Make Sense of Spelling and Spell Well!

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Make Sense of Spellingand Spell Well!

• Presented by Cherry Carl

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What Does Research Say?

• The spelling system of English makes sense . . .
  most of the time!(Words that are related in
  meaning are often related in spelling as well,
  despite changes in sound.)
• Example define and definition

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What Does Research Say?

• Effective spelling instruction powerfully
  supports the nature and development of the
  reading process. An active search for pattern
  builds word knowledge that serves both the
  encoding and the decoding of words.
• Example doubling consonants in tap and hop
  (tapped and hopped as opposed to taped and hoped).

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What Does Research Say?

• Spelling instruction in the middle grades
  provides a bridge to vocabulary instruction.
  Explain how to spell known words by connecting to
  unknown that are similar in spelling and meaning.
• Example president and preside

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What Does Research Say?

• Spelling assessments have been developed that
  pinpoint students level of spelling development.
• Teachers can identify the types of words and
  patterns that are most appropriate for spelling
  study.

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Spelling Assessment Tools

• Bear, D. et al (2000). Words their way Word
  study for phonics, spelling, and vocabulary
  development.
• Ganske, K (1999). The developmental spelling
  analysis A measure of orthographic knowledge.
• Masterson, J.J., et al (2002). SPELL Spelling
  performance evaluation for language and literacy.

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Research-Based Spelling Instruction

• Phonology-based spelling instruction
• Phonics-based spelling instruction
• Pattern and rule-based spelling instruction
• Semantics and morphology-based instruction
• Mental orthographic image-based spelling
  instruction
• Source Learning by Design, Inc., 2004.
  Permission to reprint fornon-commercial use
  only.

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Phonology-Based Instruction

• Foster awareness of sounds in words with the
  understanding that letters are used to represent
  sounds in words.
• Encourage students to sound out
  phonetically-spelled words and write the letters
  as they say each sound.
• Introduce sounds in a sequence that reflects
  perceptual and linguistic complexity.
• Source Learning by Design, Inc., 2004.
  Permission to reprint fornon-commercial use only.

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Phonology-Based Instruction

• Control the complexity of other sounds and
  letters in the words when introducing a new
  spelling pattern.
• Ask students to create new words by adding,
  omitting, changing one of the sounds in a word.
• Source Learning by Design, Inc., 2004.
  Permission to reprint fornon-commercial use
  only.

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Phonics-Based Instruction

• Teach the different letters and letter
  combinations that can represent a sound.
• Display the alphabet on the classroom wall
  establish key words for alphabetic letters.
• Encourage letter hunts for all the letters in a
  list of words that have the same sound.
• Source Learning by Design, Inc., 2004.
  Permission to reprint fornon-commercial use
  only.

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Phonics-Based Instruction

• Use word sorts to sort words according to
  different spellings of the same sound.
• Ask the students to create and keep a list of
  allowable spellings for each sound.
• Source Learning by Design, Inc., 2004.
  Permission to reprint fornon-commercial use
  only.

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Pattern/Rule-Based Instruction

• Develop knowledge of patterns and rules for
  combining letters to spell words.
• The most important rule is . . . Dont teach the
  rule! Create opportunities for students to
  discover the pattern or rule and to use their own
  words to describe the pattern or rule.
• Teach spelling patterns in a sequence that
  reflects orthographic complexity.
• Source Learning by Design, Inc., 2004.
  Permission to reprint fornon-commercial use
  only.

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Pattern/Rule-Based Instruction

• Contrast the correct spelling of a target pattern
  with another familiar word (e.g., rate vs. rat)
  guide students through explaining how and why the
  words look different.
• Group weekly spelling words together according to
  target pattern add words to the list so that
  each target pattern is represented by at least
  3-4 words.
• Source Learning by Design, Inc., 2004.
  Permission to reprint fornon-commercial use
  only.

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Semantics and Morphology-Based Instruction

• Use the meaning of words and parts of words to
  spell.
• Discuss meaning of words and identify
  relationships between and among words.
• Teach correct spelling of prefixes and suffixes
  along with the meaning of these word parts.
• Source Learning by Design, Inc., 2004.
  Permission to reprint fornon-commercial use
  only.

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Semantics and Morphology-Based Instruction

• Create opportunities for students to discover
  rules for modifying words when adding affixes.
• Teach words that do not involve a modification to
  the base word when adding an affix before
  teaching words that involve a phonological and/or
  orthographic change to the base word.
• Source Learning by Design, Inc., 2004.
  Permission to reprint fornon-commercial use
  only.

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Mental Orthographic Image-Based Instruction

• Develop clear and complete mental images of words
  in long-term memory.
• Always encourage students to print the word
  rather than recite the words spelling.
• Discuss characteristics of the printed word
  visualize the word.
• Source Learning by Design, Inc., 2004.
  Permission to reprint fornon-commercial use
  only.

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Mental Orthographic Image-Based Instruction

• Present intentional misspellings for correction
  by students encourage students to try the
  different possible spellings to see which one
  looks right.
• Encourage students self-monitoring and proofing
  of their own work.
• Allow students with poor penmanship to use a word
  process for their writing work.
• Source Learning by Design, Inc., 2004.
  Permission to reprint fornon-commercial use
  only.

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Spell Well ActivitiesSelected Spelling
ActivitiesFor Practice at School or at Home
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Spell Well Activities

• Letter Tiles
• Rhyme Time
• Headlines
• Color and Cut
• Sand in the Hand
• Tic-Tac-Toe
• Code Words
• Graph it!
• Fun Food
• Finger Paint

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More Spell Well Activities

• Words of Clay
• Practice Makes Perfect
• Figure This
• Lets Talk
• Word Art
• Now Hear This!
• Name That Pat
• 1-2-3
• Flexible Practice
• Gibberish

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Even More Spell Well Activities

• Design It
• Guess What!
• Sky Writing
• Its a Match
• Take a Stretch
• Tongue Twisters
• Puzzle Me This
• Picture This
• Bingo!
• Thats An Order
• Three Cheers for Spelling

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More Spell Well Activities

• Match It
• Categories
• String a Word
• Say That Again
• Are You Listening?
• Cloze the Gap
• Find a Word
• Crossword Magic
• Jingle Spell

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References and Resources

• Bear, D. et al (2000). Words their way Word
  study for phonics, spelling, and vocabulary
  development.
• Phenix, Jo (2004). The Spelling Teachers Book of
  Lists.
• Ganske, K. (2005). Word Journeys.
• Fountas and Pinnell (1998). Word Matters
  Teaching Phonics and Spelling in the
  Reading/Writing Classroom.
• Rasinski, et al (2000). Teaching Word
  Recognition, Spelling, and Vocabulary Strategies
  From The Reading Teacher
• Anything by Donald Gentry or Diane Snowball!

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Quotable Quotes

• "My spelling is Wobbly. It's good spelling but it
  Wobbles, and the letters get in the wrong
  places." -- A. A. Milne