Spelling Spelling Presentation Presentation Grades 3 - 5Grades 3 - 5Anne DeYoungAnne DeYoung

Katie KuffelKatie Kuffel

Sara SahsSara Sahs

“All children deserve to be taught in an environment that will promote, value and nurture their natural desire to learn”

- Susie Haas

- California Teacher of the Year

ENGLISH LANGUAGE ARTS

STATE GOAL 3: Write to communicate for a variety of purposes

A. Use correct grammar, spelling, punctuation, capitalization and structure.

Early Elementary

.A.1 Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.

AccommodationsAccommodations Allot extra time on spelling Allot extra time on spelling

tests and assignments.tests and assignments. Allow the option to verbally Allow the option to verbally

spell words for tests.spell words for tests. Give students a tape of Give students a tape of

verbal spellings of the verbal spellings of the words, so reading is not the words, so reading is not the only avenue to learn the only avenue to learn the spellings.spellings.

Give the option of typing out Give the option of typing out the spelling of a word on a the spelling of a word on a computer with out a spell computer with out a spell checker, such as on a checker, such as on a typewriter.typewriter.

Use flashcards for verbal Use flashcards for verbal practice instead of written practice instead of written worksheets.worksheets.

Allow extra instructional Allow extra instructional time for the teaching of the time for the teaching of the list of words.list of words.

Set up peer tutoring with a Set up peer tutoring with a buddy.buddy.

Supply large lined paper to Supply large lined paper to write out spelling words.write out spelling words.

Give multiple choice options Give multiple choice options for tests instead of only for tests instead of only writing out the words.writing out the words.

Give fill in the blank options Give fill in the blank options on tests instead of only on tests instead of only writing out the words.writing out the words.

Teach mnemonic devices to Teach mnemonic devices to help students remember the help students remember the spellings of the words .spellings of the words .

ModificationsModifications Shorten the spelling list expected to be learned by Shorten the spelling list expected to be learned by

students for each testing period.students for each testing period. Use an appropriate grade level list for individual Use an appropriate grade level list for individual

student’s ability.student’s ability. Give students the option of pointing to pictures Give students the option of pointing to pictures

instead of writing out the words. This changes the instead of writing out the words. This changes the objective from spelling to word recognition.objective from spelling to word recognition.

Make lists consist only of frequently misspelled Make lists consist only of frequently misspelled words or necessary functional words.words or necessary functional words.

For students who need it, give the option to trace For students who need it, give the option to trace words repeatedly then write independently once. words repeatedly then write independently once. This changes the objective from spelling to writing. This changes the objective from spelling to writing.

Teacher ResourcesTeacher ResourcesWebsites:Websites:Spelling ActivitiesSpelling Activities

Curriculum ResourcesCurriculum Resources

Spelling It RightSpelling It Right

Journals:Journals: Journal of Direct Journal of Direct

InstructionInstructionJournal of Journal of

CommunicationCommunicationJournal of Adolescent & Journal of Adolescent &

Adult LiteracyAdult LiteracyReading TeacherReading TeacherSchool Teachers: The School Teachers: The

JournalJournalAmerican School Board American School Board

JournalJournalLanguage LearningLanguage LearningEffective School Practices Effective School Practices

(a D.I. Journal)(a D.I. Journal)

Teacher Resources Teacher Resources Cont…Cont…

Curricula: Curricula: The Riggs Institute’s The Riggs Institute’s

Writing and Spelling Writing and Spelling Road to Reading and Road to Reading and ThinkingThinking

SRA PhonicsSRA PhonicsOpen Court PhonicsOpen Court PhonicsOpen Court Reading Open Court Reading

Online AssessmentOnline Assessment

Books:Books:Best Practice: new Best Practice: new

standards for teaching standards for teaching and learning in and learning in America’s schoolsAmerica’s schools / / Steven Steven Zemelman, Harvey Zemelman, Harvey Daniels, Arthur Hyde.Daniels, Arthur Hyde.

Seven Ways to Improve Seven Ways to Improve Spelling InstructionSpelling Instruction / / Bruce Cronnell.Bruce Cronnell.

