Learning about Literacy
… and how parents can support at home.
MAY 2023
Spelling
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4
SMART Spelling
The 4 spelling knowledges
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Phonology�what is it?
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Word | Focus | Phonemes | ||||||||||
pyramid | y = i | extended code – alternate spellings | p | y | r | a | m | i | d | | | |
creature | t = ch | extended code – alternate spellings | c | r | ea | t | ure | | | | | |
celebration | ti - sh | extended code – alternate spellings | c | e | l | e | b | r | a | ti | o | n |
Orthography �what is it?
Orthography is the conventional spelling system of a language
Orthographic mapping is “the mental process we use to permanently store words for immediate, effortless retrieval. It is the process we use to take an unfamiliar printed word and turn it into an immediately recognisable word” Kilpatrick 2015
Students must have a strong understanding of the connection between phonemes and graphemes before they can begin orthographically mapping letter stings (words) into their long term memory.
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gh | o | ti |
| | |
Orthography �what is it?
Orthography is the conventional spelling system of a language
Orthographic mapping is “the mental process we use to permanently store words for immediate, effortless retrieval. It is the process we use to take an unfamiliar printed word and turn it into an immediately recognisable word” Kilpatrick 2015
Students must have a strong understanding of the connection between phonemes and graphemes before they can begin orthographically mapping letter stings (words) into their long term memory.
8
gh | o | ti |
enough
f | | |
Orthography �what is it?
Orthography is the conventional spelling system of a language
Orthographic mapping is “the mental process we use to permanently store words for immediate, effortless retrieval. It is the process we use to take an unfamiliar printed word and turn it into an immediately recognisable word” Kilpatrick 2015
Students must have a strong understanding of the connection between phonemes and graphemes before they can begin orthographically mapping letter stings (words) into their long term memory.
9
gh | o | ti |
enough
women
f | i | |
Orthography �what is it?
Orthography is the conventional spelling system of a language
Orthographic mapping is “the mental process we use to permanently store words for immediate, effortless retrieval. It is the process we use to take an unfamiliar printed word and turn it into an immediately recognisable word” Kilpatrick 2015
Students must have a strong understanding of the connection between phonemes and graphemes before they can begin orthographically mapping letter stings (words) into their long term memory.
10
gh | o | ti |
enough
women
action
f | i | sh |
Morphology & Etymology
What are they?
ADD A FOOTER
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celebration | -tion | morpheme to make nouns indicating state, condition, action, process, or result | c | e | l | e | b | r | a | ti | o | n |
preview | pre- | morpheme - earlier than or prior to | p | r | e | v | i | ew | | | | |
optimism | -ism | morpheme - action or behaviour characteristic | o | p | t | i | m | i | s | m | | |
Spelling Knowledges and the strategies that help
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Writing
Functional grammar
Sentence types
Conjunctions
Punctuation
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Persuade means to try to convince someone to think the same way you do.
Inform means to give someone information about something.
Entertain means to amuse someone.
Audience
The writer’s capacity to orient, engage and persuade the reader.
Punctuation
The use of correct and appropriate punctuation to aid the reading of the text.
Vocabulary
The range and precision of contextually appropriate language choices.
Ideas
The selection, relevance and elaboration of ideas for a particular purpose.
Spelling
The accuracy of spelling and the difficulty of words used.
Cohesion
The control of multiple threads and relationships across the text, achieved through the use if referring words, ellipsis, text connectives, substitutions and word associations.
Paragraphing
The segmentation of text into paragraphs that assists the reader to follow the text.
Character & Setting
Character: The portrayal and development if character.
Setting: The development of a sense of place, time and atmosphere.
Persuasive Devices
The use of a range of persuasive devices to enhance the writer’s position and persuade the reader.
Sentence Structure
The production of grammatically correct, structurally sound and meaningful sentences.
Text Structure
The organising of the structural components of a text type into an appropriate text structure for the genre.
Developing ideas at the clause level
The most basic clause =
participant (who or what? subject), process (verb) OR
participant (who or what? subject), process (verb), participant (who or what? object)
The lion prowled.
The keeper threw some meat.
Developed by Bronwyn Custance in conjunction with The Greenhill South Partnership from Writing PLUS Module 2
We can add detail by:
The functional grammar approach�- using the question prompts to build description and increase precise vocabulary
Processes / verbs
What’s happening?
Participants / nouns
Who or what is involved?
Circumstances
When? Where? How? Why? With whom?
The lion prowled.
At dusk, the three hungry, exhausted, aging lions prowled around the waterhole in search of their supper.
Expanding Sentences! �
The bear came out of the cave.
The striped bear came out of the cave.
The striped bear with antlers came out of the cave.
The striped bear with antlers and a mane came out of the cave.
After being disturbed, the cranky, striped bear with antlers and mane stomped angrily out of the cave.
After being disturbed, the cranky, striped bear with antlers and mane stomped angrily out of the cave into the woods.
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Information Reports use nominalisation. Nominalisation is when you create a noun or noun phrase from a verb. All that needs to happen is to change the verbs (and adjectives) into nouns.
Procedures use command verbs (bossy verbs).
The command verbs are placed at the beginning of the instruction.
Effective Persuasives use high (strong) modal verbs.
Modal verbs are used throughout the piece of writing to engage the reader and emphasise the point of view the writer is encouraging you to take.
Sentence Types
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Conjunctions
And don’t forget punctuation …
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Variety
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“This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It’s like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes, when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals–sounds that say listen to this, it is important.”�
― Gary Provost
Reading
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The simple view of reading
Literal
Can they answer questions from the book about what happened?
Inferential:
Finding the hidden meaning (not straight from the text).
Evaluative:
What do they think about what happened in the story? Do they agree or disagree, what do they think should have happened instead?
Supporting Comprehension
Department resources
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Reading mileage
Questions…
?
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Thank you for coming ☺
ALICE PROBYN