Download Developmental Spelling: Stages and Teaching Strategies

Developmental Spelling:
Stages and Teaching Strategies
Tonja L. Root, Ed.D.
& Margie Tullos, Ed.S.
Department of Early Childhood
& Reading Education
Valdosta State University
Valdosta, Georgia 31698
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Precommunicative Spelling:
“Role Play Writing”
Characteristics of Writing
• Use scribbles, letters, letter-like forms,
numbers.
• Show no understanding of phonemegrapheme (letter-sound) relationships.
• Show a preference for uppercase letters.
• Write from left-to-right, right-to-left,
top-to-bottom, or randomly on the page.
• Know that the print carries the message.
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Precommunicative Spelling:
Teaching Strategies
• Develop interest in print: Read aloud
daily, create a print-rich
environment, spend time with books.
• Encourage children to write.
• Use LEA and teacher/student
modeling.
• Teach letter names with letter forms.
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Precommunicative Spelling:
Teaching Strategies, cont.
• Introduce concepts and terms: letter,
beginning/ending sounds, word,
sentence.
• Begin developing understanding of
letter sounds, concept of rhyming.
• Discuss and model directionality.
• Discuss spelling with children &
family members.
• Find an appreciative audience.
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Semiphonetic Spelling:
Experimental
Characteristics of Writing
• Sometimes have not developed
directionality: write from left to right,
top to bottom.
• Use letters to represent sounds.
• Use abbreviated 1, 2, 3 letter spellings;
omit some important letters in words.
• Use letter-name strategy for spelling.
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Semiphonetic Spelling:
Teaching Strategies
• Encourage attempts at writing.
• Continue to develop phonemegrapheme correspondence.
• Do LEA, asking for help with spelling.
• Model writing.
• Read daily.
• Brainstorm words (& spelling) to
make word banks prior to writing
(sometimes).
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Semiphonetic Spelling:
Teaching Strategies, cont.
• Encourage children to write by
representing sounds in the order they
hear them.
• Display words used frequently in
writing.
• Let children see what other children
write.
• Discuss developmental spelling with
children and family members.
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Phonetic Spelling:
Characteristics of Writing
• Select letters on basis of sound
alone.
• Spelling represents all essential
sound features.
• Spelling is readable (more or less).
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Phonetic Spelling:
Teaching Strategies
• Read daily.
• Model writing and encourage
children to write.
• Develop awareness of correct
spelling, emphasizing visual features
of words.
• Expose children to word families,
spelling patterns, word structure.
• Teach students how to study a word.
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Transitional Spelling:
Characteristics of Writing
• Include a vowel in each syllable.
• Apply many spelling rules; may
overgeneralize.
• Spelling resembles English
spelling.
• Spelling is easily read.
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Transitional Spelling:
Teaching Strategies
• Provide correct model of spelling.
• Have students identify misspelled
words by circling them.
• Provide writing resources and teach
students to use them independently.
• Provide a spelling program.
• Study affixes, root words, and
homophones.
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Transitional Spelling:
Teaching Strategies
•
•
•
•
Provide word-sorting activities.
Extend use of personal word banks.
Encourage use of mnemonics.
Emphasize importance of dictionary
spelling for public sharing.
• Model writing and encourage children
to write.
• Let students see what others write.
• Read daily.
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Correct Spelling:
Characteristics of Writing
• Have internalized the alphabetic
principle.
• Have learned basic spelling words.
• Spell words according to adult
standards.
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Correct Spelling:
Teaching Strategies
• Teach students to spell multi-syllable
words that contain common word parts
(-tion, -able, inter-).
• Provide spelling instruction: increase
spelling awareness & correct
misspelled words.
• Keep spelling notebooks or personal
dictionaries.
• Develop proofreading skills.
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Correct Spelling:
Teaching Strategies
• Develop responsibility for
identifying & correcting own
spelling.
• Encourage use of various strategies
when spelling.
• Provide quality writing experiences.
• Continue to model and share writing.
• Read daily.
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References
• Some of the examples of student writing are
from Temple, C., Nathan, R., Temple, F., &
Burris, N. (1993). The beginnings of writing
(3rd edition). New York: Allyn and Bacon.
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