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CertifiedEducation quality
12/2019
Spellzone
Spellzone Limited
Reading and writing
Spellzone is an online resource for practicing English spelling.
Spellzone is an online resource that unlocks the mystery of English spelling. It has three main components: The Spelling Ability Test, a complete spelling course and 1000's of word lists. It is used by students aged six to adult in schools, colleges, workplace and homes
The Spelling Ability Test provides students with baseline scores and individual learning pathways. Automatic retesting keeps them on track with little intervention. The phonics-based spelling course covers all of the English spelling rules. Teaching includes definitions, sentence context and learning tips.
Spellzone also provides learning analytics for teachers to keep track on their students' progress. Teachers can create their own subject-specific word lists or use the ready lists on Spellzone. These can be set as classroom or homework tasks for individual learners or whole classes.
Age groups
Elementary
Middle school
High School
Tertiary Education
Professional education
All education levels
Languages
English
English US
English UK
Platform
Browser-based
Desktop Windows
Desktop Mac
Mobile Android
Mobile iOS
Registration
Required
Offline play
Internet required
Spellzone offers a multimodal, gamified approach to learning.
The content covers all cases of English spelling.
The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.
The following are the high educational quality aspects in this product.
Spellzone provides a great amount of online exercises, games and activities for the learner, and many printable worksheets for classroom use.
Spellzone is an easy tool for learning spelling and vocabulary. There's plenty of examples and chances for practicing.
The Spelling Ability test makes the solution adapt to the skill level of the user.
The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.
Subject based learning goals
Use a thesaurus.
Distinguishing between homophones and near-homophones.
Add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly.
Apply spelling rules and guidance, as listed in English Appendix 1.
Use further prefixes and suffixes and understand how to add them (English Appendix 1).
Spell further homophones.
Spell words that are often misspelt (English Appendix 1).
Spell some words with ‘silent’ letters [for example, knight, psalm, solemn].
Continue to distinguish between homophones and other words which are often confused.
Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.
Use dictionaries to check the spelling and meaning of words.
Using dictionaries to check the meaning of words that they have read.
Apply phonic knowledge and skills as the route to decode words.
Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.
Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings.
Read other words of more than one syllable that contain taught GPCs.
Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.
Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.
Read accurately words of two or more syllables that contain the same graphemes as above.
Read words containing common suffixes.
Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.
Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet.
Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
Spelling words containing each of the 40+ phonemes already taught.
Spelling common exception words.
Using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest].
Apply simple spelling rules and guidance.
Using the prefix un–.
Using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs.
Using letter names to distinguish between alternative spellings of the same sound.
Spelling segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.
Learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones.
Learning to spell common exception words.
Learning to spell more words with contracted forms.
Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s).
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Demonstrate understanding of spoken words, syllables, and sounds.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Know and apply grade-level phonics and word analysis skills in decoding words.
Know the spelling-sound correspondences for common consonant digraphs.
Decode regularly spelled one-syllable words.
Know final -e and common vowel team conventions for representing long vowel sounds.
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.
Soft skills learning goals
Practicing keyboard skills and touch typing
Practicing to take responsibility of one's own learning
Learning to find the joy of learning and new challenges
Learning the basics of spelling
Using technology as a part of explorative process
Enabling the growth of positive self-image
Practicing persistent working
Practicing to use foreign language as a communication tool
Practicing letters, alphabets and written language
Practicing memorizing skills
Practicing categorization and classification
Practicing to observe spoken and written language
Practising visual recognition
Learning to notice causal connections
Learning about different languages
Supporting student to build their own linguistic and cultural identity
Practicing to set one's own learning goals
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