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Word Study and Spelling through Active Investigation of Words Beliefs and Research Instructional Strategies Assessment Instructional Resources MISD Vital Word Lists Parent Communication Glossary of Terms Sources Beliefs and Research MISD Belief Statement Students need time to learn about how words work so that they may decode as well as encode written text. Word study and the active investigation of words (spelling) is a complex, life-long process that must be mastered over time. The purpose of learning about spelling is to develop ability in writing. Writing provides an authentic purpose for learning about words and how to spell them. For students to become proficient spellers focused, explicit instruction is required. Kindergarten through Fifth Grade students are engaged in a variety of opportunities to manipulate words, parts of words, finding connections in written word, and other engaging spelling strategies that are embedded in word study, reading and writing. Students become spellers through writing for real reasons in which spelling matters and through explicit instruction, word study and extended reading. The goals for students in MISD are to: know that their writing is valued regardless of the stage of development of their spelling; understand that the primary purpose of spelling is so that others can read their writing; develop ownership of their writing and spelling and strive to do their best; learn how to apply spelling strategies; learn specific words that they use frequently and be able to spell these words automatically; and know how to use a variety of resources to help their spelling. (Snowball, Diane, 1999) Five General Guidelines for teaching word-specific knowledge successfully in MISD: Follow a curriculum Use research-based techniques Focus on the right words and patterns at the right time Differentiate Instruction Connect spelling and word study to reading and writing. (Gentry, J. Richard, 2004) Educational research has identified five developmental stages of spelling that most children proceed through as they make progress in their awareness of the relationships of meaning to sound and symbols (Gentry & Gillett, 1993). The rate of progress differs with individuals and some children may progress through some stages quickly and others may regress and seem to repeat earlier stages. Students move fluidly back and forth between stages as their development progresses. Pre-communicative Stage: The child uses both number symbols and letters when writing but shows no knowledge of letter-sound correspondence. The child may lack knowledge of the knowledge of the entire alphabet, the distinction between upper and lower case letters, and the left-to-right directionality of our written language. Semi-Phonetic Stage: In this stage, the child begins to understand letter-sound correspondence. They are aware sounds are assigned to letters and the child often employs rudimentary logic, using one or two letters to represent words, sounds, syllables (e.g. “u” for “you,” “m” for “my,” and “bt” for “boat.”) Phonetic Stage: In this stage, the child has an understanding of phonemes and uses a letter or group of letters to represent every speech sound they hear in a word. Although some of the choices do not conform to conventional English spelling, they are systematic and understood (e.g. “kom” for “come,” “skool” for “school,” “hape” for “happy.”) Transitional Stage: The speller begins to assimilate the conventional alternative for representing sounds, moving from dependence on phonology (sound) for representing words to a reliance on visual representation and an understanding of the structure of words (e.g. “egul” for “eagle,” and “highked” for “hiked.” Conventional Stage: In the correct/conventional stage, the speller knows the English orthographic system and its basic rules. The correct speller fundamentally understands how to deal with such things are prefixes and suffixes, silent consonants, alternative spellings, and irregular spellings. A large number of learned words are accumulated, and the speller recognizes incorrect forms. The child’s generalizations about spelling and knowledge of exceptions are usually correct. As students explore how language works and develop as writers, they “invent” spelling based on the strategies students use as they write words they do not automatically know. These “errors” are developmentally appropriate and can tell us what students know, what strategies they are “using but confusing” and what they are ready to learn next. Invented spelling is usually associated with young writers, but also appears when older writers begin using more complex vocabulary in their writing. Instructional Strategies A successful spelling program should not exist as a separate entity but is fluidly incorporated within a comprehensive literacy program that consistently includes various opportunities for authentic writing for real audiences. To Word Study- Spelling- Vocabulary Read Aloud With Read Shared