If we want better spellers, they don't need more words but more knowledge to access words they can't spell.

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Add a feeling sentence at the end. C hildren physically watch the text being built in front of them. Billy J. Stratton, The Fictions of Stephen Graham Jones: A Critical Companion (U of New Mexico P, 2016) Children need to do something in continuous text, not just be able to spell it for a spelling test. They need :

Response Text Type - Tuesday, 18 January 2022, 7pm to 8pm.Link to register: https://zoom.us/webinar/register/WN_W7FrxP9CQw6pvH-N2aYCeg SGJ: But really I mean, with kids—they’re small and powerless in the world. They don’t know why things are happening. They’re told what to do, they’re not giving any explanation for why they’re doing this, and everyone is a towering monster to them, you know? And adults are capriciously violent. I think kids live in a world that is really primed for horror. But Horror stories allow them to understand that sometimes you can beat the monsters, you know? Many spelling activities most teachers do, don't teach the children anything. They are just activities.

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At St Joseph's we are keen to action ourlearningfrom today and give our learners the strategies to strive forward with their spelling and their writing. We aim to ensure that "Our kids see spelling as a problem solving process." Sharon Johnson, the North Otago Resource Teacher for Literacy (RTLit) has a love and passion for spelling. I worked with Sharon in Culverden almost ten years ago and was thrilled when she was appointed to her role in North Otago. I distinctly remember Sharon enthusiastically leading a teacher only day with primary and high school staff at Amuri Area school many years ago. Sharon spoke fervidly about the importance of teaching spelling strategies and hascontinued topromote this important message in her practice.