Literacy Update

Spelling is more than memorising words

Spelling at school often meant learning a list of words to test each week. But spelling is more than memorising. Spelling is about understanding how words work.

At St Fidelis, we explicitly teach spelling patterns, common letter combinations, prefixes, suffixes and word families. Our goal is not simply for students to spell ten words correctly on Friday. We want them to use their spelling knowledge when reading and writing independently, applying what they have learned to new words and writing tasks.

For example:

• If a child learns the pattern –ight in light, they can use that knowledge to spell night, bright and fight.
• If they understand that adding –ed often shows something has already happened, they can apply this to words such as jumped, played or shouted.
• If they know that a consonant is sometimes doubled before adding –ing (run → running), they can use this pattern with other similar words.

When children begin transferring their knowledge, spelling becomes a thinking process rather than a memory task.

Strong spellers:

• listen carefully to each sound in a word;
• break longer words into smaller parts;
• recognise patterns they have learned;
• choose the spelling that looks correct;
• reread and edit their writing.

These skills develop over time with practice, guidance and encouragement.

Each week, we send home spelling words for students to practise and consolidate their learning. On Friday, students complete a dictation passage including a word test. This allows us to see how well they can apply their spelling knowledge in context, not just recall individual words.

How you can support at home

Here are some simple strategies:

• Practise – short, regular practice (5–10 minutes) is more effective than cramming the night before.
• Say the word, stretch the word – Encourage your child to listen to each sound and say the word slowly before writing it.
• Look for patterns – Ask, “What pattern can you see?” or “Does this word remind you of another word you know?”
• Break it into parts – Help your child break longer words into syllables or meaningful parts (play–ing, jump–ed).
• Use the word in a sentence – This builds understanding and prepares them for dictation tasks.
• Encourage editing – After writing, ask your child to reread their work and check if the spelling looks correct.

Spelling development takes time. With consistent practice at school and support at home, students grow into writers who understand how words work, not just how to memorise them.

Over the next two weeks, I will outline how spelling supports reading and writing, and how you can continue to support your child at home.

Bernadette Parnis | Literacy Leader

bparnis@sfmoreland.catholic.edu.au