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Spelling Workshop

Spelling Workshop. Conference of English Teachers British Council, Beirut 2012. Dr Mick Randall. What do you think about spelling?. In groups, look at the following statements and then either Agree with them or Disagree with them or Alter them until you agree.

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Spelling Workshop

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  1. Spelling Workshop Conference of English Teachers British Council, Beirut 2012 Dr Mick Randall

  2. What do you think about spelling? • In groups, look at the following statements and then either • Agree with them or • Disagree with them or • Alter them until you agree.

  3. Statements about spelling • Spelling is not as important as reading • Spelling should be taught in the context of expressing meaning in writing • As spelling in English is so irregular there is no point in teaching rules • The way to teach spelling is to get students to learn lists of irregular words by heart • Spelling and writing in English and Arabic are completely different

  4. Spelling 1 • What is spelling? • Not just “See Ay Tee”, but awareness of orthographic rules • Two–way street: important in reading and writing • .Whilst meaning is important it is also important to • point students to the way that words are formed • group words according to the sound patterns they represent.

  5. Spelling 2 • English spelling is irregular • Not entirely. English spelling is complex with many different rules. But there are common ways of spelling and it helps to show students these common spellings • Learning whole words by heart (Look and Say) should be complemented by looking at the letters and sounds (Phonics) • English writing and spelling is very different from that of Arabic • Yes. Despite both being “alphabetic” systems the fact that vowels are not written in standard Arabic (a ‘consonantal’ system) leads to what some have called " vowel blindness”

  6. Spelling vowels Although there are problems with consonants, principally • digraphs (two letters representing one sound e.g. th, sh, ch) • the so-called ‘silent’ letters (‘c’ in ‘ck’) • some consonants have different realisations (‘c’ as /k/, /s/) • sounds not existing in Arabic - /p/ The biggest problem lies with vowels. • working from letters to sounds the rules are very complex • However, working from sounds to letters, there is more regularity

  7. a hand How many ways are there of spelling the sound /&/ as in ‘hat’? 100%

  8. i y e a, aCe others bit rhythm become spinach, image How many ways are there of spelling the sound /I/ as in ‘bit’? 61 20 16 2 2

  9. e ea others ten dead How many ways are there of spelling the sound /e/ as in ‘bet’? 84 6 9

  10. u o ou others mud brother touch How many ways are there of spelling the sound /V/ as in ‘cut’? 63 27 8 2

  11. o a others cot wash How many ways are there of spelling the sound /Q/ as in ‘not’? 92 6 2

  12. oo u others foot put How many ways are there of spelling the sound /U/ as in ‘good’? 64 32 4

  13. e, eCe, ee ee ea ie i, iCe, ie others be, theme, agree sleep leaf chief motif, police, laddie How many ways are there of spelling the sound /i:/ as in ‘deep’? 38 26 25 5 2 4

  14. ar a others dark father How many ways are there of spelling the sound /A;/ as in ‘park’? 60 34 6

  15. a(+l) or, ore, ar au aw our ough others halt, talk cord, core, war author jaw court ought How many ways are there of spelling the sound /O:/ as in ‘cork’? 34 25 9 9 8 6 9

  16. oo u, uCe, ue o, oCe, oe ew ou others spoon flu, rule, blue who, move, shoe new group How many ways are there of spelling the sound /u:/ as in ‘moon’? 39 27 15 9 7 3

  17. er(r) ir(r) ur(r) or(r) ear other verb bird turn word heard How many ways are there of spelling the sound /3:/ as in ‘herb’? 39 18 15 17 8 3

  18. a, aCe, ay ai others labour, slate day rail How many ways are there of spelling the sound /eI/ as in ‘lake’? 65 18 12 5

  19. i, iCe, ie, y igh others bicycle, bike lie, try, rhyme high How many ways are there of spelling the sound /aI/ as in ‘like’? 82 13 5 0

  20. oi oy soil boy How many ways are there of spelling the sound /OI/ as in ‘boil’? 61 39

  21. o, oCe, oe ow oa others go, rope, toe grow coat How many ways are there of spelling the sound /@U/ as in ‘hope’? 75 18 4 4

  22. ou, ow owC others cloud, cow crowd How many ways are there of spelling the sound /aU/ as in ‘loud’? 93 6 1

  23. ear ea er, ere ia eer others near idea hero, mere media deer How many ways are there of spelling the sound /I@/ as in ‘dear’? 28 12 12 10 4 34

  24. ar, are air ear others librarian, spare hair wear How many ways are there of spelling the sound /e@/ as in ‘care’? 59 28 10 3 Information from: Brown, A. (2005). Sounds, Symbols and Spellings. Singapore: McGraw Hill

  25. Recommendations 1 • Teach the spelling of the vowel sounds. Go from sound to writing not writing to sound • Collect ways of spelling the sounds on charts around the class/in pupil’s books • Emphasise the common spellings of the vowel sounds • Colour code the sounds on the charts. Use a different colour for each sound.

  26. cork halt jaw spoon blue new rule foot put much brother touch

  27. Recommendations 2 Teach common ‘rhyme rules’: • vCe – magic “e” as in ‘mad’/’made’ • non-consonantal role of the letters ‘r’, ‘w’ & ‘y’ as in ‘card’, ‘crowd’ & ‘play’ • letter combinations in syllables such as –tion, -sion, -ing, -Vgh

  28. GHOTI

  29. Recommendations 3 (more advanced spelling) Work on dividing longer words into syllables Look at the stress within the word Look at the pronunciation of unstressed vowels Look at the same syllables when they are stressed

  30. Spelling is boring Yes, because it’s hard work, needs repetition, BUT LIKE ALL THINGS, IT CAN BE MADE FUN

  31. What did each of the games/activities practice? • What ‘spelling rules’ were involved? • What word recognition strategies were involved? • Could you use these games/activities with your students? • How could these be adapted for your students?

  32. THANK YOU FOR ATTENDING Any questions/observations/ suggestions? mick.randall@gmail.com

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