This online professional learning provides teachers in Years 3–8 with an opportunity to develop knowledge of current theoretical perspectives on spelling development and the explicit teaching of spelling. The focus will be on exploring the phonological, orthographic and morphological knowledge necessary for spelling and examining strategies for teaching spelling.
It has been co-developed with Dr Tessa Daffern from her knowledge gained from researching the teaching and learning of spelling and writing in her PhD.
Who should participate?
Year 3 to 8 teachers.
Mode of delivery
Online learning modules.
This is the third module in a series of online professional learning modules that provide teachers in Years 3–8 with an opportunity to develop knowledge of current theoretical perspectives on writing processes and the explicit teaching of writing.
In this module, participants will begin to reflect on their current approach to teaching spelling, learn about the current theoretical frameworks for learning to spell, and explore a range of strategies for teaching and assessing spelling.
Participants consider how automaticity in spelling is essential for supporting effective writing development. We reflect on how a theoretical stance on spelling development can influence how we assess and teach spelling. Teachers develop a thorough understanding of the phonological, orthographic and morphological knowledge used during spelling and the importance of using metalanguage to teach spelling. We consider a range of ways of assessing spelling to determine the strengths and learning needs of our students. Participants will observe a number of ways of implementing spelling theory in classroom practice and reflect on the importance of carefully planned explicit spelling instruction.
Completing this course will help you to:
- develop knowledge of current theoretical perspectives on spelling development and the teaching of spelling
- develop the content knowledge required for explicit teaching of spelling
- confidently use the learning progressions to inform knowledge of student spelling development and plan for next steps in learning
- understand effective pedagogies for improving student writing outcomes through improved spelling knowledge
Register for ‘Focus on creating texts module 3: Focus on spelling' via MyPL (Course code RG13072)
NESA Registered Professional Development
Completing ‘Focus on creating texts module 3: Focus on spelling’ will contribute 4 hours of NESA Registered PD addressing 2.5.2, 6.2.2 and 6.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Leader, Professional Learning