Spelling Characteristics and Instruction

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SpellingCharacteristics and Instruction
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Announcements

• Reminders
• Exam May 5th 1130 am
• Open Notes

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Agenda

• Course Evaluation
• Stages of Spelling Development

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Spelling

• Alphabet Patterns Meaning

• Emergent
• Letter Name

• Within Word
• Syllables and Affixes

• Derivational Relations

• Emergent
• Letter Name

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Emergent Spelling Preliterate

• Ages 3-5
• Random marks
• Representational drawing
• Mock linear or letter-like spelling
• Random letters and numbers

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Characteristics of Emergent Spelling
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Letter Name Spelling

• Cake KAK
• Team TEM
• Fish FES
• Lend LAD
• Drive JRIV
• Winter WETR
• Better BADR
• Picked PEKT

• During this stage, students are formally taught
  to read (typically K-1).
• Ages 5-8
• They use the names of letters when they sound out
  words to spell

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Letter Name Spellers
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What are Letter Name spellers taught?

• 2-letter blends (FIP for flip)
• s-blends, l-blends, r-blends
• Initial and final positions
• Digraphs (PACH for path)
• Initial and final positions
• Medial vowels (PAT for pet)
• Preconsonantal nasals (BOP for bump)
• Words with n or m in front of another consonant.
• Silent long-vowel markers
• Adding an e to the end of the word same to mark
  a long vowel

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Sorting Activity

• 2-letter blends (SED for sled)
• (s-blends, l-blends, r-blends)
• (st, sp, sk, sc, sm, sl, sw, sn)
• (sl, bl, fl, cl, pl, fl, gl)
• (br, dr, cr, gr, tr, br, fr, pr, gr)
• Digraphs (SOP for shop)
• (sh, ch, th, wh)
• Medial vowels (PAT for pet)
• Preconsonantal nasals
• (BOP for bump)
• Silent long-vowel markers (GAM for game)
• Affricates (JRIV for drive)

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Sorting Activity
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UBC Chart for the LN Speller
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Within Word Spelling

• FLOTE float
• PLAIS place
• BRIET bright
• TABL table
• SPOLE spoil
• DRIEV drive
• CHUED chewed

• Students in this stage typically range from
  2nd-5th grade
• Ages 7-10
• They begin to recognize the patterns that occur
  in words

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What are Within Word Spellers learning?

• Long vowels with CVCe (GLOOB for globe)
• Other long vowel patterns (BOOST for boast)
• ai, ee, ea, oa, ow, ue
• R-Controlled Vowels (HURD for herd)
• -er, -ir, -or, -ur, -ar words
• Ambiguous Vowels (PAWCH for pouch)
• -oi, -ow, -ou
• Complex Consonant Clusters (HEGE for hedge)
• qu, dge
• Homophones

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Sorting Activity

• Long vowels with CVCe (gloob for globe)
• Other Long Vowel Patterns (BOOST for boast)
• ai, ee, ea, oa, ow, ue
• R-Controlled Vowels (HURD for herd)
• -er, -ir, -or, -ur, -ar words
• Ambiguous Vowels (PAWCH for pouch)
• -oi, -ow, -ou
• Complex Consonant Clusters (HEGE for hedge)
• -dge, qu-
• Homophones

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WW Sorting Activity
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Within Word Spelling

• Lets take a look at a spelling sample.
• Fill out the UBC chart based on what you notice.

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Spelling Checklist

• Spelling Features
• 1. CVCe Long Vowel Patterns
• 2. Other Long vowel patterns (ai, ee, ea, oa,
  ow, ue,)
• 3. Ambiguous vowels (ou, ow, oo, aw)
• 4. Complex Consonant Clusters (qu, dge)
• 5. R-controlled vowels (ar, er, ir, or, ur)
• 6. Homophones (hear/here, there/their/theyre)

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UBC Chart for the WWP Speller
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Syllables and Affixes Spelling

• During this stage, students have difficulty at
  the point where syllables meet and they have
  trouble with prefixes and suffixes
• Ages 9-14
• At this stage, students consider where syllables
  and meaning units meet at their juncture.

