Curriculum Matters at Kurwongbah From the LapTop of the CST by leader6


									        Curriculum Matters at Kurwongbah
           From the LapTop of the CST…                                               No. 10 October 2007
           Welcome to the Curriculum Matters Newsletter for
                                                                          Websites with FREE Downloads:
           October and welcome back to another exciting
           term at Kurwongbah. To check out the variety and
           diversity of Integrated units for this term, go to   All of these sites have FREE resources and
      applications that you can use in an education setting:
           rated%20planning/2007overview.htm         There is
           much to be excited about during term four as          - 3D drawing software
           students engage in authentic units with clear and
           explicit assessment criteria and a range of           - see anywhere on
           engaging learning opportunities. Keep up the             earth from a satellite
           fabulous work this term. Your professionalism and
           dedication are valued and appreciated.
                                                                 - photo editing
           Until next month. Denise ☺                               software

          How important is spelling?                                Maker/3000-2194_4-10187903.html

I cdnuolt blveiee taht I cluod aulaclty
uesdnatnrd waht I was rdanieg. The                               - kids
phaonmneal pweor of the hmuan mnid,                                 drawing software (like kidpix only free)
aoccdrnig to a rscheearch at Cmabrigde
Uinervtisy, it dseno't mtaetr in waht oerdr the                     hotography/photostory/default.mspx
ltteres in a wrod are, the olny iproamtnt tihng is
taht the frsit and lsat ltteer be in the rghit pclae.            - IRFANVIEW is an
The rset can be a taotl mses and you can sitll                      image viewer that can view, edit, and convert image
                                                                    files and play video/audio formats. IrfanView is
raed it whotuit a pboerlm. Tihs is bcuseae the                      designed to be a lightweight viewer/player which is
huamn mnid deos not raed ervey lteter by                            noted for its speed, ease of use, and ability to
istlef, but the wrod as a wlohe. Azanmig huh?                       handle a wide variety of graphic file formats. It is
yaeh and I awlyas tghuhot slpeling was                              simple for beginners and powerful for professionals.
                                                                    echnologies/producer.mspx - Microsoft Producer
                                                                    for Microsoft Office PowerPoint 2003 makes it easy
The biggest mistake of past centuries                               to capture and synchronize audio, video, slides and
                                                                    images—creating engaging rich media
in teaching has been to treat all                                   presentations. Capture, synchronize, and publish
children as if they were variants of the                            audio, video, slides, and images to create rich
                                                                    media presentations viewable in a browser.
same individuals, and thus feel
justified in teaching them the same                              - stories, games and
subjects in the same ways.                                          animations
                                         (Gardener 1994)
                                                                 - interactive 3D graphics

DATE CLAIMER:                                                    - stories, games
Quality Teaching Conference, 2007                                   and animations (may be a licence fee) also try
Pupil Free Day Monday 22 October 2007
Kurwongbah State School
                                                                 - this has
Key Note Speaker and a range of practical, hands-on
                                                                    links to great educational websites, games etc.
workshops presented “by teachers, for teachers”…
                 Picture Perfect!
                                                       Learning to spell:

                                                       Learning to spell involves the integration of sound
                                                       (phonemic), visual (grapho-phonic), morphemic (word
                                                       families), and etymological knowledge (word origins).
                                                       In addition to informally learning how to spell through
                                                       reading and writing, children need to explore English
                                                       spelling by deliberately investigating how words are
                                                       constructed. Spelling is only relevant in the writing
                                                       context. The transfer of spelling skills taught in
                                                       focused spelling lessons should occur in writing
                                                       situations across the curriculum.
This is a fun and easy technique for putting
photos into fun shapes. A good technique to
show to your students.                                 Spelling is developmental. The stages of spelling
                                                       development are Preliminary/Role Play, Semi –
1. Use the drawing toolbar.                            Phonetic/Logo-graphic, Phonetic, Transitional, and
                                                       Independent Spelling. Spelling programs should be
2. Choose to draw a rectangle, oval or another         carefully planned in relation to the children’s needs
shape.                                                 (interests and abilities). Children will be expected to
                                                       spell accurately at their developmental level, however
                                                       approximations are valued as they encounter more
3. Then just click on the shape you have made          difficult words. As students become successful
on your document - go to the paintpot (fill) click     spellers, positive attitudes towards learning to spell
"fill effects" then click "picture".                   correctly should develop.

