1. Carolyn Gould EEX 6061 Module 10 Spelling

2. Title: Making and Writing Words Content Area: Reading/Language Arts Grade level: 2 Standard Editing for Language Conventions - The student will edit and correct the draft for standard language conventions. SSS Benchmarks: LA.2.3.4.1: The student will edit for correct use of conventional spelling for high frequency words and common spelling patterns and generalizations (e.g., word families, simple CVC words, regular plurals, simple suffixes and simple prefixes) to determine how to spell new words Description of Practices: Making and Writing Words is a variation of Cunningham’s Making Words strategy and extends the original letter tile hands-on activity to a writing/spelling activity. The teacher may choose to emphasize phonograms, blends and digraphs, syllabic or final –e rules, or spelling lists with this strategy. Using an organizer template, the teacher either includes on the copies or tells the students to write the selected vowels and consonants at the top of the page; the teacher then says a word, or provides a definition of a word, and the students write the word in the appropriate box. Word selection progresses as consonants and vowels are manipulated to create different words; challenge words and transfer words finalize the activity. Students may use computer word processing instead of pencil and paper. The teacher may opt to write the letters on the board and have students use individual white boards and dry-erase markers for making/writing the words. Extensions for this strategy could include cutting apart the handout and sorting words by categories such as verbs, nouns, adjectives, or consonant blends, and practicing word recognition and oral spelling in study-pairs. For copy of blank word making template: http://www.readingonline.org/articles/words/rasinski_table.html Service Delivery Models: Direct instruction in grade level, co-taught and inclusion classrooms. References: Rasinski, T. (1999). Making and writing words. Reading Online. Retrieved from http://www.readingonline.org/articles/art_index.asp?HREF=words/index.html

3. take s Making & Writing Words

4. Vowels: a, e Consonants: b, c, k, l, m, s, t Making and Writing Words Name:________________________ Challenge word: Transfer words: 1. 6. 2.7. 3.8. 4.9. 5.10.  Prepare a handout, gather individual whiteboards/markers, or use word processing  Inform students of the learning objective: word families, silent -e rule, blends, etc.  Identify vowels and consonants to be used  Say the word  Give a definition or synonym  Spell the word if needed  Prepare a handout, gather individual whiteboards/markers, or use word processing  Inform students of the learning objective: word families, silent -e rule, blends, etc.  Identify vowels and consonants to be used  Say the word  Give a definition or synonym  Spell the word if needed

5. Vowels: a, e Consonants: b, c, k, l, m, s, t Making and Writing Words Name:________________________ Challenge word: Transfer words: 1. make 6. 2.7. 3.8. 4.9. 5.10.  Say the word: make  Give a definition or synonym; to build, to form, to shape  Spell the word if needed: m-a-k-e  Say the word: make  Give a definition or synonym; to build, to form, to shape  Spell the word if needed: m-a-k-e

6. Vowels: a, e Consonants: b, c, k, l, m, s, t Making and Writing Words Name:________________________ Challenge word: Transfer words: 1. make 6. 2. take 7. 3. cake 8. 4. lake 9. 5.10.  Proceed with additional words with same phonogram or word family

7. Vowels: a, e Consonants: b, c, k, l, m, s, t Making and Writing Words Name:________________________ Challenge word: Transfer words: 1. make 6. lame 2. take 7. same 3. cake 8. tame 4. lake 9. lakes 5. came 10. tames  Change to a different phonogram or word family  May choose to include affixes: plural -s, third person singular –s in this example  Change to a different phonogram or word family  May choose to include affixes: plural -s, third person singular –s in this example

8. Vowels: a, e Consonants: b, c, k, l, m, s, t Making and Writing Words Name:________________________ Challenge word: baste Transfer words: black clams 1. make 6. lame 2. take 7. same 3. cake 8. Tame 4. lake 9. lakes 5. came 10. tames  Challenge word could be from reading vocabulary, topic of discussion: Thanksgiving preparation- baste the turkey  Give definition, synonyms, and spelling for challenge word  Transfer words: students create new words using what they know about digraphs, blends, affixes, spelling conventions  Challenge word could be from reading vocabulary, topic of discussion: Thanksgiving preparation- baste the turkey  Give definition, synonyms, and spelling for challenge word  Transfer words: students create new words using what they know about digraphs, blends, affixes, spelling conventions