Words Their Way: word Words Their Way: word study for phonics, study for phonics, vocabulary, and spelling vocabulary, and spelling instructioninstruction / Donald R. / Donald R. BearBear

More Teacher ResourcesMore Teacher Resources

Professional Groups:Professional Groups:

ADI – (Association for ADI – (Association for Direct Instruction) e Direct Instruction) e mail, chat rooms, mail, chat rooms, discussion groups, discussion groups, links, consultants, links, consultants, etc…etc…

ADI LinkADI Link

SRA – news letters & SRA – news letters & discussion groupsdiscussion groups

SRA ResourcesSRA Resources

What parents need to What parents need to know:know:

Recent research outlines a Recent research outlines a developmental process taking place developmental process taking place as students learn to spell. These 5 as students learn to spell. These 5 steps include:steps include:1.The random letter stage:1.The random letter stage:

At this stage students group symbols together to At this stage students group symbols together to represent words. They understand that words are represent words. They understand that words are groups of symbols but have not yet recognized the groups of symbols but have not yet recognized the meaning of individual symbols.meaning of individual symbols.

2.Estimated Spelling:2.Estimated Spelling:Children begin to write letters that represent the Children begin to write letters that represent the words they wish to communicate. Their words they wish to communicate. Their understanding at this stage does not include understanding at this stage does not include accurate representation of all the sounds or accurate representation of all the sounds or syllables yet. syllables yet.

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Spelling developmental Spelling developmental process continued…process continued…

3. Phonetic Spelling3. Phonetic SpellingChildren continue to rely on phonetic spelling, thus their Children continue to rely on phonetic spelling, thus their spelling may include substitutions of one vowel for another, or spelling may include substitutions of one vowel for another, or placing the correct letters in the wrong places as they form placing the correct letters in the wrong places as they form words. words.

4. Use of Visual Markers4. Use of Visual MarkersChildren at this stage become aware that words are not only Children at this stage become aware that words are not only made up of sounds but also include visual rules, they begin to made up of sounds but also include visual rules, they begin to add silent letters and double letter, as well as other visual add silent letters and double letter, as well as other visual markers. markers.

5. Mature Spelling5. Mature SpellingThis is the last stage, in which children (of average learning This is the last stage, in which children (of average learning abilities are 10 – 12 years old) are able to understand the abilities are 10 – 12 years old) are able to understand the variety of spelling patterns in our language, including nouns, variety of spelling patterns in our language, including nouns, verbs, compound words, etc. verbs, compound words, etc.

More information and research on these stages found at:More information and research on these stages found at:http://www.katyisd.org/teaching_learning/spelling /info.htmhttp://www.katyisd.org/teaching_learning/spelling /info.htm and andhttp://www.ericfacility.net/ericdigests/ed272922.htmlhttp://www.ericfacility.net/ericdigests/ed272922.html

What the stages imply What the stages imply according to:according to:

““Students’ invented spellings must be seen as Students’ invented spellings must be seen as opportunities for them to contribute actively opportunities for them to contribute actively to their own learning. By combining an to their own learning. By combining an understanding of invented spelling with formal understanding of invented spelling with formal spelling instruction, teachers should be able to spelling instruction, teachers should be able to develop more effective spelling programs.”develop more effective spelling programs.”

““Teachers must…relate spelling to purposeful Teachers must…relate spelling to purposeful writing rather than to conduct rule-based writing rather than to conduct rule-based instruction or to rely on memorization.”instruction or to rely on memorization.”

ERIC Identifier: ED272922 Publication Date: 1986-00-00

Author: Lutz, Elaine Source: ERIC Clearinghouse on Reading and Communication Skills Urbana IL.

Invented Spelling and Spelling Development. ERIC Digest

A suggested Spelling A suggested Spelling program:program:

* NOTE: For parents, follow these guidelines when studying at home.* NOTE: For parents, follow these guidelines when studying at home. According to Teaching and Learning in Katy ISD:According to Teaching and Learning in Katy ISD:

1.1. Introduce words and patternsIntroduce words and patternsGroup words with like sound patternsGroup words with like sound patterns

2.2. Practice spelling the wordsPractice spelling the wordsMake sure to include practice with hearing, seeing and writing. It is important of Make sure to include practice with hearing, seeing and writing. It is important of children to be able to pronounce words correctly before being expected to spell it children to be able to pronounce words correctly before being expected to spell it correctly.correctly.

