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SPELLING STRATEGIES

SPELLING STRATEGIES. Word Sorts Word Builder Word Walls. Created by Abby Phelan. Strategy: Word Sorts. CONTENT:

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SPELLING STRATEGIES

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  1. SPELLING STRATEGIES Word Sorts Word Builder Word Walls Created by Abby Phelan

  2. Strategy: Word Sorts CONTENT: Word sorts can be used in multiple ways. Word sorts can be used to spell words, recognize words, word analogies, phonemics, morphemic structures and increasing vocabulary. Word sorts are designed to help students examine, discriminate and categorize words according to spelling and sound patterns. Word sorting will enable students to link new words to the familiar ones they can already spell. When students are sorting words, they are searching, comparing, contrasting and analyzing words. There are two types of word sorts: open and closed. In closed word sorts, the teacher decides how to categorize the words. In open word sorts, the students determine how to categorize the words.

  3. Word Sorts GRADE LEVEL: K-6 CURRICULUM STANDARDS: • LA.K.3.4.1: The student will edit for correct use of knowledge of letter/sound relationships to spell simple words. • LA.1.3.4.1: The student will edit for correct use of common spelling patterns (e.g., onset and rimes, word families, and simple CVC words) and conventional spelling of high frequency words. • LA.2.3.4.1: The student will edit for correct use of conventional spelling for high frequency words and common spelling patterns and generalizations (e.g., word families, simple CVC words, regular plurals, simple suffixes and simple prefixes) to determine how to spell new words. • LA.3.3.4.1: The student will edit for correct use of spelling, using spelling patterns and generalizations (e.g., word families, diphthongs, consonant digraphs, CVC words, CCVC words, CVCC words and affixes) and using a dictionary or other resources as necessary. • LA.4.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, and generalizations (e.g., r-controlled, diphthongs, consonant digraphs, vowel digraphs, silent e, plural for words ending in y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary. • LA.5.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary. • LA.6.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary.

  4. Word Sorts DESCRIPTION OF PRACTICES: • Choose 15-20 words to study. Determine if it will be an open or closed sort. • Copy words onto index cards or write them on pieces of paper. Create groups of 3-5 students. Group ESE/ESOL students based on ability. • Pass out words to groups. • If the activity is a closed sort, remind students they will need to use the categories provided to them. If it is an open sort, suggest to students that they categorize the words into groups that make sense to them. • Conclude the activity by having each group present to the entire class their word list for one category. Have each group explain the reasoning behind their categorization. • Word Sorts is a strategy that can be implemented in all types of service delivery models.

  5. Word Sorts Word sort example for ch, th, and sh digraphs

  6. Word Sorts Word sort example for ch, th, and sh digraphs

  7. Strategy: Word Builder CONTENT: The Word Builder strategy is a simple way to teach and build morphemic analysis and vocabulary knowledge and skills. This strategy directly explains the meanings of words along with thought-provoking, playful and interactive follow-up. Teaching students to use word parts (root, prefix and suffix) to figure out the meanings of words in text can be beneficial to their vocabulary and spelling development.

  8. Word Builder GRADE LEVEL: K-6 CURRICULUM STANDARDS: • LA.K.3.4.1: The student will edit for correct use of knowledge of letter/sound relationships to spell simple words. • LA.1.3.4.1: The student will edit for correct use of common spelling patterns (e.g., onset and rimes, word families, and simple CVC words) and conventional spelling of high frequency words. • LA.2.3.4.1: The student will edit for correct use of conventional spelling for high frequency words and common spelling patterns and generalizations (e.g., word families, simple CVC words, regular plurals, simple suffixes and simple prefixes) to determine how to spell new words. • LA.3.3.4.1: The student will edit for correct use of spelling, using spelling patterns and generalizations (e.g., word families, diphthongs, consonant digraphs, CVC words, CCVC words, CVCC words and affixes) and using a dictionary or other resources as necessary. • LA.4.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, and generalizations (e.g., r-controlled, diphthongs, consonant digraphs, vowel digraphs, silent e, plural for words ending in y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary. • LA.5.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary. • LA.6.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary.

