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

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

2 T ODAY : 1) Review Assignments5 min 2) Mini Lesson Presentations – Spelling 20 min 3) Handwriting methods30 min 4) History of the Language40 min 5) Spelling Methods50 min 6) Closing and Next Steps5 min 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. Agenda: Purpose/Objective: Spelling

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

5 I NTASC S TANDARDS 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 T AP RUBRIC ALIGNMENT TEACHER CONTENT KNOWLEDGE TEACHER KNOWLEDGE OF STUDENTS ACTIVITIES AND MATERIALS

7 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. AGENDAOBJECTIVE: 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 40 min 4) Next Steps and Exit ticket 10 min

8 A SSESSING AND TEACHING SPELLING

9 O PENING … 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.

10 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. AGENDAOBJECTIVE: 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 40 min 4) Next Steps and Exit ticket 10 min

11 D ISCUSS 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, 8 th ed. Upper Saddle River, NJ: Pearson

12 T HE 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, 8 th ed. Upper Saddle River, NJ: Pearson

13 Y OUR 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 A NALYZE 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?

16 S PELLING 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, 8 th ed. Upper Saddle River, NJ: Pearson

17 T EXTBOOK PAGES ) 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

18 MODEL OF A SPELLING METHOD FOR STRUGGLING STUDENTS

19 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. AGENDAOBJECTIVE: 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 40 min 4) Next Steps and Exit ticket 10 min

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 W AYS TO PRACTICE SPELLING

22 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. AGENDAOBJECTIVE: 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 40 min 4) Next Steps and Exit ticket 10 min

23 T HE 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, 8 th ed. Upper Saddle River, NJ: Pearson

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 Y OU 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

26 S PELLING T IC T AC T OE E XAMPLE : 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

27 S PELLING IS A VISUAL SKILL : L ET ’ 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 1 st : read, spell, cover, print proof (3x)

28 P RACTICE … 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.

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.

30 T IC T AC T OE 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)

31 Y ARN, PIPE CLEARNERS …

32 STAMP PADS… STAMP IT

33 SALT TRAY WITH COLORED PAPER UNDERNEATH…

34 S MALL MEDIUM LARGE

35 E RASER / PENNIES …

36 G EL / PAINT BAG WRITING

37 B OUNCE IT …

38 S CRAMBLE LETTERS …

39 F LASH LIGHTS …

40 C HEERIO …

41 S WAT AND S PELL

42 B ALLOON B OUNCE …

43 G AMES AND M&M S

44 H IDDEN L ETTERS …

45 A ND 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

46 G RID /G ESALT WRITING

47 C LOUD WRITING :

48 P YRAMID

49 R AINBOW WRITING

50 H IDDEN W ORDS

51 M ORE 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 S PELLING T IC T AC T OE E XAMPLE Write it with yarn Stamp it Salt Tray Small, Medium, Large Eraser Spell Scrabble Tiles Spelling game with your partner Cherrio! Flashlight Write

53 G AMES AND ACTIVITIES - S ILENT S ENTENCE G AME : 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 1 st student in group writes the first word and passes the paper to the 2 nd 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 H OW 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

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 E XIT TICKET AND NEXT STEPS

57 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. AGENDAOBJECTIVE: 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 40 min 4) Next Steps and Exit ticket 10 min

58 Exit ticket… Tell at least one idea that you going to add to the way that you approach students who struggle with spelling? E XIT TICKET AND NEXT STEPS

59 NEXT STEPS


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