3. 3. Use words in writingUse words in writingSpelling becomes meaningful and therefore is learned best when children use the Spelling becomes meaningful and therefore is learned best when children use the words to communicate their words to communicate their ownown messages in writing. messages in writing.

4. 4. Review and extendReview and extendAllow students to review their own writing and pick out the misspelled words Allow students to review their own writing and pick out the misspelled words

themselves, looking off of a correct list. Extend their understanding by themselves, looking off of a correct list. Extend their understanding by brainstorming like words that are of the same spelling./sound pattern.brainstorming like words that are of the same spelling./sound pattern.

5. 5. EvaluateEvaluateSelf correction throughout is necessary for children to evaluate their own Self correction throughout is necessary for children to evaluate their own

strengths/weaknesses and understanding.strengths/weaknesses and understanding.

Graham, S. (1999). Handwriting and spelling

instruction for students with learning

disabilities: A review. Learning Disability

Quarterly, 22, 78-98.

Simonsen, F., Gunter, L. (2001). Best practices in

spelling instruction: A research summary.

Journal of Direct Instruction, 1, 97-105.

Research ArticlesResearch Articles

Special OrganizationsSpecial Organizations

Special Organizations:Special Organizations:

SoftwareSoftware - Animated - Animated Spelling CD (over 700 Spelling CD (over 700 words with 2 games)words with 2 games)

National Association for CNational Association for Child Developmenthild Development

– Speech & sound, the – Speech & sound, the listening program, listening program, books, tapes, videos, books, tapes, videos, software, etc…software, etc…

Sylvan Learning CenterSylvan Learning Center – – After school tutoring for After school tutoring for students who need extra students who need extra help.help.

Special Organizations Special Organizations Cont…Cont…

CALCAL Center for Applied LinguisticsCenter for Applied Linguistics http://www.cal.orghttp://www.cal.org

CAL is a private, non-profit organization: a group of scholars and educators who use the findings of linguistics and related sciences in identifying and addressing language-related problems. CAL carries out a wide range of activities including research, teacher education, analysis and dissemination of information, design and development of instructional materials, technical assistance, conference planning, program evaluation, and policy analysis.

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More organizationsMore organizations RLACRLAC Reading and Reading and

Language Arts Language Arts Centers Inc.Centers Inc.

Our approach is:Our approach is: Multisensory Multisensory Phonics-based Phonics-based Sequential Sequential Systematic Systematic Cumulative Cumulative Structured Structured Research-basedResearch-based http://www.rlac.comhttp://www.rlac.com

Technologies to assist in Technologies to assist in learning spelling:learning spelling:

Toys R’ UsToys R’ UsSoftware: Software: Clifford the Big Red Dog: PhonicsClifford the Big Red Dog: Phonics

by Scholasticby Scholastic Mac OS, Windows 95 / 98 / Me / XP Mac OS, Windows 95 / 98 / Me / XP

Reading Blaster Ages 6-7Reading Blaster Ages 6-7by Knowledge Adventureby Knowledge Adventure Mac OS, Windows 95 / 98 / Me / 2000 Mac OS, Windows 95 / 98 / Me / 2000

Curious George Reading and PhonicsCurious George Reading and Phonicsby Knowledge Adventureby Knowledge Adventure Windows 95 / 98 / Me Windows 95 / 98 / Me

ToysToys LeapPad Plus WritingLeapPad Plus Writing

by LeapFrog by LeapFrog (From Toys R’ US : (From Toys R’ US :List Price:List Price: $49.99  $49.99 Price:Price:  $44.99 You Save:$44.99 You Save: $5.00) $5.00)

Reading and Language Arts Centers Inc. Store:Reading and Language Arts Centers Inc. Store: http://www.rlac.comhttp://www.rlac.com 1195 Rochester Road, Suite M1195 Rochester Road, Suite M

Troy, MI 48083Troy, MI 48083866-307-0802 866-307-0802 orders@rlac.comorders@rlac.com

Website # 1http://www.funbrain.com/index.html

Website # 2http://atozteacherstuff.com/

Website #3www.gardenofpraise.com/spell1.htm

Website #4http://www.spelling.hemscott.net/

Website #5http://www.sentex.net/~mmcadams/spelling.html

Website #6http://www.edhelper.com/

Resources to Contact Resources to Contact For language Arts Specific:For language Arts Specific: Chomsky, Carol. "Approaching Reading through Chomsky, Carol. "Approaching Reading through

Invented Spelling." Paper presented at the Conference Invented Spelling." Paper presented at the Conference on Theory and Practice of Beginning Reading on Theory and Practice of Beginning Reading Instruction, Pittsburgh, Pennsylvania, May 1976. ED Instruction, Pittsburgh, Pennsylvania, May 1976. ED 155 630.155 630.

