stm spelling policy
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STM Spelling Policy
At STM we believe that: • spelling is an important part of communication • spelling has developmental stages • we should tackle spelling right through from the start of a child’s education (from P-‐Yr 6) • we should have high expectations for spelling from Prep -‐ Yr 6 • spelling should start from how words sound and sounds in words and then move on to visual, etymological (word origins )and morphemic (parts of words that have meaning ) strategies • spelling strategies should be explicitly taught • spelling is taught through an integrated approach which looks at words in context and throughout all areas of literacy and the curriculum e.g. reading, writing, oral language tasks, inquiry units, maths etc. • teachers should empower children to conDidently check and troubleshoot the spelling of words using a variety of resources and strategies • teachers should provide time, activities and opportunities for words/ letter sound patterns to be practiced and consolidated
We believe that spelling should be taught through: • a multi-‐strategy approach • a contextual approach -‐ using the child's own writing, shared class texts, shared written pieces, teacher modeled writing etc • teaching through analogy (making links with other words displaying the same letter/ sound relationship) • analysis of the child's own writing / invented spellings • by sound, look, meaning, connection, inquiry • tackling spelling from a child's developmental point of need • the development of phonological awareness that extends to blends (digraphs, trigraphs etc) • the development of visual strategies • the development of etymological and morphemic understanding
We believe that skills that should be explicitly taught include: • how to draw on a range of strategies ( sound/ visual/ meaning) in order to spell a word • how to utilise a range of resources in order to check how to spell a word • thorough and effective proofreading and editing skills • making spelling links from read texts and texts in the environment • how to make generalisations about spelling choices • how to systematically trial spelling choices and strategies to arrive at correct spelling • identifying rhyme/ onset & rime • how to make connections with word origin • syllabiDication • making / breaking/ stretching / combining words