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Emerging Spelling: Stages and Teaching Strategies

Emerging Spelling: Stages and Teaching Strategies. Chapter 12. Stages of Spelling Development. Stage 1: Emergent Spelling Stage 2: Letter-Name Spelling Stage 3: Within-Word Spelling Stage 4: Syllables and Affixes Spelling Stage 5: Derivational Relations Spelling.

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Emerging Spelling: Stages and Teaching Strategies

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  1. Emerging Spelling: Stages and Teaching Strategies Chapter 12

  2. Stages ofSpelling Development Stage 1: Emergent Spelling Stage 2: Letter-Name Spelling Stage 3: Within-Word Spelling Stage 4: Syllables and Affixes Spelling Stage 5: Derivational Relations Spelling

  3. Stage 1: Emergent Spelling This stage is typical of 3- to 5-year old children who learn these concepts: • The difference between drawing and writing • The direction of writing on a page • Some letter-sound matches • The formation of letters

  4. Stage One: Emergent Spelling 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.

  5. Emergent 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.

  6. Emergent 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.

  7. Stage 2: Letter-Name Spelling Spellers are usually 5- to 7-year old children who learn these concepts: • The alphabetic principle • Short vowel sounds • Consonant sounds • Consonant blends and digraphs

  8. Letter Name Spelling:Characteristics 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.

  9. Letter Name 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).

  10. Letter Name 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.

  11. Stage 3: Within-Word Spelling Spellers are usually 7- to 9-yearold children who learn these concepts: • Long-vowel spelling patterns • Complex consonant patterns • r-controlled vowels • Diphthongs

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

  13. Within-Word 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.

  14. Stage 4: Syllables and Affixes Spelling Spellers are usually 9- to 11-year old children who learn these concepts: • Inflectional endings • Homophones • Syllabication • Possessives

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

  16. Syllables and Affixes Spelling: Teaching Strategies • Teach how to divide words into syllables / rules fir inflectional endings • Teach schwa sound / spelling patterns • Teach homophones, contractions, compound words, possessives • Sort two-syllable words / homophones • Students make words using letter cards • Teach proofreading skills

  17. Stage 5: Derivational Relations Spelling Spellers are usually 11- to 14-year old students who learn these concepts: • Consonant and vowel alternations • Greek affixes and root words • Latin affixes and root words • Etymologies

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

  19. Derivational Relations Spelling: Characteristics of Writing • Teach root words / derivational affixes • Make clusters with root word in center and related words on rays • Teach students to identify words in English, Latin, and Greek spellings • Sort words according to roots or language of origin • Have students check etymologies of words in dictionary

  20. Analyzing Spelling Development • Example of a first grader’s spelling – p. 403 • Example of a fifth grader’s spelling – p. 405

  21. 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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