Reading By Ongoing Assessment Guided Reading Independent Reading Children listen for words related to a spelling focus. For example, children may listen for words that rhyme or words that are plurals or possessives. Children listen and look for words related to a spelling focus. For example, children may listen for words with a specific sound, or may find words with a particular spelling pattern or prefix/suffix. Children return to the text to find examples or words related to a class spelling exploration or teachers focus on spelling needs of a particular group. For example, beginning readers may be asked to locate high frequency words, and more experienced writers may be asked to find examples of homophones from a particular text. Children notice examples of words related to the class exploration or particular words they are personally interested in. Modeled Writing With Guided Writing By Write Shared Writing Independent Writing Spelling strategies are demonstrated by the teacher and suggested by the children Teacher writes with groups of children with common spelling needs. Children use all strategies they have learned in other reading and writing experiences. Teachers assess children’s spelling strengths and needs and plan suitable spelling work for the other literacy experiences. Phonemic Awareness-Alphabetic Principal -Phonics Oral Language To Spelling strategies are modeled by the teacher. Students must know: How words work That most words follow a pattern, and The ones that don’t follow a pattern (the “tricky” ones) just have to be learned. If they know a word in reading, they know it in writing and vice versa It is not enough to just teach our students words; we must also teach how to learn words. Setting up a “Speller’s Classroom” Students have many opportunities to write and talk about words Students have many opportunities to read and talk about words. Spelling references that are easily accessible, including: o Wall charts o Personal dictionaries o Classroom dictionaries o Print displayed in the classroom o Word walls Students have time to write daily and editing spelling is discussed in conferencing. Students know strategies for spelling unfamiliar words and for “fixing up” misspellings Students have time to play around with language. Brain research indicates that students gain more in long term memory (they remember more, longer) when they are: o actively engaged o manipulating ideas and objects o using language to clarify learning o interacting with peers in academic conversations o investigating o testing hypotheses o making predictions o recording and constructing their own learning …. This goes for word study and spelling, too! Instructional Strategies Spelling by Analogy Look-SayCover-WriteCheck Word Sorts Use onsets (the letters before the vowel) and rimes (the vowel and the letters that follow it) to analyze words by breaking them in to meaningful chunks. Meaningful pattern making—If you know “bake” than you know “take” and “lake” Prompts include: o What do you know that you can use to help you? o What do you notice? o What do you hear? o What stays the same? o What letters do you need to change to make a new word? o How many words do you know that fit this pattern? o If you know _____, what other words do you know? ** Using rimes to teach word patterns is very different than having students learn “word families” by memorization. Teaching words by analogy should be a thinking, meaning-making process. Look- Notice shapes patterns, visual features, and tricky or surprising parts of the word. Try to visualize the word. Ask, “What do you notice about this word?” “Does anything surprise you? If so, what/why?” Get discussions/investigations going. Say- Say the word to yourself. Say the word slowly. Break it into syllables. Cover- Visualize the word. Write- Say the sounds as you write the word. Check- If the spelling is incorrect, note confusion and correct. Repeat process until word is learned. ** Be sure to model this sequence and engage students in the thinking that needs to accompany the process. It should be rich and interactive, not dry and boring. Sort words written on individual cards into piles based on some criterion or contrast. Typical word sorts foster thinking and discussion about how words are alike or different and can be used to help students make generalizations about how words work. Word sorts also focus students’ visual attention on words. Sorts can be open or closed. In an open sort, students decide how to categorize and sort the words. In a closed sort, the teacher determines how the words are sorted. Create sorts for rimes, patterns, Phonetic Skills, and any generalizations you want kids to know. Word Hunts ** Students should be able to read all words in the sorts so that deeper meaning and connections can be made. Use for reinforcing phonics or spelling patterns. Select a pattern from a shared reading or writing you have done or from a guided reading lesson. Students, working individually or with partner, record words that fit