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Correct Spellings

Correct Spellings. Hemorrhage Aegis. Impugn Teutonic. Q-u-a-L-m!. How to Teach. Stages of Spelling Development. Prephonemic Know how letters are formed, but not how they work Pictures Scribbles R andom strings of letters that don’t match what they are trying to say.

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Correct Spellings

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  1. Correct Spellings Hemorrhage Aegis • Impugn • Teutonic • Q-u-a-L-m!

  2. How to Teach

  3. Stages of Spelling Development • Prephonemic • Know how letters are formed, but not how they work • Pictures • Scribbles • Random strings of letters that don’t match what they are trying to say

  4. Stages of Spelling Development • Phonemic • Starting to use letters to represent sound • Lack a stable concept of a word • Use more consonants than vowels • Recognize beginning and ending sounds easier than middle

  5. Stages of Spelling Development • Letter Name Spellers • Understand the concept of a word better • Break them into phonemes and represent them with letters • “e” for the long /e/ sound in nedls (needles) • Formal attention to spelling is beneficial

  6. Stages of Spelling Development • Conventional • Spells most things correctly • Uses sound recognition and chunking to spell words they don’t know • Uses references (personal dictionary, word wall, others)

  7. ELL and Spelling • Diagnostic assessment is important • Usually are developmentally behind English-only students in spelling • Knowledge of the other alphabetic system of the native language can help teachers • Spanish doesn’t have short vowel sounds so hearing the difference is harder for them • English is confusing (double-u, ph-, etc.)

  8. Parents and Spelling • Approximations look like errors to parents • Keep them informed about what really counts in early writing • Compare it to the development of oral language • Have students write letters or journals to their parents

  9. Strategies • Encourage inventive spelling • It helps children learn the sounds more effectively • Allows students to choose more exciting words without feeling like they are going to “get it wrong” • Learning from mistakes • Make corrections during revision and proofreading • “Its ok for now. We can both tell what it says, and we can fix it later.”

  10. Strategies • Mini-lessons on specific patterns • Observe- identify strengths and needs • Assess- students write words, note how they do • Teach- teach a spelling pattern using examples from familiar texts • Try- have the students write words using what they learned, compare to assessment • Post- write the spelling pattern with examples on a chart, post it on the wall (Word Wall) • Use- have the students use it in future writing, refer to the wall as needed

  11. Strategies • Word Wall • Sight words • Frequently misspelled words • “Million Dollar” words • Word patterns or families • Chunks • Speech to Print • Sounding out or stretching words

  12. Strategies • Spelling Lists • 10 to 12 appropriate words per week • Reflect a specific pattern (categorizing) • Can be differentiated for students on different levels • Diagnostic tests to create spelling groups • Link it to reading and writing • Use spell check for final drafts when spelling is fairly well developed

  13. References • Rasinski, Timothy V., and Nancy D. Padak. "Chapter 13: Spelling and Word Learning." From Phonics to Fluency: Effective Teaching of Decoding and Reading Fluency in the Elementary School. 2nd ed. Boston: Pearson Allyn and Bacon, 2008. Print. • Cooper, J. David, and Nancy D. Kiger. Literacy: Helping Students Construct Meaning. 7th ed. Boston: Houghton Mifflin, 2009. Print. • Spandel, Vicki. Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms. 2nd ed. Boston: Pearson Allyn and Bacon, 2008. Print. • "Robert Heckendorn's List of Hard to Spell Words." Robert Heckendorn's Home Page. Web. 26 Feb. 2011. http://marvin.cs.uidaho.edu/misspell.html.

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