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Developmental Spelling: Stages and Teaching Strategies

Developmental Spelling: Stages and Teaching Strategies. Tonja L. Root, Ed.D. & Margie Tullos, Ed.S. Department of Early Childhood & Reading Education Valdosta State University Valdosta, Georgia 31698. Precommunicative Spelling: “Role Play Writing” Characteristics of Writing.

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Developmental Spelling: Stages and Teaching Strategies

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  1. Developmental Spelling: Stages and Teaching Strategies Tonja L. Root, Ed.D. & Margie Tullos, Ed.S. Department of Early Childhood & Reading Education Valdosta State University Valdosta, Georgia 31698

  2. Precommunicative Spelling:“Role Play Writing”Characteristics of Writing • Use scribbles, letters, letter-like forms, numbers. • Show no understanding of phoneme-grapheme (letter-sound) relationships. • Show a preference for uppercase letters. • Write from left-to-right, right-to-left, top-to-bottom, or randomly on the page. • Know that the print carries the message.

  3. Precommunicative Spelling:Teaching Strategies • Develop interest in print: Read aloud daily, create a print-rich environment, spend time with books. • Encourage children to write. • Use LEA and teacher/student modeling. • Teach letter names with letter forms.

  4. Precommunicative Spelling:Teaching Strategies, cont. • Introduce concepts and terms: letter, beginning/ending sounds, word, sentence. • Begin developing understanding of letter sounds, concept of rhyming. • Discuss and model directionality. • Discuss spelling with children & family members. • Find an appreciative audience.

  5. Semiphonetic Spelling:ExperimentalCharacteristics of Writing • Sometimes have not developed directionality: write from left to right, top to bottom. • Use letters to represent sounds. • Use abbreviated 1, 2, 3 letter spellings; omit some important letters in words. • Use letter-name strategy for spelling.

  6. Semiphonetic Spelling:Teaching Strategies • Encourage attempts at writing. • Continue to develop phoneme-grapheme correspondence. • Do LEA, asking for help with spelling. • Model writing. • Read daily. • Brainstorm words (& spelling) to make word banks prior to writing (sometimes).

  7. Semiphonetic Spelling:Teaching Strategies, cont. • Encourage children to write by representing sounds in the order they hear them. • Display words used frequently in writing. • Let children see what other children write. • Discuss developmental spelling with children and family members.

  8. Phonetic Spelling:Characteristics of Writing • Select letters on basis of sound alone. • Spelling represents all essential sound features. • Spelling is readable (more or less).

  9. Phonetic Spelling:Teaching Strategies • Read daily. • Model writing and encourage children to write. • Develop awareness of correct spelling, emphasizing visual features of words. • Expose children to word families, spelling patterns, word structure. • Teach students how to study a word.

  10. Transitional Spelling:Characteristics of Writing • Include a vowel in each syllable. • Apply many spelling rules; may overgeneralize. • Spelling resembles English spelling. • Spelling is easily read.

  11. Transitional Spelling:Teaching Strategies • Provide correct model of spelling. • Have students identify misspelled words by circling them. • Provide writing resources and teach students to use them independently. • Provide a spelling program. • Study affixes, root words, and homophones.

  12. Transitional Spelling:Teaching Strategies • Provide word-sorting activities. • Extend use of personal word banks. • Encourage use of mnemonics. • Emphasize importance of dictionary spelling for public sharing. • Model writing and encourage children to write. • Let students see what others write. • Read daily.

  13. Correct Spelling:Characteristics of Writing • Have internalized the alphabetic principle. • Have learned basic spelling words. • Spell words according to adult standards.

  14. Correct Spelling:Teaching Strategies • Teach students to spell multi-syllable words that contain common word parts (-tion, -able, inter-). • Provide spelling instruction: increase spelling awareness & correct misspelled words. • Keep spelling notebooks or personal dictionaries. • Develop proofreading skills.

  15. Correct Spelling:Teaching Strategies • Develop responsibility for identifying & correcting own spelling. • Encourage use of various strategies when spelling. • Provide quality writing experiences. • Continue to model and share writing. • Read daily.

  16. References • Some of the examples of student writing are from Temple, C., Nathan, R., Temple, F., & Burris, N. (1993). The beginnings of writing (3rd edition). New York: Allyn and Bacon.

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