• SHOPING shopping
• CATEL cattle
• KEPER keeper
• SELLER cellar
• DAMIGE damage
• FORTUNET fortunate
• CONFEDENT confident

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Scope and SequenceSyllables and Affixes

• Compound words
• Plural endings s/es/ies
• Inflectional endings double, e-drop, no change
• Open and closed syllables
• Vowel patterns in accented and unaccented
  syllables
• Homophones and homographs
• Unaccented final syllables
• Prefixes, suffixes, and base words

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Spelling Checklist

• Spelling Features
• 1. Letter Name Features Beginning, Middle, and
  Ending sounds, Initial Blends, Afficates, Final
  blends/digraphs, preconsonatal nasals, short
  vowels
• 2. Within Word Features CVCe, Other Long Vowel
  Patterns, Ambiguous vowels, Complex consonant
  cluster, r-controlled vowels, homophones
• 3. Problems at the syllable juncture
• --Doubling (happy)
• --E-drop at the syllable juncture (bakeing)
• 4. Vowel patterns in accented syllables
  (toaster, repair)
• 5. Final Unaccented syllables (BEGGER for
  beggar HUMEN for human)
• 6. Two syllable homophones (pedal/petal/peddle)
• 7. Two syllable homographs (rebel, rebel)
• 8. Plurals (baby/babies, goose/geese,
  knife/knives)

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Derivational Relations

• Begins to make sophisticated meaning connections
  to words
• Uses but confuses at the meaning level
• Consonant alternation (silent vs. sounded, /k/ to
  /sh/, /k/ to /s/)
• Crumb (silent) and crumble (sounded)
• Clinic (/k/) and clinician (/sh/)
• Critic (/k/) and criticize (/s/)
• Vowel Alternation (Long to short, long to schwa,
  schwa to long)
• Long to short nature to natural
• Long to schwa compose to composition
• Schwa to long Canada to Canadian
• -- Greek and Latin-derived prefixes
  (-inter, intra-, semi-) and suffixes
• (-crate, -pathy, -phobia)
• -- Advanced Suffixes (-able/-ible,
  -ant/-ance, -ent/-ence)
• -- Assimilated prefixes (in mobile
  immobile)

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Spelling Checklist

• Spelling Features
• 1. Letter Name Features
• 2. Within Word Features
• 3. Syllables and Affixes Features Problems at
  the syllable juncture (Doubling, E-drop), Vowel
  patterns in accented syllables, Final Unaccented
  syllables, Two syllable homophones, Two syllable
  homograph, Plurals, Simple prefixes and base
  words, Simple suffixes
• 4. Consonant Alterations
• --Silent and sounded (sign/signal, hymn)
• --/t/ to /sh/ (connect/connection), /k/ to /sh/
  (critic/criticize), /s/to /sh/ (office/official)
• 6. Vowel Alterations
• --Long to short (crime/criminal), Long to schwa
  (gene/genetic)
• 7. Greek and Latin-derived prefixes (-inter,
  intra-, semi-) and suffixes
• (-crate, -pathy, -phobia)
• 8. Advanced Suffixes (-able/-ible, -ant/-ance,
  -ent/-ence)
• 9. Assimilated prefixes (in mobile immobile)

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Management
Letter Name to Early Within Word Pattern
Within Word Pattern and Beyond
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Traditional Approaches

• Teachers assign lists studied in isolation with
  no connections to student writing.
• Practice by writing words three times each, ABC
  order, etc.
• Some teachers do not teach spelling at all.

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Current Research

• Spelling is a complex, cognitive process, not a
  simple memorization task. (Gentry, 1987 p 9)
• One sixe fits all curriculum is not successful
  in teaching spelling.

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Individualized Spelling Instruction

• Meets the needs of diverse learners.
• Creates a meaningful link to spelling in context.
• By choosing words to study, learning is more
  purposeful and students have more ownership.
• Connecting spelling to writing maximizes a
  natural transfer of words learned in spelling
  lessons to correct spelling in writing. (Gentry
  2004 p.67)

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Spelling Strategies

• Games
• Concentration
• Hangman
• Go fish
• Old Maid
• Boggle
• Scrabble

• Word Sorts
• Look, cover, say write
• Have a go

Kids brains are not cameras. They are pattern
detectors.