4. Choose the picture from your file.
                                                                             LITERACY THEORIES
5. Don't forget to tick the "lock picture aspect       Literacy is constantly evolving – it must as our world is
ratio" box on the bottom left of this screen so that   changing so rapidly. In the past 60 years academics have
your picture will not be distorted before clicking     debated the merits of the following literacy theories and
"OK".                                                  strategies:

6. Your picture will appear in the shape you                   skills approach
                                                               whole language approach
have chosen. (The beauty of this method is that
                                                               schema theory and metacognition
you can make coloured borders and all                          genre approach
sorts of different shapes to fill. You can also                social critical approach
move them or make smaller or larger very                       four resources model
easily).                                                       multiliteracies approach

                                                       LITERACY IS ABOUT…

                                                           1. Literacy is about prior knowledge and background –
                                                              connectedness and lifelong learning. We all have
                                                              different perspectives and need to acknowledge this.
                                                              Also, social and literacy structures are changing.
                                                           2. Literacy involves communication AND transformation
                                                              – understanding and acting upon texts (the design
                                                           3. Literacy should use incidental skills lessons within an
                                                              authentic framework.
                                                           4. Purposeful literacy learning involves using authentic
                                                              texts, and recognising the need to use the buyer’s
                                                           5. Literacy is always evolving and it is impossible to
                                                              predict what will happen next. We need to prepare
                                                              students so they can cope with an ever changing
                                                                 The Literacy Essentials are what effective teachers know
What do you know about spelling?                                 and do to achieve maximum student learning outcomes.
                                                                 Here are some key points designed to turn the ‘literacy
                                                                 labyrinth’ into the ‘literacy easy highway’.
       The goal of any instructional program
  should be independence and not learnt                          LITERACY ESSENTIALS – Tips
       Spelling unfamiliar words can be improved                   Teach the whole child. Attend to their emotional and
  by checking visually, aurally and from prior                       physical needs. A child can not learn if they are hungry,
  knowledge of the way words work.                                   lacking from sleep, ill, angry, restless or feeling that they
                                                                     have no value. Remain positive. Every negative
       Spelling is about internalising patterns. Lists              comment or gesture made by the teacher should be
  of words related to content are more difficult to                  balanced by 40 positives.
  learn in this way.                                                Know, adopt and support your whole school literacy
       Spelling is developmental. Phonic –                          plan, policies and programs. Nothing is more effective
  Transitional – Independent                                         than the consistency and continuity of a whole school,
       Spelling is demonstrated through reading                     team approach.
  and used while writing.                                           Improving literacy is not about a single approach.
       Requires daily practice in school time.                      People make programs work. There are enough
                                                                     resources, and they are mostly free.
  (30mins…first up?)
       Spelling is learned through practice:                       Aim high. Your high aspirations and high expectations
                                                                     lead to educational achievement.
  SACAWAC, testing, rote.
                                                                    Promote and encourage curiosity. A curious student
       Learning is often enhanced when students’                    seeks understanding, reads a book or accesses a
  preferred learning styles are catered for:                         website, asks questions, researches, responds and
  kinaesthetic (clapping and hand patterns), visual                  creates.
  (colour codes), aural (chants and music)                          Give the teaching of literacy the bulk of your classroom
       Spelling, word study and vocabulary are not                  time and energy. Students should be reading and writing
  independent from reading and writing.                              for different purposes - often.
       Word study forms a part of Reading and                      Adopt Literate Futures philosophy. "Literacy is core
  Writing.                                                           business for all schools, in every classroom, in every
                                                                     key learning area and for every teacher of students in
       Spelling is recognised from reading                          Years P-12." Therefore, your ‘Literacy Block’ is from
       Spelling is practised when writing                           9am to 3pm every day, which makes the teaching of
       The learning of spelling can be made more                    reading, writing, spelling and thinking a part of every
  effective when students make and test their own                    lesson.
  generalisations about how words are spelt.                        Develop your own philosophy. Hang charts around your
                                                                     classroom that support and help you to live your literacy
       This can be related to:
                                                                     teaching and learning philosophy.
     Phonological Knowledge: knowledge of the
                                                                    Teach reading. Nothing is more important. Make it
        sounds                                                       enjoyable. Ensure students have success. Begin with a
     Visual Knowledge: the way word look.                           whole text, interpret its implicit and explicit
        “Where have you seen that word before?                       meanings, examine its visuals, paragraphs, sentences,
        Does that look right to you?”                                words and sounds. Then put it back to together again.
     Morphemic Knowledge: elements of                              Plan for success. Use a planning model that aligns your
        meaning within words, e.g. “ed” endings.                     curriculum, teaching, learning and assessment.
     Etymological Knowledge: the study of word                     Do less better! Every topic is worthy of attention and
                                                                     exploration, but don't be swayed off track by the endless
        origins                                                      possibilities. Focus your instruction and teach what is
  Students’ spellings should be generated from:                     really necessary to achieve your planned goals.
         Their reading (Content and Context                        Design quality assessment that ensures your tasks are
            words)                                                   intellectually challenging, authentic, credible and
         Their writing (Personal Spelling); and                     accessible.
         Core Words (Content, Context and                          Write it yourself. The best way to determine the literacy
            Developmental)                                           demands of a task is to compose it yourself.
 The developmental stages for spelling are:                        Teach the genres: narrative, exposition, report,
    Preliminary, Semi-phonetic, Phonetic,                            transactional, procedure and recount. Explore their
    Transitional and Independent.                                    generic structure and textual features. Discuss the        author’s purpose, the intended audience and the main
                   rces/res_15432_Up_close_and_personal.doc          idea of all texts.
                                     (accessed 21 August 2007) (21.8.07)
          Spelling Assumptions
             a) It is unreasonable to expect that every child will be able to spell every word correctly every
             b) Some students who are gifted with a large visual memory for letter combinations will
                 successfully negotiate the developmental stages of spelling quicker and more accurately than
             c) Every child can be can become and effective speller.
             d) Every child can become more effective.

