To grow our own knowledge and strengthen our connections to teaching phonics, morphology and spelling conventions Dianne and I signed up to the PLD: Supporting students to become confident and competent spellers run by Louise Dempsey.
Aims of the two workshops:
Develop subject knowledge about phonics, morphology and spelling conventions
Unpack the progression of skills (phonics, spelling conventions, and morphology)
Learn high-impact strategies and activities to teach word and sub-word level skills
My takeaways:
- Spelling is an obstacle that gets in the way of reading and writing. However it is a learnt skill that can be taught and is an integral skill to make meaning. If learners can spell, they can read and write.
- Children need a decent bank of words to allow them to pick up and use a wider vocabulary
- Confidence comes when children can hear identified sounds
- Encourage self correction
- Phonics and spelling patterns are crucial for our students when writing
- Fluent writers need to be aware of spelling conventions, morphology/affixes and word origins
- Decode in reading and encode in writing by applying rules
- Spelling skills are learnt progressively - the list below was unpacked with valuable examples that are recorded in my notes
- Phonics: letters and sounds
- Analogy: rime eg: cat/sat/mat
- Try: say - listen- write -try and underline to show unsure = taking risks
- Analogy and affixes help strengthen vocabulary eg: look/looks/looked/ looking
- Spelling conventions: rules
- Morphology: know affixes and how to add them to base words
- Word origins eg: bio = life + ology = study of so biology = study of life
After attending these sessions Dianne and I decided we need to co-construct with our learners a 'working' wall display that we build alongside our learning of morphology, spelling conventions, phonics at our level. This not only makes it visible, but also makes it rewindable.
Resources to support development of word consciousness:
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