F2F: Contemporary perspectives on teaching spelling
Presented by Dr Tessa Daffern. Research provides evidence that learning to spell does not proceed in linear stages, and that instruction in spelling should involve multiple linguistic skills and strategies from the early years of learning to write. Learning to spell requires explicit and differentiated instruction in the phonological, orthographic and morphological components of spelling. Successful instruction in spelling is underpinned by quality assessment procedures and involves modelling, use of metalanguage and feedback, and systematic integration of multiple linguistic components. This workshop offers an opportunity for participants to explore these evidence-based teaching and assessment strategies in spelling.
Who should participate?
Teachers of students in years K–8
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Early Bird
(until 21 April 2022)
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Regular
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Member
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$180
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$200
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Student member
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$135
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$150
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Non-member
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$270
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$300
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Completing Contemporary Perspectives on Learning and Instruction in Spelling will contribute 5 hours of face to face PD addressing standards 1.2.2, 1.5.2, 2.1.2, 2.3.2, 3.3.2, 5.1.2 from the Australian Professional Standards for Teachers.