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Small Steps to the Lesson Plan

Small Steps to the Lesson Plan. March 11 or March 16: Thinking Sheet Due for Class Check (add to syllabus; meet with me if want) – type to keep a copy for you March 18: Text Talk Element Due ( Guided Reading Query Sets ) get feedback after Spring Break

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Small Steps to the Lesson Plan

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  1. Small Steps to the Lesson Plan • March 11 or March 16: Thinking Sheet Due for Class Check (add to syllabus; meet with me if want) – type to keep a copy for you • March 18: Text Talk Element Due (Guided Reading Query Sets) get feedback after Spring Break • April 6 or April 8: Word Study Demonstration Due (practice and get feedback from peers – see grading sheet in your handout) • April 15: Lesson Plan Due • April 22 or April 29: Literacy Center Due

  2. Stages of Spelling Development

  3. How do children learn how to spell? Concepts of print Letter-sound correspondence (match) Spelling within a one-syllable word Build words with multi-syllables Word meanings related to spelling

  4. How do children learn how to spell? INVENTED SPELLING… • Concepts of print • Letter-sound correspondence • Spelling within a word • Build words with multi-syllables • Word meanings 1. Emergent:Scribbles>letters & directionality 2. Letter-Name: Alphabetic principle, consonants / short vowels /cons.blends 3. Within-word patterns: long vowel, bossy-r, vowel combinations 4. Syllables & Affixes (Word Endings): plurals, tenses 5.Derivational Relations:relationship btw spelling & meaning, various forms

  5. Can you match them up? Emergent Early Letter Name Late Letter Name personable, personality kit(kite) runing(running) lOEO~~OllOAOo~~ TD(today) frend(friend) Within-Word Syllables/Affixes Derivational What should you teach next? See also p. 314-315 4th or p. 178-179 5th

  6. Steps in Determining Student’s Stage of Spelling Development • 1. Choose writing samples • 2. Identify misspelled words • 3. Make a spelling analysis chart • 4. Categorize student’s misspellings • 5. Tally the errors • 6. Identify topics for instruction

  7. Spelling Development in Within Word Pattern Stage • Vowel patterns (long, r-controlled, w-controlled, l-controlled) see p. 175 • Dipthongs (Whiners – oo, oy/oi, ow/ou; aw/au) • Complex Consonants (ck, ch/tch, kn, dge/ge, squ, scr/spr/str) • Pacing Chart WTW p. 180

  8. Today a person at home called us and said that a bomb was in our school and made us go outside and made us wait a half of an hour and it made us waste our time on learning. The end. (Written by Marc in Grade 1)

  9. Letter-Name Alphabetic Within-Word Syllables & Affixes Other Issues Conclusion: Goals for Word Study Instruction: 1. 2. 3. 4.

  10. Letter Formation b for d z for s Today a person at home called us and said that a bomb was in our school and made us go outside and made us wait a half of an hour and it made us waste our time on learning. The end.

  11. Conclusion: Marc spelled 56% of the words correctly and most of his spelling errors were in the letter-name and within-word patterns stages, which is typical of first graders’ spelling. • What goals for word study instruction? • Letter d (vs. b) and letter s (vs. z) • High-frequency words • CVCe vowel pattern • ed past tense ending

  12. Try it out…Mapping Early Literacy Writing Samples to Developmental Spelling Stages

  13. Teaching Spelling • Sound it out > Think it out (think about spelling patterns, root words, affixes, the shape of the word, etc) • Stretch & spell each sound; • Break the word into syllables and use patterns from open and closed syllables; • Word Walls; Word Sorts; and Making Words • Interactive Writing: model and write WITH students helping

  14. Quiz • Phonics patterns (short and long vowels; open and closed syllables) and examples of each • Developmental stages of spelling and examples of patterns in each stage • Word sorting basics • Types of guided reading instruction and levels of scaffolding

  15. How do children learn how to spell? (Your turn!) • Concepts of print • Letter-sound correspondence • Spelling within a word • Build words with multi-syllables • Word meanings Derivational Relations:relationship btw spelling & meaning, various forms Syllables & Affixes (Word Endings): plurals, tenses Emergent:Scribbles>letters & directionality Within-word patterns: long vowel, bossy-r, vowel combinations Letter-Name: Alphabetic principle, consonants / short vowels /cons.blends

  16. Can you match them up? personable, personality … kit (kite) … runing (running) … lOEO~~OllOAOo~~ … TD (today) … frend (friend) … • Derivational • Mid-Late Letter Name • Syllables/Affixes • Emergent • Early Letter Name • Within-Word

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