Spelling Chapter 12 ECE 682; Spring 2017 Dr Spelling Chapter 12 ECE 682; Spring 2017 Dr. David Brown By: Racquel Washington March 7, 2017

Spelling Instruction… Is teaching children how to spell and not what to spell. Ancient school method: has anyone ever used this method? Spelling list should be tailored to the developmental needs of each student. As teacher we want students to enjoy learning new words by identifying patterns, prefixes and suffixes in polysyllabic words. (Ex: transformation, outstanding and photograph). Ancient school method: teacher presents a list of words at the beginning of the week, children practice spelling the words during the week and then they receive a test on Friday over their spelling list. Have they really learned how to spell the word or memorizing the spelling of the word? Discuss the example of individualized testing of spelling words. Where children who can learn 20 words are tested over those words. Students who can learn fewer are tested over their fewer words.

Newlands (2011) Principles: Strategies: Find patterns Visualize how the word looks Analyze errors & correct them Try a different spelling and select one that looks correct Use a known strategy Think of similar words such as piano when attempting to spell pianists If 1st strategy does not work, Sound out different syllables try another one Use analogies such as thinking of round when trying to spell flounder Check your word wall or other word banks/ sources Ask a peer for assistance

Developmental Stages of Spelling Emergent Spelling Stage Alphabetic Spelling Stage Within Word Pattern Spelling Stage Syllable and Affixes Spelling Stage Derivational Relations Spelling Stage

Emergent Spelling Stage English Speaking Student English Learner Children make scribbles or letter-like shapes and understands that writing proceeds from left to right. Read to students while pointing to the words and emphasizing their sounds. Children need ongoing opportunities to “write” and have adults who encourage them to “read” their work. Stories with rhyming words are appropriate (Ex. Alphabet books, songs with rhyming words) Children begin to represent their thoughts with words and they use the names of the letters as cues to the sounds they want to use. Teaching strategy: Encourage students to learn their environmental print, use picture cards. Increased writing from students (mostly pictures) Teaching strategy: label items around room and recite, use captions on students works, have teacher & student read captions, repeat words aloud and spell words aloud.

Alphabetic Spelling Stage English Speaking Student English Learner (Letter Name) Students are aware of the initial sounds of words. If English learners are not literate in native language; teach the alphabet as you would teach English learners. Students think there are as many letters in a word as there are syllables. Ex. “bb” in baby If the EL are literate in their native language; discuss the differences between their native and English alphabet, point out common letters between both languages. Students need continuous demonstrations and opportunities to listen to the sounds within the words. Teaching Strategy: Display alphabet books that highlight upper & lower case letters with familiar picture objects. Teaching strategy: Interactive writing. Spell out words as you write on boards, ask “what letter comes next” when spelling or invite student to write words for you.

Within Word Pattern Spelling Stage English Speaking Student English Learner Teachers help student discover patterns within words. Students learn about the English patterns of one-syllable words and over time multisyllabic words. Begin with three-letter phonograms (word families) and write the rime of a phonogram on a chart. Students would provide the onset to create a variety of words. CVC pattern (easiest for both groups of students)-has short vowel sounds (hat, cat, man) CVVC- one vowel sound (road, greet, beet) CVCe-silent e makes the 1st vowel long (make, cake, mane) Using a poem, students can find word families, rhyming words, pairs of words that rhyme. Teaching strategy: Word family flip books, word walls, word charts help students learn patterns. Teaching strategy: Inspire students to spell by having them write the letters they think might be in a word and then check the sound of a word.

Syllable and Affixes Spelling Stage English Speaking Student English Learner Students recognize chunks within words, prefixes, suffixes, root words and assist students with spelling them. Rules for teaching two-syllable words 1. a closed syllable(ends with a consonant) has a short vowel sound (cab-in) Words ending in ing or ed. Use the game of I Spy to identify these words in whole group reading (Big books). 2. words with double consonants in the middle of a word are divided between two consonants, the vowel in the first syllable is short (com-ment) Teaching strategy: coding parts of words in color. Red for prefixes, blue for root words, orange for suffixes. Students can use the card to develop words. 3. an open syllable (one that ends in a vowel) has a long sound (o-pen) Teaching strategy: Model how print works in shared reading, share the pen & language experience approach.

