Debate exists about the role and value of teaching spelling in the middle years of schooling. The increasing use of assistive technology in schools, has prompted questions about the time devoted to teaching spelling. Yet spelling and writing continue to be the means through which students are assessed as they move through school. In their study of teachers' approaches to teaching spelling in British schools, Esposito et al. (2022) found that many teachers lack confidence in this area, often developing their own resources or relying on commercially produced materials with limited evidence of their effectiveness. Teachers are increasingly exploring the use of generative Artificial Intelligence tools, such as ChatGPT, to support the creation of spelling resources that are tailored to their learners and grounded in established literacy principles. When used thoughtfully, these tools can help teachers design differentiated materials that integrate the core components of effective spelling instruction known to support broader literacy development.