Make Sense of Spelling and Spell Well!

1. Make Sense of Spellingand Spell Well! Presented by Cherry Carl

2. What Does Research Say? • The spelling system of English makes sense . . . most of the time!(Words that are related in meaning are often related in spelling as well, despite changes in sound.) Example: “define” and “definition”

3. What Does Research Say? • Effective spelling instruction powerfully supports the nature and development of the reading process. An active search for pattern builds word knowledge that serves both the encoding and the decoding of words. Example: doubling consonants in “tap” and “hop” (tapped and hopped as opposed to taped and hoped).

4. What Does Research Say? • Spelling instruction in the middle grades provides a bridge to vocabulary instruction. Explain how to spell known words by connecting to unknown that are similar in spelling and meaning. Example: “president” and “preside”

5. What Does Research Say? • Spelling assessments have been developed that pinpoint students’ level of spelling development. • Teachers can identify the types of words and patterns that are most appropriate for spelling study.

6. Spelling Assessment Tools • Bear, D. et al (2000). Words their way: Word study for phonics, spelling, and vocabulary development. • Ganske, K (1999). The developmental spelling analysis: A measure of orthographic knowledge. • Masterson, J.J., et al (2002). SPELL: Spellingperformance evaluationfor language and literacy.

7. Research-Based Spelling Instruction • Phonology-based spelling instruction • Phonics-based spelling instruction • Pattern and rule-based spelling instruction • Semantics and morphology-based instruction • Mental orthographic image-based spelling instruction Source: Learning by Design, Inc., 2004. Permission to reprint fornon-commercial use only.

8. Phonology-Based Instruction • Foster awareness of sounds in words with the understanding that letters are used to represent sounds in words. • Encourage students to sound out phonetically-spelled words and write the letters as they say each sound. • Introduce sounds in a sequence that reflects perceptual and linguistic complexity. Source: Learning by Design, Inc., 2004. Permission to reprint fornon-commercial use only.

9. Phonology-Based Instruction • Control the complexity of other sounds and letters in the words when introducing a new spelling pattern. • Ask students to create new words by adding, omitting, changing one of the sounds in a word. Source: Learning by Design, Inc., 2004. Permission to reprint fornon-commercial use only.

10. Phonics-Based Instruction • Teach the different letters and letter combinations that can represent a sound. • Display the alphabet on the classroom wall; establish key words for alphabetic letters. • Encourage letter hunts for all the letters in a list of words that have the same sound. Source: Learning by Design, Inc., 2004. Permission to reprint fornon-commercial use only.

11. Phonics-Based Instruction • Use word sorts to sort words according to different spellings of the same sound. • Ask the students to create and keep a list of allowable spellings for each sound. Source: Learning by Design, Inc., 2004. Permission to reprint fornon-commercial use only.

12. Pattern/Rule-Based Instruction • Develop knowledge of patterns and rules for combining letters to spell words. • The most important rule is . . . Don’t teach the rule! Create opportunities for students to discover the pattern or rule and to use their own words to describe the pattern or rule. • Teach spelling patterns in a sequence that reflects orthographic complexity. Source: Learning by Design, Inc., 2004. Permission to reprint fornon-commercial use only.

13. Pattern/Rule-Based Instruction • Contrast the correct spelling of a target pattern with another familiar word (e.g., rate vs. rat); guide students through explaining how and why the words look different. • Group weekly spelling words together according to target pattern; add words to the list so that each target pattern is represented by at least 3-4 words. Source: Learning by Design, Inc., 2004. Permission to reprint fornon-commercial use only.

14. Semantics and Morphology-Based Instruction • Use the meaning of words and parts of words to spell. • Discuss meaning of words and identify relationships between and among words. • Teach correct spelling of prefixes and suffixes along with the meaning of these word parts. Source: Learning by Design, Inc., 2004. Permission to reprint fornon-commercial use only.

15. Semantics and Morphology-Based Instruction • Create opportunities for students to discover rules for modifying words when adding affixes. • Teach words that do not involve a modification to the base word when adding an affix before teaching words that involve a phonological and/or orthographic change to the base word. Source: Learning by Design, Inc., 2004. Permission to reprint fornon-commercial use only.

16. Mental Orthographic Image-Based Instruction • Develop clear and complete mental images of words in long-term memory. • Always encourage students to print the word rather than recite the word’s spelling. • Discuss characteristics of the printed word; visualize the word. Source: Learning by Design, Inc., 2004. Permission to reprint fornon-commercial use only.

17. Mental Orthographic Image-Based Instruction • Present intentional misspellings for correction by students; encourage students to try the different possible spellings to see which one “looks right.” • Encourage students’ self-monitoring and proofing of their own work. • Allow students with poor penmanship to use a word process for their writing work. Source: Learning by Design, Inc., 2004. Permission to reprint fornon-commercial use only.

18. Spell Well ActivitiesSelected Spelling ActivitiesFor Practice at School or at Home

19. Spell Well Activities • Letter Tiles • Rhyme Time • Headlines • Color and Cut • Sand in the Hand • Tic-Tac-Toe • Code Words • Graph it! • Fun Food • Finger Paint

20. More Spell Well Activities • Words of Clay • Practice Makes Perfect • Figure This • Let’s Talk • Word Art • Now Hear This! • Name That Pat • 1-2-3 • Flexible Practice • Gibberish

21. Even More Spell Well Activities • Design It • Guess What! • Sky Writing • It’s a Match • Take a Stretch • Tongue Twisters • Puzzle Me This • Picture This • Bingo! • That’s An Order • Three Cheers for Spelling

22. More Spell Well Activities • Match It • Categories • String a Word • Say That Again • Are You Listening? • Cloze the Gap • Find a Word • Crossword Magic • Jingle Spell

23. References and Resources • Bear, D. et al (2000). Words their way: Word study for phonics, spelling, and vocabulary development. • Phenix, Jo (2004). The Spelling Teacher’s Book of Lists. • Ganske, K. (2005). Word Journeys. • Fountas and Pinnell (1998). Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. • Rasinski, et al (2000). Teaching Word Recognition, Spelling, and Vocabulary: Strategies From The Reading Teacher • Anything by Donald Gentry or Diane Snowball!

24. Quotable Quotes "My spelling is Wobbly. It's good spelling but it Wobbles, and the letters get in the wrong places." -- A. A. Milne