seen in the use of high frequency words For example, this, him and her

MORPHOLOGICAL AWARENESS The meaningful units within words Which are represented by the base words, with the addition of prefixes and suffexis. For example, playfulness or played Or, happy becomes unhappy

ETYMOLOGY The origin or ‘root’ of a word Most English words are derived from Latin, Greek or French words This is one of the reasons why, we must provide children with other spelling techniques as relying on phonics will eventually disadvantage our students Draw attention to word meanings and patterns!

ORTHOGRAPHIC AWARENESS Recognising groups of letters that occur together One common way to draw your students attention to groups or reoccurring letters is ‘chunking’ For example, ‘ight’, ‘ee’ or ‘tion’ CH - UN - K

SYNTAX How words function in sentences For example, “I hope this affects your teaching practice” compared with, “This slideshow explores effective spelling strategies”

Can you think of where you have seen examples of these knowledge levels in your experience teaching thus far? ? ? ?

REFERENCES Carabott, K. (2014). Lecture 2: Spelling and Vocabulary. (Power. Point slides). Retrieved from, EDF 5712, Monash University, Melbourne, Victoria, Australia. http: //moodle. vle. monash. edu Government of South Australia. (2011). Spelling: from beginnings to proficiency. The Department of Education and Children’s Services. Retrieved 1 September from, http: //www. decd. sa. gov. au/literacy/files/pages/Programs%20 and%20 Resources/Spelling_resource_FINAL. pdf Kucan, L. (2012). What Is Most Important to Know about Vocabulary? Reading Teacher(6), 360 -366. doi: 10. 1002/TRTR. 01054 Winch, Gordon, Rosemary Ross-Johnston, Paul March, Lesley Ljungdahl and Marcell Holliday. (2011). Literacy: Reading, writing and children's literature. (4 th) Oxford