a pattern that has been studied. They should notice how the words are alike or different and record Word Work with Tiles Word Work in Guided Reading In the MarginWord Work during Writing Conferences Partner Work and Peer Editing Spelling Strategy Poster these findings in some way (sticky notes on a class chart, or in a Word study notebook). To extend this activity, students can then sort the words collected. Use ceramic tiles, laminated letter cards, or other moveable letters. Choose a pattern or rule that the class has been working on and ask students to spell a word with that pattern. All students in the group must agree on the spelling) Walk between groups guiding and prompting (Ex: for a focus on the r-controlled vowel combination “ar” begin with the word “part”, move to “party”, then to “parting”, “partner” and/or “apartment.” Students may also enjoy challenge words such as “varnish,”“sardine,” or “tarpaulin.” When groups disagree about spelling, they should use the necessary resources to determine the correct spelling. You can do this activity in a large group (about 10 min) or a small guided reading group. For better transfer, have the students also write the words they create on a whiteboard. At the end of a guided reading group, plan a few minutes for word work, choosing words from the text that focus on a sound (e.g. aw in lawful and claw). For reinforcement, have students do a word hunt or word sort for the identified sound. Students may also locate high frequency words in guided reading text. Once students have read and understand a text, use sentence strips to help them look closely at words and their meaningful sequence. Sentence strips are made by copying a sentence (from a story or the child’s own writing) onto paper and cutting it up (first in phrases and later into words or word parts— depending on your purpose and the students’ needs) During a writing conference, the teacher may notice that a child is ready to spell a particular word. Work through the spelling of the word with the student in the margin or on a sticky note. The teacher may say, “I think you’re ready to spell this word. Let’s write it here so that next time you’ll know where to find it.” When students interact and talk with each other about words, they think harder about their points of view. Peers at comparable developmental levels, as well as older students paired with younger students, can help each other while at the same time reinforcing important concepts Build a spelling strategy poster as students discover different strategies good spellers use when they want to spell a word correctly. Strategies may include: o Circle the misspelled word and come back to it. o Try writing the word another way until it “looks” right. o Put check marks over the letters in the word you know are right, and insert other letter combinations that fit the sounds you think are incorrect. o Use what you already know (spelling rule, pattern, small word within a bigger word, or word meaning) o Stretch out the word slowly and listen for all the sounds. o Picture the word in your mind and think about the order of the letters. Proofreading Strategies o Ask a friend. o Look around the room—in a book or on a chart or word wall—or anywhere you remember seeing the word. o Check the dictionary --if you are sure about the first few letters. o Start at the end of a piece of writing and read backward toward the beginning, circling words that you believe are misspelled or do not “look right.” o Make a dot or a check in the margin of a piece of writing if the student has misspelled a word wall word, indicating that the student needs to go proof read that line of text to locate the misspelled word and “fix it up.” o MODEL, MODEL, MODEL how to reread for different purposes. One purpose is to make sure words are spelled correctly for the reader. o Have-A-Go Sheet- Choose misspelled words from writing. Write the misspelled word two or more different ways. If student is still not sure, check with another person or classroom resource to determine spelling. MISD’s Vital Word List K-5 Continuum of High Frequency Words Students need to have a core foundation of words that they can read and write automatically. Typically, many of these high-frequency words do not follow a pattern. The first one hundred most common words in English make up about half of all written material. It is imperative that students learn to recognize these words instantly and be able to spell them correctly. Spend several minutes a day doing “fast writes” of high frequency words. Have students work alone, with partners or with a group to agree on a given word’s spelling. If the group disagrees, discuss the reasons. Then have the students repeatedly write the word and check for the proper spelling. “Write it, say it, erase it, Write it and say it again.” Always connect word work to reading and writing, so students know the purpose for this task and that it is not an isolated skill. Vital words should be spelled correctly across all content areas. We do not