  9. Word Builder DESCRIPTION OF PRACTICES: • Take a root of a word and see how many other words students can come up with by adding suffixes and prefixes. Or you can also group students and have them play a word game with a given set of letters. Word building is a flexible strategy that can be used in multiple ways. • Model explicitly and provide practice and support. Show students how they can problem-solve with words using this strategy. An example might be done with the word “sun.” You can add different suffixes or prefixes and change the word into sunny, sunless, and sunbath. Or using the endings -ip, -ill, -ir have students come up with a list of words (sip, ship, whip, lip, chill, dill, pill, sir, heir, etc.) • Take time to discuss the meaning of words with your students. • Word builder is a strategy that can be implemented in all types of service delivery models.

  10. Word BuilderExample for building words using root, prefix and suffix.

  11. Word Builder Example for building words using root, prefix and suffix.

  12. Word Wall CONTENT: A Word Wall is a strategy used to reinforce new vocabulary or to reinforce the spelling of a set of words. Teachers select new words, technical terms, and words that frequently recur and print these words in bold block letters on cards. Teachers post these cards on a visible wall or bulletin board. The Word Wall is built one word at a time as students encounter new terms. Students review the terms on the Word Wall before lessons. Every time one of the words appears in the lesson, the teacher reinforces it by pointing it out on the Word Wall. Repetition is the key to the Word Wall's success. Students can also create their personal Word Wall that includes new vocabulary or words with complex spelling patterns.

  13. Word Wall GRADE LEVEL: K-6 CURRICULUM STANDARDS: • LA.K.3.4.1: The student will edit for correct use of knowledge of letter/sound relationships to spell simple words. • LA.1.3.4.1: The student will edit for correct use of common spelling patterns (e.g., onset and rimes, word families, and simple CVC words) and conventional spelling of high frequency words. • LA.2.3.4.1: The student will edit for correct use of conventional spelling for high frequency words and common spelling patterns and generalizations (e.g., word families, simple CVC words, regular plurals, simple suffixes and simple prefixes) to determine how to spell new words. • LA.3.3.4.1: The student will edit for correct use of spelling, using spelling patterns and generalizations (e.g., word families, diphthongs, consonant digraphs, CVC words, CCVC words, CVCC words and affixes) and using a dictionary or other resources as necessary. • LA.4.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, and generalizations (e.g., r-controlled, diphthongs, consonant digraphs, vowel digraphs, silent e, plural for words ending in y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary. • LA.5.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary. • LA.6.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary.

  14. Word Wall DESCRIPTION OF PRACTICES: • Identify the key vocabulary words that students need to know for a specific topic or reading assignment or vocabulary words the student is having trouble spelling. • Print the words in large block letters on index cards and post them on a wall or bulletin board. Add pictures to the cards to assist ESOL students. • Post the word cards as the terms come up in the discussion or reading. • Regularly review the terms on the Word Wall. Have students read them aloud or spell them out as a warm-up exercise. Frequently call on students to refresh their memories of the definitions or spelling patterns of these words. • Reinforce these vocabulary words by including them in learning games and activities. • Word wall is a strategy that can be implemented in all types of service delivery models.

  15. Word WallHigh frequency words (example)

  16. Process For Learning New Words

  17. Word Games Word Sort: • http://www.starfall.com/n/sorting/r-controlled/play.htm?f • http://www.eduplace.com/kids/sv/books/content/wordsort/?g=1#grade1 • http://www.readwritethink.org/files/resources/interactives/wordfamily/ Word Builder: • http://www.gamegecko.com/wordbuilder.php • http://www.eduplace.com/kids/sv/applications/wordbuilder/index.html

  18. References: • Morin, C. (2009). Word Sorts. Retrieved March 24, 2010 from PB Works website: http://red6747.pbworks.com/Word-Sorts • Florida Online Reading Professional Development (2007). Retrieved March 24, 2010 from FOR-PD’s Reading Strategy of the Month website: http://forpd.ucf.edu/strategies/stratword_sorts.html • Teaching Resource Center (2010). Using Word Sorts in the Primary Grade Classroom. Retrieved March 24, 2010 from: http://www.trcabc.com/resources/teachers-corner/using-word-sorts-in-the-primary-grade-classroom/ • Florida Online Reading Professional Development (2004). Retrieved March 24, 2010 from FOR-PD’s Reading Strategy of the Month website: http://forpd.ucf.edu/strategies/stratBuild.html • Just Read Now (2010). Word Walls. Retrieved March 24, 2010 from Just Read Now! Website: http://www.justreadnow.com/strategies/wordwall.htm

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