          The Developmental Stages of Word Recognition
          Because students in general pass through developmental stages of reading and spelling strategic
          teaching options can be used to maximise student learning.

Stage                                 Student Behaviour                Teaching Strategies
Each phase is accumulative.           These are the typical            These are the kinds of activities
Students will continue to             behaviours of students in        teachers can use to maximise the
recognise certain words by sight      this phase.                      students learning.
even as adults.
    1. Logographic                        Recognises own name          Develop a sight vocabulary of
                                          Recognises that letters       commonly used words
During this stage students are             and symbols can              Label items around the classroom
developing the idea that there is a        represent words or           Identify signs around the school
Symbol/Spoken-Word                         ideas                         e.g. office, girls and boys toilets.
relationship.                                                           Find character names in familiar
                                                                         written texts.
   2. Phonological                        Can discriminate sound      Learn through multiple modes (visual,
                                           groups within words e.g.       aural, kinaesthetic) in fun and
During this stage students realise         can identify the initial,      interesting contexts:
that certain letters or letter             final and medial sounds      Stretched Consonants
combinations can be used to                in single syllable words.    Explosive Consonants
represent sounds.                         Can attribute letter         Blends and Digraphs
                                           symbols to an                Rimes (and Onsets): Word wheels,
                                          increasing number of           phonic fishing, lists…
                                           sounds and sound             Short Vowels
                                           combinations.                Long vowels
                                                                        Magic e
                                                                        Two vowels walking
                                                                        Diphthongs
                                                                        Sound Chart
   3. Etymological                        Can identify larger          Clap the beats contained in a word.
                                           sound groups (syllables)     Learn rules for making words
                                          in multi-syllabic words.       plural, past tense and adding ‘-ing’.
                                          Makes generalisations        Make explicit and learn
                                           and applies rules.             generalisations about prefixes,
                                                                          suffixes and word origins.
   4. Independent                         Correctly identifies         Values correct spelling and is
                                           sounds within multi-           recognised for spelling unusual
                                           syllabic words and can         and difficult words.
                                        justify their choice.
                                          Correctly makes
                                           generalisations and
                                           applies rules in
                                           unfamiliar situations

          Accessed from:

          03.doc (21.08.07)

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