want to encourage our students to invent spelling of these common words. It’s not efficient to practice these incorrectly over and over and relearn how to spell them. Keep expectations for spelling high frequency words high through practice and use of word walls and other resources. Grade Level Words- All words from previous grade level lists are cumulative. Kindergarten Words 1-30 First Grade Words 31-115 Second Grade Words 116-205 Third Grade Words 206-305 Fourth Grade Words 306-450 Fifth Grade Words 451-650+ Sitton Word List- 1200 High Frequency Writing Words Words are listed in the order of their frequency of use in everyday writing. Since “the” is the most frequently used word in our language, it is number one on the list. The first 25 words are used in 33% of everyday writing. 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For example, a teacher might have students work with twenty words during a word study cycle and then assess students on ten of the words. They also may include other words on the assessment that follow the pattern. This enables the teacher to see if students are able to transfer their knowledge of the pattern to an unknown word. Vital Word assessments may be individualized. Teachers will use Vital Words (no matter of where they fall in the list) when common patterns are studied in the classroom. For example, a Kindergarten teacher may use Vital Word #989 bus when studying the short u sound. Test to Administer (optional for Kindergarten- Second Grade) In order to assist in categorizing students’ spelling into the five developmental stages, teachers may administer the following screener. Directions: Call out each word; give the sentences provided; and call out the word again. Explain that most words may be too difficult for most kindergarteners and first graders to spell. What you want your students to do is invent the spelling or use their best guess at what the spelling should be. Explain that this activity will not be graded as right or wrong, but will be used to see how children think different words should be spelled. 1. monster The boy was eaten by a monster. 2. united We live in the United States of America. 3. dress The girl wore a new dress. 4. bottom A big fish lives at the bottom of the lake. 5. hiked We hiked to the top of the mountain. 6. human Miss Piggy is not a human. 7. eagle An eagle is a powerful bird. 8. closed The little girl closed the door. 9. bumped The car bumped into the bus. 10. type Type a letter to your teacher. Analyze the spellings. Read each developmental stage description and use the chart for guidance. Pre-communicative Stage: This is the “babbling” stage of spelling. Children use letters for writing words, but letters are strung together randomly. The letters do not correspond to sounds. Look for the spellings such as osps for eagle or rtes for monster. This is level 1 writing. Semi-Phonetic Stage: Semi phonetic spellers know that letters represent sounds. They perceive and reliably represent sounds with the letters in a type of writing. Spellings are often abbreviated, representing initial or final sounds. For example, el for eagle or mtr for monster. Only some of the semi phonetic spellings are represented in the table, as there are many possibilities in this stage. This is level 2 writing. Phonetic Stage: Phonetic spellers spell words like they sound. The speller perceives and represents all the phonemes in a word, though spellings may not be correct and lack conventional patterns. For example, egl for eagle or bodm for bottom are good examples of phonetic spelling. This is level 3 writing. Transitional Stage: Transitional spellers think about how words appear visually; a visual memory of spelling patterns in apparent. Spellings exhibit conventions of English orthography, such as vowels in every syllable, e-marker and vowel digraph patterns. Traditional examples include egul for eagle and bottum for bottom. To distinguish between phonetic spellings (influenced by sound) and transitional spellings (influenced by visual conventions) ask the question: Was this word spelled like it sounds or is its spelling similar to the visual spelling? This is level 4 writing. Conventional Stage: Conventional spellers develop over years of word study and writing. Conventional spelling can be categorized by instructional levels; for example, correct spelling of general commonly used words by third graders is the third grade level conventional spelling. Developmental Stage Examples Word 1. monster 2. united 3. dress 4. bottom 5. hiked 6. human 7. eagle 8. closed 9. bumped 10. type Precommunicative Semiphonetic Phonetic Transitional Conventional random letters random letters random letters random letters random letters random letters random letters random letters random letters random letters MOSTR UNITD JRAS BODM HIKD HUMN EGL KLOSD BOPT TIP MONSTUR YOUNIGHTED DRES BOTTUM HICKED HUMUN EGUL CLOSSED BUMPPED TIPE monster united dress bottom hiked human eagle closed bumped type MTR U JRS BT H UM EL KD B TP Instructional Resources