DiStefano, Philip P., and Patricia J. Hagerty. "Teaching DiStefano, Philip P., and Patricia J. Hagerty. "Teaching Spelling at the Elementary Level: A Realistic Spelling at the Elementary Level: A Realistic Perspective." THE READING TEACHER 38 (1985): 373-Perspective." THE READING TEACHER 38 (1985): 373-377.377.

Gentry, J. Richard. "An Analysis of Developmental Gentry, J. Richard. "An Analysis of Developmental Spelling in GNYS AT WRK." THE READING TEACHER Spelling in GNYS AT WRK." THE READING TEACHER 36 (1982): 192-200.36 (1982): 192-200.

Hodges, Richard E. LEARNING TO SPELL. Urbana, IL: Hodges, Richard E. LEARNING TO SPELL. Urbana, IL: ERIC Clearinghouse on Reading and Communication ERIC Clearinghouse on Reading and Communication Skills and National Council of Teachers of English, Skills and National Council of Teachers of English, 1981. ED 202 016.1981. ED 202 016.

Read, Charles. CHILDREN'S CATEGORIZATION OF Read, Charles. CHILDREN'S CATEGORIZATION OF SPEECH SOUNDS IN SPEECH SOUNDS IN

ENGLISH. Urbana, IL: ERIC Clearinghouse on Reading ENGLISH. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills and National Council of and Communication Skills and National Council of Teachers of English; Arlington, VA: ERIC Clearinghouse Teachers of English; Arlington, VA: ERIC Clearinghouse on Languages and Linguistics, 1975. ED 112 426on Languages and Linguistics, 1975. ED 112 426

Resources for General Resources for General Advocacy Information:Advocacy Information:

State Resources from Protection and Advocacy groups in each state:State Resources from Protection and Advocacy groups in each state:http://www.protectionandadvocacy.com/http://www.protectionandadvocacy.com/

Legal information on your rights and free email newsletter Legal information on your rights and free email newsletter "The Special Ed Advocate":"The Special Ed Advocate":http://www.wrightslaw.comhttp://www.wrightslaw.com

Resource for Legal Information:Resource for Legal Information:http://www.edlaw.net/frames.htmlhttp://www.edlaw.net/frames.html

The new IDEA law released in 1999: The new IDEA law released in 1999: http://www.access.gpo.gov/nara/http://www.access.gpo.gov/nara/

Basic Similarities and Differences of IDEA and 504: Basic Similarities and Differences of IDEA and 504: http://www.ldonline.org/http://www.ldonline.org/

Excellent accommodations for ADD/ADHD:Excellent accommodations for ADD/ADHD: http://www.add.org/content/school/list.htmhttp://www.add.org/content/school/list.htm

Resources for information about LD and ADD: Resources for information about LD and ADD: http://mail.bcpl.lib.md.us/~sandyste/school_psych.htmlhttp://mail.bcpl.lib.md.us/~sandyste/school_psych.html

“ “At each and every low point in At each and every low point in my life, there has been a my life, there has been a teacher that reached out her teacher that reached out her hand to me. It seems there hand to me. It seems there was also a teacher present to was also a teacher present to share the triumphs in my life, share the triumphs in my life, offering a hug, a note of offering a hug, a note of recognition, or just a simple recognition, or just a simple smile. It has been through the smile. It has been through the kindness and love of teachers kindness and love of teachers in my life that I found the in my life that I found the inspiration to pursue this noble inspiration to pursue this noble profession. I owe a debt to profession. I owe a debt to teaching I don’t know I can teaching I don’t know I can repay.”repay.”

--Rebecca Curry,--Rebecca Curry,Canden County, Florida, Teacher of the YearCanden County, Florida, Teacher of the Year