Ants 05
Course/program
sessions
Session 1
Introduction
The Cascade
Model
Using Spelling and Word Structure to Develop Vocabulary and Comprehension Skills
Focus and content of the sessions
Standard descriptors at the
Proficient Teacher level
addressed by the session:
Introduction to 'Knowledge about Language' and 'Knowledge about Literacy'
(Reference: Australian Curriculum Assessment and Reporting Authority (ACARA). (2012). The Australian
Curriculum: English: Foundation to Year 6.)
Knowledge about Language
 Expressing and developing ideas
 Sound and letter knowledge
Knowledge about Literacy
 Interpreting, analysing, evaluating
The role of spelling in a literacy program
Introduction
An overview of how the cascade model may be used with the weekly spelling list to teach and practice the
sub skills necessary for reading, spelling, comprehension, written expression, vocabulary, sentence structure,
grammar, punctuation, note-taking and language usage will be presented.
Session 2
Spelling
2.1.2 Apply knowledge of the content
and teaching strategies of the
teaching area to develop engaging
teaching activities
A study of the two major components for the teaching of spelling, Phonemic Awareness and Phonics, and
their sub skills follows.
Phonemic Awareness
 What is a phoneme?
 Why is phonemic awareness important?
 How do I teach phonemic awareness?
 What kinds of resources and materials should I use to teach phonemic awareness?
3.4.2 Select, develop and use a variety
of appropriate resources and
Ants 05
Course/program
sessions
Using Spelling and Word Structure to Develop Vocabulary and Comprehension Skills
Focus and content of the sessions
Phonics
 What is a grapheme?
 Blends and digraphs
 The short and long vowels
ă ĕ ĭ ŏ ŭ
Standard descriptors at the
Proficient Teacher level
addressed by the session:
materials that engage students and
support their learning
(short smile)
ā ē ī ō ū
(long line)
2



ₔ
‘y’ as a vowel (by position)
The schwa:
Irregular words
Spelling Rules
 Functions of the final 'e'
 The one-one-one Doubling Rule
 The doubling four
 'c' followed by 'e', 'i' or 'y'
 'g' followed by 'e', 'i' or 'y'
Session 3
Vocabulary
Vocabulary (Semantics)
The cascade model will be used to demonstrate how a spelling list may be used to extend vocabulary and
language skills through:
 Multiple meanings of words
 Synonyms, antonyms, homonyms
 Morphology (affixes)
 Idioms, proverbs
 Etymology
Synonyms, antonyms, homonyms and morphemes
2.1.2 Apply knowledge of the content
and teaching strategies of the
teaching area to develop engaging
teaching activities
Ants 05
Course/program
sessions
Using Spelling and Word Structure to Develop Vocabulary and Comprehension Skills
Focus and content of the sessions
Standard descriptors at the
Proficient Teacher level
addressed by the session:
Modelling the Reading System: Four Processors
“Reading depends first and foremost on visual letter recognition. To be fluent and productive, however,
reading also depends on ready knowledge of words - their spellings, meanings, and pronunciations - and on
consideration of the contexts in which they occur. The four processors involved in these activities are shown
(below).” (Beginning to Read, Stahl et al, 1990). “The orthographic processor is responsible for perceiving the
sequences of letters in text. The phonological processor is responsible for mapping the letters onto their
spoken equivalents. The meaning processor contains our knowledge of word meanings, and the context
processor is in charge of constructing an ongoing understanding of the text. As shown by the arrows
between them, the four processors work together, continuously receiving information from and returning
feedback to each other.” (Stahl et al, 1990, p. 21)
Session 4
Comprehension
Comprehension
Moving on from the organisation of sub skills, this session provides participants with teaching and learning
strategies that enhance the ability to comprehend whole texts using main idea; general knowledge; higherorder thinking skills; and metacognitive strategies to monitor understanding.
3.2.2. Plan and implement wellstructured learning and teaching
programs or lesson sequences that
engage students and promote
learning
Ants 05
Course/program
sessions
Using Spelling and Word Structure to Develop Vocabulary and Comprehension Skills
Focus and content of the sessions
Standard descriptors at the
Proficient Teacher level
addressed by the session:
Components of comprehension instruction:
 Main idea in a sentence
 select, complete, produce
 General knowledge
 Answering questions
 Thinking skills
Main Idea Scope and Sequence
1.
Main ideas in list of words
2. Main ideas in sentences
3. Main ideas and details in paragraphs – explicit
4. Main ideas and details in paragraphs – implicit
5. Main ideas and details in short passages – explicit
6. Main ideas and details in short passages – implicit
7.
Main idea outlines for short passages – explicit
8. Main idea outlines for short passages – implicit
9. Main ideas in long passages
3.4.2 Select, develop and use a variety
of appropriate resources and
materials that engage students and
support their learning
Proverbs, idiomatic and colloquial language
In groups, and using the word list from Session 4 (Brumby Jack Saves the Wild Bush Horses), participants will
create a short list of sayings and expressions. Choosing one of the sayings, the group will then develop an
explanation of the implied meaning.
General Knowledge
An example of a planning sheet for general knowledge will be provided to participants (see below).
Answering questions
"... questioning, despite its frequent use, is one of the worst ways to have students react to reading." (Howell &
Nolet, 2000, p.220)
Points to consider when composing comprehension questions:
1. Verbal vs. written
2. Main idea (c.f. supporting statements)
3. Question types
 Literal (words in order of text; words re-ordered)
3.2.2. Plan and implement wellstructured learning and teaching
programs or lesson sequences that
engage students and promote
learning
Ants 05
Course/program
sessions
Using Spelling and Word Structure to Develop Vocabulary and Comprehension Skills
Standard descriptors at the
Proficient Teacher level
addressed by the session:
Focus and content of the sessions