Creating Good Spellers Effective teachers believe: o Purposeful writing is the key to learning to spell. o Spelling should be taught in interaction with reading, writing, and the other language arts. o Children learn to spell by inventing spelling. o Too much focus on “correctness” is bad for spelling. o Spelling is a constructive developmental process. o Spelling is much too complex for and involves thinking, not rote memorization. Spel…s a Four Letter Word by J. Richard Gentry Active Spelling Strategies Listen for the sounds in the word. Stretch the word out slowly to listen to the sounds. Close your eyes and think about what the word looks like. Find the word… is it on the word wall or somewhere in the classroom? Look in other places… textbook, dictionary. Underline the word parts in different colors. Make the word in different ways… on your paper, with letter tiles, on the Smart Board Build upon known word parts… chunks (letter patterns), prefixes, suffixes Look at the word… do you see little words inside of the big word? Make a rhyming connection Build words from base words… back, quarterback, backing, backward Move and spell… cheer, stomp, clap, or snap the word Conference with your teacher or a partner… is there a word that you are having repeated trouble with? Oral Blending Say word. Say vowel sound. Spell vowel sound. Repeat word. Spell word. What to do if you can’t spell a word…. GUESS WRITE put a line under the word or circle it for now as much as you can by stretching it out CLAP IT OUT clap the beats, say it softly, then write bit by bit TRY SOME WAYS ASK write the word different ways and look it over someone to help you LOOK IT UP find a chart, list, book, or dictionary Tricky Word Card Tricky Word Card What do you do when you come to a word you don’t know? What do you do when you come to a word you don’t know? Look at the picture. Look at the picture. Think about the story. Think about the story. Go back. Go back. Get your mouth ready. Point and slide under the word. Get your mouth ready. Point and slide under the word. Read to the end of the sentence. Read to the end of the sentence. Try a word. Does it make sense? Does it sound like language? Do the letters match? Try a word. Does it make sense? Does it sound like language? Do the letters match? Go on. Go on. Vowels a apple e elephant o olives u umbrella i igloo y my y candy Phonograms ai rain ay play aw saw au Paul ee feet ea eat ea head eigh sleigh ew few/blew igh night ie pie ie chief oa boat oi oil oy boy ou ouch ow cow ow snow oo moon oo book ar er ir or ur a-e e-e i-e o-e u-e star her bird corn burn oe toe safe these pine home cute Parent Communication Traditionally in MISD, spelling is an area that parents care deeply about. Meet the Teacher, Open House, classroom newsletters and class web pages are excellent ways to communicate to parents about our word study program. Be sure to explain how, why and what will be taught in your class and include activities that parents can do at home to help with their child’s progress. The Vital Word list is an excellent tool to hand parents as they help their student with conventional spelling. MISD Belief Statement Students need time to learn about how words work so that they may decode as well as encode written text. Word study and the active investigation of words (spelling) is a complex, life-long process that must be mastered over time. The purpose of learning about spelling is to develop ability in writing. Writing provides an authentic purpose for learning about words and how to spell them. For students to become proficient spellers focused, explicit instruction is required. Kindergarten through Fifth Grade students are engaged in a variety of opportunities to manipulate words, parts of words, finding connections in written word, and other engaging spelling strategies that are embedded in word study, reading and writing. Frequently asked questions/concerns: Invented Spelling: We do NOT teach invented spelling. Invented spelling is what young writers have historically done on their own in the process of figuring out how written language works. Students who are encouraged to use invented (temporary) spelling make generalizations about words and patterns, write more, and write with more interesting or advanced vocabulary, since they are not limited to words they know how to spell. Vital Words: Our standards are high and students are expected to correctly spell a core set of high frequency “vital” words all the time and in every class/subject. When students over rely on memorization, they focus on learning individual words, failing to view spelling as a conceptual language system with generalizations and patterns that can be applied to unfamiliar words. Lack of weekly spelling lists: If weekly spelling lists are not being used, send home the high frequency “vital” words for students to practice along with a letter of explanation. Also, student personal word lists from their writing should be included. Share editing and revising expectations with parents