1. SPE 423
Chapter 9: Assessing and Teaching Writing and Spelling

2. Today:
Agenda:
Purpose/Objective: Spelling
1) Review Assignments
5 min
2) Mini Lesson Presentations – Spelling
20 min
3) Handwriting methods
30 min
4) History of the Language
40 min
5) Spelling Methods
50 min
6) Closing and Next Steps
SWBT analyze their current spelling method practice with recommended practices for students who struggle with spelling and make recommendations for ways to incorporate these practices into their daily spelling instruction routines.

3. NOTE TO INSTRUCTORS:
The students need to bring the method/materials for spelling examples that are being used at their school or in their mentor’s room to class for this session.
They will also need their textbooks
If you are going to set up spelling centers, you will need to make the spelling center cards and gather the supplies prior to class. See the lesson plan for this activity.

4. DO NOW…
GO TO BB
WEEK 12
BRING UP THE DYSLEXIA HANDBOOK – TEACHER STRATEGIES
READ ABOUT SPELLING – PAGES 14-17 T

5. Intasc Standards
2(h) The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.
2(l) The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.

6. Tap rubric alignment TEACHER CONTENT KNOWLEDGE
TEACHER KNOWLEDGE OF STUDENTS
ACTIVITIES AND MATERIALS

7. AGENDA
OBJECTIVE:
1) Review Assignments
10 min
2) Comparing your current spelling method to what is recommended for students who have difficulty learning spelling
40 min
3) Model of a current spelling method and analysis of ways that it meets the recommended principles
50 min
3) Review and discuss ideas for spelling approaches and ways to practice spelling based on researched principles
4) Next Steps and Exit ticket
SWBT analyze their current spelling method practice with recommended practices for students who struggle with spelling and make recommendations for ways to incorporate these practices into their daily spelling instruction routines.

8. Assessing and teaching spelling

9. Opening… Go to this website and take this spelling test.
ed.html
Write down the words that you missed on the test and keep it for later.
OPTIONAL: You could have the students go to this website and take the test. Have them write down any words that they had difficulty spelling and keep the list for later use. CAN access in Gilbert.
If you can’t access the website in your classroom, go to the site prior to class and choose 10 words to give to the students. Then have them save the words.
OR: THIS COULD BE SAVED AND DONE JUST PRIOR TO THE SPELLING PRACTICE REVIEW.

10. AGENDA
OBJECTIVE:
1) Review Assignments
10 min
2) Comparing your current spelling method to what is recommended for students who have difficulty learning spelling
40 min
3) Model of a current spelling method and analysis of ways that it meets the recommended principles
50 min
3) Review and discuss ideas for spelling approaches and ways to practice spelling based on researched principles
4) Next Steps and Exit ticket
SWBT analyze their current spelling method practice with recommended practices for students who struggle with spelling and make recommendations for ways to incorporate these practices into their daily spelling instruction routines.

11. Discuss this statement from the textbook…
“Spelling is an important tool in our society. Many people measure one’s intelligence or education by their ability to spell.”
Source: Vaughn, S., Bos, C. (2012). Strategies for Teaching Students with Learning and Behavior Problems, 8th ed. Upper Saddle River, NJ: Pearson
You could set this up as a question for a class response before starting the discussion by using a tool like Answer Garden

12. The textbook also stated:
“Spelling is often difficult even for those students without LD”
“Many good readers are poor spellers and almost all poor readers are poor spellers”
From your classroom experiences, do you agree with this?
Source: Vaughn, S., Bos, C. (2012). Strategies for Teaching Students with Learning and Behavior Problems, 8th ed. Upper Saddle River, NJ: Pearson

13. Your spelling program:
Whenever you are the teacher, you may have some choice in what materials you will use and/or the way that you present the information.
With a partner, talk about how spelling is being taught in your classroom.

14. Open your text book to page 304 and reread the section about traditional spelling instruction. Is this similar to the method that is being used in your class? In what ways is it similar or different?
Think about one or more students who are struggling with spelling in your classroom. Tell your table partners what you see as their difficulty.

15. Analyze your current method:
Open your text to page 305 – 306 the section that says “Principles for Teaching Spelling to Students with Learning Difficulties”
Using the information found there and the chart provided from your instructor analyze and discuss with a partner, your current spelling program. Use the chart (Principles for Teaching Spelling to Students With Learning Difficulties) provided by your instructor to review your current program
Does it follow the recommendations for students who struggle or is it a traditional model?
Discuss what the students discover after they are finished.