Formative
Summative
Inferential (Explicit; implicit)
Predictive
Opinions
Thinking skills
1. Memory (working memory, short term, long term)
2. Meta-cognitive
cognitive issues (e.g. ask for help when other strategies
fail)
3. Logical thinking skills
 de Bono's Six Thinking Hats
 Bloom's New Taxonomy
Bloom's NewTaxonomy
Retrieved from
http://meandmylaptop.weebly.com/2/post/2012/07/simplified
http://meandmylaptop.weebly.com/2/post/2012/07/simplified-blooms-taxonomy-visual.html
3.3.2 Select and use relevant teaching
strategies to develop knowledge, skills,
problem solving and critical and
creative thinking
Ants 05
Course/program
sessions
Using Spelling and Word Structure to Develop Vocabulary and Comprehension Skills
Focus and content of the sessions
Summarisation Skills
Semantic Web
 Meadow Ant passage
 eliminate redundant information
 generate headings
 sort words by headings
Standard descriptors at the
Proficient Teacher level
addressed by the session:
2.1.2 Apply knowledge of the content
and teaching strategies of the
teaching area to develop engaging
teaching activities
Summarising and note-taking
 Meadow Ant passage
 use semantic web (number headings)
 produce sentences using information under each heading
 produce summary using sentences
Session 5
Semantic Web Instructions
Summarisation
Skills
Write the subject of the whole passage in the oval shape. Organise the supporting ideas by classifying them
in the rectangles. Add extra rectangles if necessary.
Summarising and Note-Taking
Summarisation entails identifying key information from a text as well as deleting unnecessary information.
Points to remember when summarising:
All of the author’s main ideas should be included in the summary.
 Only those major details that clarify the main ideas are to be included.
 The student must not include any of his/her own views or opinions.
 Unless they affect the meaning of the summary, main ideas should be presented in the same sequence.
 Sentences that express similar ideas should be grouped together and redundant statements should be
deleted.
3.2.2. Plan and implement wellstructured learning and teaching
programs or lesson sequences that
engage students and promote
learning
3.2.2. Plan and implement wellstructured learning and teaching
programs or lesson sequences that
engage students and promote
learning
Ants 05
Course/program
sessions
Using Spelling and Word Structure to Develop Vocabulary and Comprehension Skills
Focus and content of the sessions




Standard descriptors at the
Proficient Teacher level
addressed by the session:
General terms and higher-order concepts should be substituted for lists of words and items.
The summary should be in the student’s own words.
The summary must be a connected whole.
The summary must be complete and self-contained.
(Aaron P.G., & Joshi R.M., 1992 Reading Problems, Consultation and Remediation)
Teaching Sequence for Summarisation Skills
Questions and comments
Evaluation
Ants in the Apple Pty Ltd. - NSW Institute of Teachers’ endorsed provider of Institute Registered
professional development for the maintenance of accreditation at Proficient Teacher.

Scope of Endorsement
Australian Professional Standards for Teachers at the level of Proficient Teacher
- 2.1.2, 3.2.2, 3.3.2, 3.4.2 for the course Using Spelling and Word Structure to Develop Vocabulary
and Comprehension Skills