9. Title: Assessing Spelling Using a Writing Rubric Content Area: Reading/Language Arts Grade level: 5 Standard Phonics/Word Analysis - The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. Editing for Language Conventions - The student will edit and correct the draft for standard language conventions. SSS Benchmarks: LA.5.1.4.1: The student will understand spelling patterns. LA.5.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary. Description of Practices: This spelling assessment strategy is used alongside the writing process, helping students develop skill in detection and correction of their spelling errors. At the beginning of the school year, the teacher introduces the spelling rubric and models finding misspelled words in a sample essay. These are words that “don’t look right” (Loeffler, 2005, p. 25). Students are instructed to look for and circle those words and keep writing; they are taught self-check strategies in error correction, such as sounding out the words, using tools like dictionaries or spell-checkers, or asking a peer for assistance. In order to maintain student enthusiasm and motivation for writing, the spelling rubric is used to assess only selected compositions, and students are informed beforehand. Students turn in a rough draft with errors circled and corrected, and a final draft which is assessed with the rubric. Using the rubric instead of relying on weekly spelling tests supports differentiated spelling instruction, self-awareness of effective spelling strategies, context connection to spelling, and bolsters self-esteem. The four rubric categories used by the author are: circle all misspelled words, correct all misspelled words, use self-check strategies, and spell all words correctly in writing (Loeffler, 2005, p. 25). Service Delivery Models: Direct instruction of process and independent practice in upper elementary grade level, inclusion, and resource classrooms. References: Loeffler, K. (2005). No more Friday spelling tests? An alternative spelling assessment for students with learning disabilities [Electronic Version]. Teaching Exceptional Children, 37(4), 24-27.

10. Make Your Own Rubric http://rubistar.4teachers.org/ Rubric adapted from Loeffler, 2005, p.25.

11. Title: Spelling In Parts Content Area: Reading/Language Arts Grade level: 4 Standard: Phonics/Word Analysis - The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. SSS Benchmarks: LA.4.1.4.1: The student will recognize knowledge of spelling patterns. Description of Practices: Spelling in Parts is a strategy that helps students to chunk polysyllabic words into individual syllables, thereby making the word more manageable in achieving a correct spelling of the word. The student will first say the word, next say and spell each syllable, and then identify and circle which syllable could be problematic. For example: when the word location is divided into lo-ca-tion, the final syllable sounds like /shun/ but is spelled t-i-o-n. The student identifies that this syllable would present a spelling difficulty. The student covers this syllable, says it and writes the syllable; the student repeats saying the syllable and writes it again. Students check their work and repeat the steps as necessary. Instruction and practice with derivational morphology using graphic organizers or visualizing analogies with similar endings, like the location of the station for vacation would aid in recognizing the -tion affix. Service Delivery Models: Direct instruction and modeling of the strategy, with formative teacher feedback for upper elementary grade level and content classes, inclusion, and resource classrooms. References: Powell, D. & Aram, R. (2008). Spelling in parts: a strategy for spelling and decoding polysyllabic words [Electronic Version]. The Reading Teacher, (61)7, 567-570.

12. Spelling in Parts Steps in Process 1.location 2. lo-ca-tion *l-o/c-a/s-h-u-n/ 3.lo- ca-tion 4. station vacation 5. -tion -tion tion 6. -tion tion 7. location Teacher models process & examples Student says the word Say and clap the syllables Say each syllable and spell it Circle problem syllables Examine problem syllables: develop mnemonic, visual, or analogous clue to aid with spelling Cover syllable; say it; write it Say the syllable; write it Check for correctness; repeat steps as necessary