Download Session 11 - Teach Spelling

Certificate IV TESOL
Teaching English to
Speakers of Other
Languages
*10317
NAT
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Unit 4 Session 11 October 22nd
In this lesson we will look at:
• Teach sound-spelling relationships
• Sound-spelling materials – research
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Terminology
—Phonology: knowledge of how sounds, words, and chunks of
speech are pronounced
—Orthography: knowledge of how the writing system works
(sound/symbol relationship, spelling, punctuation etc)
—Lexicon: knowledge of what words mean and how they are used
—Morphology: knowledge of how words and phrases are marked
for tense, person, number etc.
—Syntax: knowledge of how words are organized and sentences
constructed
—Appropriacy: knowledge of what language is appropriate
according to who you are speaking to, about what and by what
means (tenor, field, mode)
—Discourse: knowledge of different types of texts and their
conventions (genre)
—Pragmatics: knowledge of what forms are appropriate in order
to realize the communicative purpose (function).
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Teach sound-spelling relationships
A comprehensive spelling program should teach:
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Phonemic awareness
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Knowledge of the relationship between sounds and
spelling patterns
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Knowledge of the morphological structure of written
English
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Knowledge of spelling rules and conventions
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Spelling strategies for writing and proof reading
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Strategies to help students memorize words visually
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Teach sound-spelling relationships
Cater for the different learning styles:
Visual – look at the letters and words
Auditory – listen to the sounds of the letters and words
Kinesthetic – write and air trace the letters and words
Phonemic awareness:
Teach spelling and phonic through authentic reading and
writing tasks – through the vocabulary of the lesson.
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Teaching strategies
Key words - teach a set of key words which represent the
most common spelling representations of each sound.
Students then add words they find that match the soundspelling relationship.
See example on page 78- 9 of your text book
Discuss with a partner:
• How did you learn spelling as a child or when you learnt
English as a L2? Which strategies did you find most
helpful?
• Can you think of any other strategies to teach spelling?
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Teach spelling rules
See page 80-81 of your text book
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Activities for teaching and practising spelling
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Match pictures and words
Select correct spelling from a number of choices
Word jumble
Look, cover, write, check
Search a text for words with a particular spelling pattern
Given a pattern (make, bake, cake…)
Match words alike
Circle the word that doesn’t belong
Dictation at word, sentence or paragraph level
TASK
In pairs, add to this list of activities you could do to teach
and practise spelling and share them with your classmates.
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Lesson example
‘ed’ endings
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