16. Spelling approaches and practice
The textbook states:
“…spelling practices that provide students with spelling strategies or systematic study and word practice methods yield the highest rates of spelling improvement.”
Let’s talk about some of these practices…
Source: Vaughn, S., Bos, C. (2012). Strategies for Teaching Students with Learning and Behavior Problems, 8th ed. Upper Saddle River, NJ: Pearson

17. Textbook pages 309-310 1) Provide a weekly list of words
2) Error imitation and modeling
3) Allocate three spelling words per day
4) Modality
5) Computer-assisted instruction
6) Peer tutoring
7) Study techniques
8) Explicit and systematic instruction in spelling
Have them think about if their current program is doing this…

18. MODEL OF A SPELLING METHOD FOR STRUGGLING STUDENTS

19. AGENDA
OBJECTIVE:
1) Review Assignments
10 min
2) Comparing your current spelling method to what is recommended for students who have difficulty learning spelling
40 min
3) Model of a current spelling method and analysis of ways that it meets the recommended principles
50 min
3) Review and discuss ideas for spelling approaches and ways to practice spelling based on researched principles
4) Next Steps and Exit ticket
SWBT analyze their current spelling method practice with recommended practices for students who struggle with spelling and make recommendations for ways to incorporate these practices into their daily spelling instruction routines.

20. INSTRUCTOR NOTES:
At this point you can present a spelling method that you have used with struggling spellers that meet this criteria. For example, the book talks about the Fernald method, if you are familiar with it, you could demonstrate it.
Another option is to review the spelling approaches in the text on pages
A different option is to go to the Rebecca Sitton website and use her sample lesson and review it against the recommendations for struggling spellers
Or, you can just discuss with the students how they could design their own program or modify their current one based on these principles.
Then after this if time, review some ways to give students lots of spelling practice.

21. Ways to practice spelling
YOU MADE IT TO HERE WITH THE CLASSES AND THEN DID THIS PART THE NEXT WEEK AND THE HANDWRITING THE NEXT WEEK.

22. AGENDA
OBJECTIVE:
1) Review Assignments
10 min
2) Comparing your current spelling method to what is recommended for students who have difficulty learning spelling
40 min
3) Model of a current spelling method and analysis of ways that it meets the recommended principles
50 min
3) Review and discuss ideas for spelling approaches and ways to practice spelling based on researched principles
4) Next Steps and Exit ticket
SWBT analyze their current spelling method practice with recommended practices for students who struggle with spelling and make recommendations for ways to incorporate these practices into their daily spelling instruction routines.

23. The textbook states:
“Using games and activities, selecting meaningful words, and providing examples of the use and need for correct spelling are strategies that help to motivate students and give them a positive attitude about spelling.”
Source: Vaughn, S., Bos, C. (2012). Strategies for Teaching Students with Learning and Behavior Problems, 8th ed. Upper Saddle River, NJ: Pearson
Page 306 under “Motivate Students to Spell Correctly”

24. The main idea is to find as many ways as you can to practice spelling words and make it more fun and engaging so the kids will really work with the words.
The thinking is that children learn better being able to use a variety of multisensory ways to practice. This is especially true for those who struggle with spelling.

25. You will need: Construction paper and markers
Make a tic tac toe board type using your whole paper (you should have 9 boxes on it) DON’T MAKE IT SMALL – USE THE WHOLE PAGE
OPTIONAL: You can have the students make one of these and put ideas on it as they go through and hear different options. They choose the 9 they like the best.

26. Spelling Tic Tac Toe Example: one way to set up spelling practices
 Write it with yarn
Stamp it
Salt Tray
Small, Medium, Large
Eraser Spell
Scrabble Tiles
  Spelling game with your partner
Cherrio!
Flashlight Write
OR: just show the example of one and don’t have them make one
The students choose their practices. They have to make a tic tac toe for the week. If they start in a direction, then they have to continue in it. You can do a class one also and have a student in charge each day of choosing the practice. You could do a black out and then start over again.

27. Spelling is a visual skill: Let’s talk about ways to practice…
Practice needs to always be in writing – no more write the word 10 times…
Ways to practice: I DO THIS FIRST EVERY TIME
1st : read, spell, cover, print proof (3x)
Instructor note: See page 307 at the top for ideas that you might review here instead.

