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Word Study: A Differentiated Approach to Spelling Instruction What is word study? A developmental instructional model for teaching phonics, decoding and vocabulary. Students learn to recognize patterns instead of memorizing every single letter of every single word. What is word study? Word study teaches students to examine and discover regularities, patterns, and rules by comparing and contrasting words. Word study increases specific knowledge of words--the spelling and meaning of individual words. Features to study Phonics and vocabulary instruction based on assessment information Developmental progression based on phonetic/spelling/writing research A suggested progress will be provided Features students use and confuse while reading or writing Ex. Short e and long ie Stages of Spelling Development Emergent Letter name Within word Syllable and affixes sample record record Pre-K to early K K to 2nd write one scribbles and letter for random letters most of the sounds that they hear Derivational relations combine combination 1st to 5th 3rd to 9th 5th+ learn that more than one letter can represent a sound within a word single syllable patterns apply to words with more than one syllable, accented syllables meaning of a word is related to it’s spelling Word Study Stages Letter Name Within Word Syllables and Affixes Derivational Relations Letter Name Characteristics Represent most salient sounds (K, or T or CT/cat) Concept of Word Beginning Readers: Fingerpoint Tracking Beginning Writers: A few sentences “Break the Code” 7 Letter Name Features Beginning and ending sounds Short vowels- bet Blends & Digraphs- chat, drip, best 8 Within Word Pattern Features Common long vowel patterns (cake) -r control vowel patterns (girl, fair) Homophones (main, mane, Maine) Complex consonant clusters (scratch) Ambiguous vowel patterns (couch, boy) 9 Syllables and Affixes Intermediate Readers & Writers Read a range of genres and can apply to their writing Focus on 2 syllable words in the spelling Issue: To double or not to double? Beginning to address the spellingmeaning connection 10 Syllables & Affixes Features Consonant Doubling: hoping/hopping Long Vowel patterns in 2 syllable words: parade, parading -r control patterns in stressed syllable: disturb Unstressed syllable vowel patterns: trample, solar Some suffixes and prefixes: -ly, -ness, re-, in11 Derivational Relations Advanced Readers and Writers Mastered high frequency words Examine polysyllabic words with a focus on meaning Examine words with Greek and Latin Roots Vocabulary Building 12 Derivational Relations Features Silent/sounded consonants (sign/signal) Consonant changes (explode/explosion) Vowel/Sound changes (reduce/reduction) Greek/Latin roots and derivatives (photograph/visible) Assimilated prefixes (immature, illegible) 13 Tiers of Orthography and Corresponding Developmental Stages of Spelling Sound Letter Name a. b. c. 1:1 correspondence of sound to letters Apply the alphabet literally Word by word readers and writers Pattern Within Word Pattern a. b. c. Words have more letters than sounds Silent letters form patterns Movement from disfluency to phrasal fluency in reading and writing Meaning Syllables & Affixes Derivational Relations a. b. c. Meaning units form or join syllables Meaning units connect across derivations Fluent readers and writers 14 Case Study 1 What level of speller am I? Spelled scrape- skrape or scrap switch- swech Knotted- knated Within word speller Who has a within word speller? Share the spelling a few words. Case Study 2 What level of speller am I? Spelled confidence- confedenc visible- viseble circumference- sircomference Derivational relations speller Who has a derivational relations speller? Share the spelling of a few words. Case Study 3 What level of speller am I? Spelled trapped- traped squirt- sqirt pounce- puns crater- crator Syllable juncture speller Who has a syllable juncture speller? Share the spelling of a few words. Lets look at your assessments 1. Complete the feature guide for each student. Lets look at the example, pg. 35 Complete the feature guide for one of your students. Determine their spelling level. 2. Rank order the students by the number of words spelled correctly. 3. Complete the Classroom Composite Chart and determine groups. Let’s look at p. 41 Where to begin instruction If misspelled the first two letters of switch, trapped, shaving or crater Give the students the Elementary Spelling Inventory and begin with letter name sorts with blends Where to begin instruction If spelled the first two letters in first two letters of switch, trapped, shaving or crater correctly but didn’t get all of the vowels correct Begin within words sort 1 Where to begin instruction If spelled all of the vowels correctly in words 1-6 Give the spell check on p. 70 If pass begin with within word sort 31 if not begin with within word sort 25 Where to begin instruction Anyone feel they may have a student who needs to start beyond within word sort 31? Instruction Sort introduction Explain the sorts Show the headers Do the sort with the students Ask the students to sort on their own Instruction Partner sorts Speed sorts Games Spelling checks Includes the list 2 or 3 words not on /ou/ Students will examine these words and determine that these words have the same sound but are spelled differently. They will play games and manipulate these words throughout the week. ou ow bounty allow council brownie Devour coward fountain dowry mouthwash prowler Instruction If mastered move to next sort If did not master repeat sort again with new words with same feature Find additional words and template in WTW or Word Journeys Beginning Word Study Instruction 1 week and ½ to prepare Begin October 10 Complete instead of Advanced Word Study Questions????