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Teaching Spelling: The Basics
MariaCecília de Freitas Cardoso Buckley, Ph.D., P/ET
SBPS Teacher Preparation Program April 30, 2015
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Why teach spelling?
It impacts literacy development, reading, written expression, academic success.
It impacts hiring, job performance and advancement.
It impacts clarity of communication and acceptance.
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Goals
Effective communication
Linguistic-Cognitive knowledge
Efficient use of tools (dictionary, spell checkers, thesaurus)
Automaticity
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Ways to Teach Spelling
Emphasis on memorization
Relationship of spelling with reading
Integration of spelling and morphology
Study based on frequency and patterns
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A Better Understanding
Spelling is a high level linguistic-cognitive skill to be integrated in language arts curriculum that requires different types of knowledge:
Phonological
Orthographic
Morphological
Semantic
Mental orthographic images
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What You TeachPhonological knowledge: ability to discriminate and segment phonemes and syllables (pin x pen; bag x bad; bet x bed; me x knee)
Orthographic knowledge: sound-symbol correspondences, rules for combining letters, spelling patterns (/k/ = c, k, ck, cc ch, qu, x)
Morphological knowledge: morpheme units, root words, inflected words and derived words; modification rules (walked, walks, walking; teach, teacher; fair, unfair; silly, silliness; magic, magician; “sine x signachur”)
Semantic knowledge: word meaning (bear x bare; won x one)
Mental orthographic images: mental representation of words(stopt, stoppt, stopd)
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Stages of Development
Emergent - Early Letter Name
Letter Name
Within Word Pattern
Syllables and Affixes
Derivational Relations
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Assessment
Measure / quantify student ability
Baseline to describe current skill / developmental level
Determine type of word study instruction
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Developmental Approach
Follows developmental sequence and instruction that considers spelling as a high-level linguistic cognitive skill
Used with larger groups
Does not allow time for intensive instruction and practice
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Prescriptive Approach
Sample for each spelling pattern within student’s developmental spelling level
Identification of patterns most frequently misspelled and analyzes the errors to determine deficit
Establishment of goal and appropriate instructional method for the student and spelling skill taught
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How to Teach
Explicit teaching
Sequential teaching
Systematic teaching
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Active LearningRole of investigation and discovery
Role of carefully thought questions
Love for words, exploration of their structure and their meaning across curriculum
Integration with reading and writing
Role of self-monitoring and correction
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Useful TipsBalance DIRECT TEACHING with COACHING FOR DISCOVERY.
Do not say everything, but PLAN carefully and SCAFFOLD the learning.
Plan a list of words to present and let the child figure out as much as possible.
Emphasis on patterns, not on words.
Guide with QUESTIONS, promote observation of patterns
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Examples
Working with regular patterns and sight words
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Make it interesting!
Make it fun!
Make it crazy!15
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Discover Patterns
Sort Word
Speed sort
Blind sort
Word Hunt
Reading the Room
Change-a-letter
games
Write and draw
Rhyme time
Make up words
Make diagrams (Venn, Family Tree, …)
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SortsBy initial or ending sound, using pictures or words
By patterns
By syllable types
By base-words, roots, affixes
By syntax
……………..
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Games“HUNT” for words with specific patterns using: boards on the wall, Just Right Books, curriculum texts, objects in the classroom or in the playground…
Change-a-letter games
Use different spelling games.
Work on the same concept for the whole week.
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Chunking and Chin Drops
Known parts
Syllable rules
Try different ways
Identify syllables / Syllble Types
Stressed and unaccented syllables (schwa sound)
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Word Study
Meaning of the word
Origin of the word
Usage of the word
Compound word, base-word, root, affixes
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Dictionary Strategies
Go by sections: EMS (eat more spaghetti)
Strategies to effectively use computer spell checker, dictionary and thesaurus
Poem: “Eye half a
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Multisensory ActivitiesBuild word with cards or magnetic tiles
Build three dimensional word
Build word using cubes with letters
Write with finger on cookie sheet using different textures
Write “rainbow” words
Write on “gel pads” with “magic pencil”
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Keywords
Anchor sounds with keywords
apple, Ed, itch, octopus, up
bait, play, jeep, eat, key, coin, boy, boat, toe, snow plow, trout soup, school book, blue rescue, chew, August, saw
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Tapping and Chaining
Tap individual sounds; tap “glued sounds”
Touch “syllable cards” before writing
Reverse chaining by letter
w-o-r-d; w-o-r-_; w-o-_-_; w-_-_-_; w-o-r-d
Reverse chaining by syllable
re-cor-der; re-cor-_; re-_-_; re-cor-der
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Visualize the Word
See the word with your mind’s eyes. Play with the letters in your mind.
Think of colors, format…
Make something interesting happen to the letters in your mind (see them jumping up and down…).
Spell the word
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Aga jumped in the puddle again, again and again. Her mother said: STop! She was against that silly play!
Mnemonics (brain tricks - best if tailored for the SPECIFIC
child)
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Mnemonics
Will, the little boy, was happy he was learning to write! (wwwwwwww)
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MnemonicsPIEce of PIE
THERE is not HERE
THEIR - They Have Eggs, Elephants, Inchworms and Raccoons
TO - I like to play, and nothing can be as simple as that.
TWO - Why do they call it “w”, when there are two “v”s?
