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Spelling Chapter 12

Spelling Chapter 12. Presented by Wendy Peek ECE 682. A Video to Start. http://www.youtube.com/watch?v=KFPXQkZE6hA. Teaching Spelling. What the Teacher Should Know. The Developmental Stages of Spelling. The various progressive stages may be similar and may overlap.

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Spelling Chapter 12

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  1. SpellingChapter 12 Presented by Wendy Peek ECE 682

  2. A Video to Start • http://www.youtube.com/watch?v=KFPXQkZE6hA

  3. Teaching Spelling

  4. What the Teacher Should Know

  5. The Developmental Stages of Spelling • The various progressive stages may be similar and may overlap. • Researchers disagree on the number and names of emergent writers.

  6. Emergent Spelling Stage

  7. Alphabetic Spelling Stage

  8. Within Word Pattern

  9. Syllable and affixes

  10. Derivational Relations

  11. English Language Learners and Spelling Instruction

  12. Strategies – The Emergent Stage (ELL) • Read to them and point to the words. • Emphasize the sounds in words • Rhyming stories • Alphabet books • Singing songs with rhyming words • Label vocabulary terms for everything

  13. Strategies – Letter Name, Alphabetic Stage (ELL) • If they are not literate in their native language, begin with letter sound representation. • If they are, explicitly explain the differences in the English alphabet and their own native one. • Alphabet books that show uppercase and lowercase letters • Picture sorts by initial sound, then by ending sound, then by vowel sound.

  14. Strategies – Within Word Pattern Stage (ELL) • CVC patterns • Word families containing CVC pattern • Word family flip books • Word family word walls • Word family Concentration • Progress through more difficult patterns in word families, CVVC, CVCe

  15. Strategies – Syllable and Affixes (ELL) • Teach a few simple rules • 1) a closed syllable has a short vowel sound: cam-per • 2) Words with double consonants in the middle of the word are divided between the two consonants, and the vowel in the first syllable is short: but-ter, com-ment • 3) An open syllable usually has a long sound: o-pen, pro-vide • Engage students in many writing activities and point out spelling patterns as you go. • Model, share the pen, and language experience approach.

  16. Strategies – Derivational Relations Stage (ELL) • ELLs become aware of root words, prefixes and suffixed, and the changes in words when they become different parts of speech. • First they learn inflectional endings of verbs in which the base undergoes no change, next they learn inflectional endings in which the base word undergoes a slight spelling change. • Prefixes have meaning • The teacher must help them understand the relationship between the spelling and the meaning of these different word forms.

  17. Orthographic Patterns of Words “The purpose of explicit spelling instruction is to expand students’ knowledge of the principles of English orthography and broaden the range of strategies they use to spell unknown words.” (Rymer & Williams, 2000). “Aim to make all students word solvers who call upon their knowledge of orthographic categories at will.” (Fountas & Pinnell, 2001).

  18. Word Solvers Learn Words Through:

  19. Generalizations Teacher Should Know to Help Students Learn to Spell Unknown Words • Appendix B.9 (page 409)

  20. TEACHERS MUST • Understand the patterns and rules themselves in order to help the students. • Be able to explain the comparison between English and Spanish spelling patterns. • Understand the habits of good and poor spellers and be able to intervene accordingly.

  21. Informal Assessment

  22. The Activity • Examine the spelling inventory and CAFÉ spelling assessment from your student and determine their stage of spelling development.

  23. Formal Assessment • Standardized assessment – Students typically select the word spelled correctly from a group of words.

  24. Intervention Strategies

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