Derivational Relations Spelling Stage English Speaking Student English Learner Students spell most of their words correctly. Students become aware of root words, prefixes, suffixes and the change in words when they become different parts of speech. Use peers to check each others papers for spelling errors; using simple spelling rules. Spelling generalizations – Appendix B.10 1st suffixes learned- inflectional endings of verbs (ed, ing). Added to a root word does not change the base word but the meaning does. (standing) Teacher strategy: Display chart of rules in room & student refer to chart when they have questions. Use spell check when working on an electronic device. 2nd – inflectional endings where the base word spelling slightly changes (marry to married, hope to hoping) Prefixes have meaning: un, non, re- & pre. Teaching strategy: Assist students understand the relationship between the spelling and the different word forms. For English learner- they learn how some words change they are used as different parts of speech (nation becomes national)

Patterns of English Spelling Orthographic patterns of word: Purpose-to expand students knowledge of the principle of English orthography and broaden the range of strategies students use to spell unknown words. (Rymer & Williams, 2000, p. 242) Sound (Phonemic Strategy) Vision (Visual Strategy) Meaning (Morphemic Strategy) Analogies (Linking Strategy) Inquiry (Dictionary Usage) Spelling is a process of conceptual development. Teachers must understand generalizations about word patterns (Appendix B.10) to effectively teach spelling. They assist students in solving specific spelling problems. Having a connection with consonant blends, digraphs, and diphthongs help students learn word patterns. Good spellers learn orthography- letters and their sequence in words. They know different spelling for the same sound and understand how the words are organized. Students identify patterns in words and make connections between words instead of memorizing whole words. Word solvers learn through…..review chart. Word Solvers

Comparisons between English and Spanish Spelling Patterns Both languages have alphabetic foundations. English spelling words do not mirror their pronunciation. Spanish spelling has a stronger alphabetic foundation. Similarities: One phoneme can be represented by more than one letter. One letter can have more than one sound. Examples: Figure 12.6 P. 339

Spelling and the CCSS Common Core State Standards Figure 12.7 P. 340 Students at every grade level are expected to master various levels of spelling.

Good ~ Poor Spellers Upon proofing their work, good spellers recognize their spelling errors and correct without seeking assistance. (Hughes & Searle, 2000; Turbill, 2000). When they come to a word they cannot spell, they use different strategies to help generate a word that is familiar to them. They understand the writing process. Their 1st drafts are drafts, they are not concerned with spelling errors. Figure 12.8 P.341

CAFE` Word Writing Assessment Informal Spelling Inventories CAFE` Word Writing Assessment Checklists Formal ITBS CTBS CAT MA Assessments- help develops a students ability and knowledge of the skill. Inventories assess what students already know. It is a list of words (easy – complex; CVC & CVCe patterns). Used as an individual test. Teachers observe the students as they spell the word. PURPOSE-to have students spell dictated words so you can analyze what the student knows about spelling. This is administered several times a year to check for mastery. The teacher recites the words from the list at least twice & uses in a sentence. Most sets are in groups of 5. When a student misses 3 out of 5, the test stops. A students spelling stage can be determined by how many words they spell correctly. CAFÉ- (Figure 12.1) Measures how many words a student writes correctly in a specific timeframe. The teacher assess how many one-syllable & multisyllable words the student writes. Can be administered as a whole class on individual and at any grade level. Formal test –asses students ability to edit; not spell.

Spelling & Technology Spell Checking

Online Resources MindFun Spelling Apps www.mindfun.com Word Magic .99 K-2nd Education Place Word Wagon by Duck Duck Moose http://eduplace.com/kids/hmsv/ $1.99 Pre K-1st Play Kids Games SpellBoard $4.99 1st-12th www.playkidsgames.com Fun Brain www.funbrain.com

References YouTube DeVries, B. A. (2015). Literacy: Assessment & Interventions For Classroom Teachers 4th Edition. Scottsdale: Holcomb Hathaway.