TOO - I want some cookies, TOO!28
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Crazy Stories
For vowel teams with same sound
goat, moat, toast, boat, road, cockroach…
beast, eat, peach, reach…
For difficult patterns
plain, train, grain, rain…
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Motor Activities
Jump rope, throw ball, bounce ball while spelling
Write on air with straight arm and pointing three fingers
Say word, say each letter (spell) while writing each letter in the air, say all the word again at the end
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Cloze Activities (stories with highly frequent words)
_____ ago, buffalo herds _______ a source of _____ for the Native American people _____ on the Great Plains. The tribes _____ the buffalo in_____ to live. _____, the buffalo _____ the people _____ with meat from _____ body. Then the buffalo hide was used in many _________ ways, _____ as for robes and tepee covers. The people were _____ about _____ respect for the beast.
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Word Maps and Diagrams
TRI
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Venn Diagram
televise, telegram, provision, supervise, improvise, telegram, telepathy, telephone, visit, advise, telephoto, telecast, telegraph, audiovisual, visitor, vista, revision, invisible, telepathy, telescope, telethon, television
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Create-a-word
What is a…
Critmal?
Spectivore?
Give your word, define and illustrate.
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Words Their Way
http://pearsonschool.com/index.cfm?locator=PS174y
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Words Their Way: Word Study in Action Developmental Model
Donald R. Bear, Ph.D.
Marcia Invernizzi
Francine Johnston
Shane Templeton, Ph.D.
published by Pearson
http://pearsonschool.com/index.cfm?locator=PS174y
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Words Their WayDevelopmental Spelling Stages
Words Their Way: Word Study in Action Developmental Model aligns students’ spelling development into the following five research-based stages. This developmental model recognizes the synchronous nature of reading, writing, and spelling, and has identified common characteristics of readers, writers, and spellers along the literacy continuum.http://pearsonschool.com/index.cfm?locator=PS174y
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Emergent - Early Letter Name
Characteristics of Word Knowledge
Neglect to use any sound-symbol correspondenceRepresent strongest sounds with a single letterHave an incomplete knowledge of alphabet
Word Study FocusConcepts SortsRhyming PairsBeginning consonantsBlends and DiagraphsShort-Vowel Word Families
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Letter NameCharacteristics of Word Knowledge
Neglect to use any sound-symbol correspondenceRepresent strongest sounds with a single letterHave an incomplete knowledge of alphabet
Spelling SamplesB, BD, BAD for bedS, SHP, SEP for shipL, LP. LOP for lumpU for youBAKR for bakerDADT for daddyGRUM for drum
Word Study FocusBeginning ConsonantsBlends and DigraphsSame Vowel Word FamiliesMixed Vowel Word FamiliesAffricatesShort VowelsPreconsonantal Nasal
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Within Word PatternCharacteristics of Word Knowledge
Correctly spell most single-syllable, short vowel words, beginning consonant diagraphs, and twoletter consonant blendsAttempt to use silent long-vowel markersUse but confuse long-vowel patterns
Spelling SamplesSNAIK for snakeFELE for feelFLOTE for fl oatBRIET for brightSPOLE for spoilCHUED for chewed
Word Study FocusLong Vowels (CVCe)Other Common Long-Vowel Patternsr-Influenced Vowel PatternsDiphthongs and Vowel DigraphsComplex Consonant ClustersHomophones
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Syllables and AffixesCharacteristics of Word Knowledge
Connect word knowledge with vocabulary growthCorrectly spell most single-syllable, short-vowell and long-vowel words and high-frequency wordsMake errors at syllable juncture points and in unaccented syllables
Spelling SamplesSHOPING for shoppingKEPER for keeperSELLER for cellarAMAZZING for amazingPERRAIDING for parading
Word Study FocusCompound WordsInfl ected EndingsOpen and Closed SyllablesAccented SyllablesUnaccented SyllablesPrefi xes and Suffixes
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Derivational Relations
Characteristics of Word Knowledge
Connect word knowledge with vocabulary growthSpell most words correctlyMake errors on low-frequency multisyllabic words derived from Latin and Greek forms
Spelling SamplesOPPISITION for oppositionTERADACTIL for pterodactylPROHABITION for prohibitionEXHILERATE for exhilarate
Word Study FocusPrefixes and SuffixesGreek and Latin RootsAssimilated Prefixes
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Bibliography and Resources
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Donald Bear, Marcia Invernizzi, Shane Templeton, Francine Johnston. Words Their Way; Pearson Publications
Diane Snowball and Faye Bolton. Spelling K-8 Planning and Teaching. Stenhouse Publishers.
Anne Whitney. Breaking the Can’t Spell Spell - Best Practices in Spelling Intervention; Spectrum Educational consulting Services, Broomfield, Colorado. Courage to Risk Conference, February 14, 2004
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Rebecca Sitton with Barbara Hanno. Rebecca Sitton’s Spelling Sourcebook; Egger Publishing
Luisa Moats, Ed.D and Bruce Rosow, M.A. Spellography - A student road map to better spelling; Sopris West.
Kristin Johnson. Megawords. Educators Publishing Service
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Cynthia M. Stowe. Spelling Smart. The Center for Applied Research in Education
(various authors) Wordly Wise (by grade level); Educators Publishing Service
McGraw-Hill Learning Materials. Spectrum Phonics (by grade level). The McGraw-Hill Companies.
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