28. Practice… I have set up spelling practice centers around the room.
With a partner, take the list of words that you misspelled on the test at the beginning of class and try the different ways of practicing these words.
Take your Tic Tac Toe sheet also and if there is a way that you particularly like, write it in one of the squares.
Instructor: Choose OPTION 1 or 2(next slide) or make up your own practice method and delete the slides you are not going to use. There is a list of directions for these activities that is attached with the ppt and the lesson plan on the PLL or use the links below to develop your own.
The links on the lesson plan for great ideas to use are these:
72 ways to practice spelling:
Mom 2 Mom Ways to Practice Spelling: This is a blog so it may be blocked at your site. You can use ideas though:

29. OPTION 2:
THE INSTRUCTOR REVIEWS A VARIETY OF METHODS AND HAS THE STUDENTS WRITE DOWN THEIR FAVORITES IN THE TIC TAC TOE BOARD.
YOU MAY OR MAY NOT NEED THE SPELLING TEST SO THAT COULD BE DELETED.
OR THEY COULD CHOOSE ONE METHOD AND DESIGN AN EXAMPLE TO SHOW THE CLASS.
THE INSTRUCTOR CHOOSES THE OPTION FOR TEACHING WAYS TO PRACTICE SPELLING OR DESIGNS HIS/HER OWN.

30. Tic Tac Toe board
As I go through these ideas, fill in your tic tac toe board – one idea per box ( I have more than one – so choose the 9 that you like)
THIS PART IS FOR OPTION 2 IF YOU ARE SHOWING THE STUDENTS EXAMPLES INSTEAD OF HAVING CENTERS SET UP.

31. Yarn, pipe clearners…

32. STAMP PADS… STAMP IT

33. SALT TRAY WITH COLORED PAPER UNDERNEATH…

34. Small medium large

35. Eraser/pennies…

36. Gel/paint bag writing

37. Bounce it…

38. Scramble letters…

39. Flash lights…

40. Cheerio…

41. Swat and Spell

42. Balloon Bounce…

43. Games and M&Ms

44. Hidden Letters…

45. And even more practice:
Grid/gestalt writing
Game boards
Cut letters out of the newspaper
Letter stamps
Rainbow writing
Pyramid writing
Hidden writing
Cloud writing
Overhead tiles
Catch the letters
These are examples. The instructor can use these or put in others that he/she is familiar with. There are a couple of great websites for ways to practice that you might want to use. The links to these are on the lesson plan that accompanies this ppt on the ASU PLL website.

46. Grid/Gesalt writing

47. Cloud writing:

48. Pyramid

49. Rainbow writing

50. Hidden Words

51. More practice Write words with: Crayons Markers
Disappearing/changing markers
Paint brushes and water on the sidewalk
Wiggle pens
Colored pencils
Gel pens
Special pens and pencils used only for spelling

52. Spelling Tic Tac Toe Example
 Write it with yarn
Stamp it
Salt Tray
Small, Medium, Large
Eraser Spell
Scrabble Tiles
  Spelling game with your partner
Cherrio!
Flashlight Write
See the directions for the centers for explanations of these.

53. Games and activities - Silent Sentence Game:
I use a large piece of drawing or construction paper
Rules:
NO TALKING, NO HELPING, NO CRITICIZING
Teacher says a sentence (3x) – I repeat it periodically as they are writing
1st student in group writes the first word and passes the paper to the 2nd student who writes the next word and so on.
After the last word is written, the paper is passed on one more time and the last student edits it and can make any corrections.
When completed, the editor stands up
The teacher can grade it but other options are to have the editor grade it using the example given by the teacher.
Keep points

54. How do we set it up and test?
Can do a traditional list for the class based on an overview of all of the students
Can set of groups according to what words they need
Can do individual lists
Partners for practice and for tests
Repeat words that they don’t get correct
Retest all words studied
CHANGE TO WHATEVER YOU DO FOR THIS.

55. WHAT TO DO WITH VERY LOW LEVEL LEARNERS
The text talks about giving only 3-4 words per day. Here is a modification for very low learners ( students with severe dyslexia or dysgraphia, students with intellectual disabilities, etc.).
1) Start with one word
2) add one word at a time only
3) Keep the same words – when you have your list for them (5-10 words) drop off one word and keep going in that manner until you feel that they can handle another format

56. Exit ticket and next steps

57. AGENDA
OBJECTIVE:
1) Review Assignments
10 min
2) Comparing your current spelling method to what is recommended for students who have difficulty learning spelling
40 min
3) Model of a current spelling method and analysis of ways that it meets the recommended principles
50 min
3) Review and discuss ideas for spelling approaches and ways to practice spelling based on researched principles
4) Next Steps and Exit ticket
SWBT analyze their current spelling method practice with recommended practices for students who struggle with spelling and make recommendations for ways to incorporate these practices into their daily spelling instruction routines.
Have them review the objective to see if it has been accomplished.

58. Exit ticket and next steps
Tell at least one idea that you going to add to the way that you approach students who struggle with spelling?
Exit ticket and next steps

59. NEXT STEPS
PUT whatever reminders the students need about assignments or materials that they need for the next class.