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How can the SMART Spelling program provide practical strategies to improve…
How can the SMART Spelling program provide practical strategies to improve my student’s spelling and enhance writing fluency?
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Professional Learning
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Understanding of Victorian Curriculum literacy outcomes Level 1, 2 and 3.
Purpose of the Inquiry
By choosing the focus area of teaching practical spelling strategies through the use of the SMART Spelling program I hope to improve my student’s confidence across all literacy areas including reading (sounding out words), writing (spelling using letter-sound knowledge) and speaking (ability to pronounce words correctly with a deepened understanding of letter-sound relationships).
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Success Criteria
Student A
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I can correctly identify, sound out and utilise the spelling strategy of adding the plural es to my words.
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I can correctly identify, sound out and utilise the graph /i/ in my writing.
I can correctly identify, sound out and utilise the graph /e/ in my writing.
I can correctly identify, sound out and utilise the graph /a/ in my writing.
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Student B
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I can correctly identify, sound out and utilise the spelling strategy of adding the plural es to my words.
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I can correctly identify, sound out and utilise the graph /i/ in my writing.
I can correctly identify, sound out and utilise the graph /a/ in my writing.
I can correctly identify, sound out and utilise the trigraph /igh/ in my writing.
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Student C
I can correctly identify, describe and utilise the SMART Spelling white, yellow and blue rules.
I can teach my peers how to spell a word using the strategies of sounding out on my fingers and clustering letters.
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I can correctly identify, sound out and utilise the spelling strategy of adding the plural es to my words.
I can correctly identify, sound out and utilise the graph /i/ in my writing.
I can correctly identify, sound out and utilise the graph /a/ in my writing.
Student D
I can correctly identify, describe and utilise the SMART Spelling white, yellow and blue rules.
I can teach my peers how to spell a word using the strategies of sounding out on my fingers and clustering letters.
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I can correctly identify, sound out and utilise the spelling strategy of adding the plural es to my words.
I can correctly identify, sound out and utilise the graph /i/ in my writing.
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Strategies
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Utilising HITS including explicit teaching, differenitation, collaborative learning and multiple exposure
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