and send home writing samples. Students need to be taught how to proofread their writing, how to find words they do not know how to spell, and the choose words they think would be useful for future writing. Parents, as well as teachers, can help them with this and guide them to make wise choices. Other ideas for Parents: Read Aloud, Write Aloud and Edit/Revise Aloud Talk about words and demonstrate fascination with words. Have a “vocabulary night” once a week. Dinner conversation focuses on talk about interesting words and the dictionary comes to dinner. Praise your child’s invented spellings, and focus first on what the child knows. Reinforce the strategies being taught in school. Encourage “real” writing at home: letters, notes, memos, lists, birthday cards Play word games/Apps: Scrabble, Boggle, Pressed for Words, etc. Glossary of Terms affixes analogy strategy base word blend cloze strategy compound word digraph diphthong etymology grapheme homograph homophone Invented (temporary) spelling morpheme morphology onset orthography palindrome phoneme phonemic awareness phonogram prefix A syllable or syllables added to the stem or base of a word to modify the meaning (e.g., un-, re- ; -ly, -ment) The use of known spelling patterns to spell unknown words (e.g. house to spell mouse) A word to which prefixes or suffixes are added A written letter combination in which the sounds are blended and can begin a word (e.g. blast) In spelling, selectively leaving a space for letters that have been misspelled or that provide spelling challenges (e.g. su_prise) A word make up of two or more smaller words. There is a logical connection between the two separate words and the new word (e.g. basketball) Two letters used together to spell a single sound (e.g. ch, th, sh, ph) In phonics instruction, digraphs usually refer to consonants, but there are also vowel digraphs (e.g. sauce, bread) Two vowel sounds pronounced in one syllable. Having to do with the origin and history of words The smallest unit of written language that represents a sound in spelling (e.g. c, k, ph, igh) Words having the same spelling but different meanings (e.g. wind as in air and wind as in to turn) Words having the same pronunciation but different meanings, origins, and sometimes spellings (e.g., horse/hoarse) Spelling an unknown word as it sounds, or as the student thinks it should be spelled A meaningful linguistics unit consisting of a word, as man, or word element as –ed in walked, that cannot be divided into smaller meaningful parts The branch of linguistics that deals with the study of word formations The initial consonant sound in a single syllable or word (e.g. /s/. in sip; /sl/ in slip) The writing system of a language, particularly the correct sequence of letters, characters, or symbols. In most instances, orthography refers to the spelling system of the language A word or phrase spelled the same way both backwards and forwards (e.g., dad, mom, eye) The smallest unit of speech that distinguishes one word from another (e.g., the h of hack and t of tack) Awareness of the sounds the make up words A symbol representing a single speech sound, syllable or word. It is sometimes used to describe the vowel and following consonant(s) in a one-syllable word (e.g., -ast, ip, og) A syllable or syllables added to the beginning of a word to change its meaning (e.g. unlikely) rhyme rime scaffolding Schwa vowel semantics suffix syllable juncture syntax word solving word sort Word or word segments that sound alike in the last part (e.g. light and kite) The vowel and any consonants within a syllable (e.g., ag in flag) Instructional support to assist learners in acquiring new concepts An unstressed vowel sound (e.g., about, circus, lemon) The meaning of words and sentences A syllable or syllables added to the end of a word to form another word of a different meaning or function (e.g., goodness) The transition from one syllable to the next. It often involves spelling changes, such as the doubling of consonants or dropping the final e (e.g., hop/hopping, hope/hoping) In grammar, the way in which words are arranged to form sentences, clauses, or phrases Taking words apart while reading for meaning, and spelling words while writing to communicate The process of classifying words into appropriate categories. Source: Scott, Ruth McQuirter, & Siamon, Sharon. (2004) Spelling: Connecting the Pieces. Toronto, ON: Gage Learning Corporation Sources: Fountas, Irene, and Gay Su Pinnell. 2001. Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann Gentry, J.R. 1987. Spel..Is a Four-Letter word. Portsmouth, NH: Heinemann Pinnell, Gay S., and Irene Fountas. 1998. Word Matters: Teaching Phonics and Spelling in Reading and Writing Classrooms. Portsmouth, NH: Heinemann Scott, Ruth McQuirter, and Siamon Sharon, 2004, Spelling: Connecting the Pieces. Gage Learning, Toronto, ON Tomlinson, Carol Ann. 1999. The Differentiated Classrooms: Responding to the Needs of All Learners. Alexandria, VA. Association for Supervision and Curriculum Development.