Download Where do you go next?

Stages of Spelling
Development
Objectives
1. Analyze spelling patterns and align to
stages of spelling development > set goals
for what to teach next
2. Review key practices for assessing
spelling development
3. Score and analyze individual results with
a partner to determine developmental
stages of two students
4. Using classroom profiles to group for
instruction
How do children learn how
to spell?
Concepts of print
Letter-sound correspondence (match)
Spelling within a one-syllable word
Build words with multi-syllables
Word meanings related to spelling
How do children learn how
to spell?
•
•
Concepts of print
Letter-sound
correspondence
•
Spelling within
a word
•
Build words with
multi-syllables
•
Word meanings
1. Emergent:Scribbles>letters
& directionality
2. Letter-Name: Alphabetic
principle, consonants /
short vowels /cons.blends
3. Within-word patterns: long
vowel, bossy-r, vowel
combinations
4. Syllables & Affixes (Word
Endings): plurals, tenses
5. Derivational Relations:
relationship btw spelling &
meaning, various forms
Can you match them up?
personable, personality Derivational
kit (kite) Late Letter Name
runing (running) Syllables/Affixes
lOEO~~OllOAOo~~ Emergent
TD (today) Early Letter Name
frend (friend) Within-Word
What patterns are they using?
What patterns are they confusing?
What should you teach next?
Steps in Determining Student’s
Stage of Spelling Development
•
•
•
•
•
•
1. Choose writing samples
2. Identify misspelled words
3. Make a spelling analysis chart
4. Categorize student’s misspellings
5. Tally the errors
6. Identify topics for instruction
Spelling Development in
Letter-Name Alphabetic Stage
• Letter-Sound Correspondence
(beginning, end, middle)
• CVC decodable words – examples?
• Cons. Digraphs – examples?
• Cons. Blends – example?
• Pacing/Sequence Chart WTW p. 161
Spelling Development in
Within Word Pattern Stage
• Vowel patterns (long, r-controlled,
w-controlled, l-controlled) see p. 175
• Vowel Dipthongs (Whiners – oo,
oy/oi, ow/ou; aw/au)
• Complex Consonants (ck, ch/tch, kn,
dge/ge, squ, scr/spr/str)
• Pacing Chart WTW p. 216 (p. 180 4th)
Today a person at home called us and said that a bomb was in our school
and made us go outside and made us wait a half of an hour and it made us
waste our time on learning. The end. (Written by Marc in Grade 1)
Letter-Name Alphabetic
Other Issues
Within-Word
Conclusion:
Syllables & Affixes
Goals for Word Study Instruction:
1.
2.
3.
4.
Letter-Name
kod (called)
wuz (was)
mad (made)
sid (side)
uf (of)
wazt (waste)
Today a person at home called
us and said that a bomb was in
our school and made us go
outside and made us wait a
half of an hour and it made us
waste our time on learning.
The end.
Within Word
seb (said)
bome (bomb)
or (our)
at (out)
skuwl (school)
Letter Formation makde (made)
wat (wait)
b for d
haf (half)
z for s
awr (hour)
Loreneeing (learning)
Syllables & Affixes
peresun (person)
• Conclusion: Marc spelled 56% of the
words correctly and most of his spelling
errors were in the letter-name and withinword patterns stages, which is typical of
first graders’ spelling.
• What goals for word study instruction?
–
–
–
–
–
Letter d (vs. b) and letter s (vs. z)
High-frequency words (of, was, out)
CVCe vowel pattern
ed past tense ending
Some within word patterns (ai, oo, ou)
Teaching Spelling
• Sound it out > Think it out (think
about spelling patterns, root words,
affixes, the shape of the word, etc)
• Stretch & spell each sound;
• Break the word into syllables and use
patterns from open and closed
syllables;
• Word Walls; Word Sorts; and Making
Words
• Interactive Writing: model and write
WITH students helping
Try it out…
Mapping Early Literacy
Writing Samples to
Developmental
Spelling Stages
Sample & Stage
1.
2.
How do you know?
Where do you go next?
Sample & Stage
3.
4.
How do you know?
Where do you go next?
Sample & Stage
5.
6.
How do you know?
Where do you go next?
Sample & Stage
1. Der (dear)
• Mrs SLBR
•
I will
• You (you)
• Ys (yes)
• teth (teach)
• Spec – speak
• Unos Deis
(Buenos dias)
How do you know?
1. Represents beg &
end sounds but not
always correct
letters
2. Letter names for
vowels
3. Spells initial and
final sounds and
some blends
Where do you go next?
More modeling
Phonics: letter-sound
correspondence
Sight words: you, yes,
Late Letter Name
Alphabetic
2. Tac You (thank
1. Beg & end sounds
you) ; Goed Leic
2. Concept of word
(good luck); big (beg);
(but periods)
hege (hug); wen
3. Invented spelling
(when)
leic
4. Uses capital and
small letters
Late letter name
Alphabetic / Early
No periods – space with
finger; letter caps;
hearing the vowel sounds
in the middle of words;
sight words: give, good,
thank
3.
•
•
•
•
•
Sample & Stage
How do you know?
Where do you go next?
TAR (there)
WOTID (wanted)
S backwards
GRL (girl);
FEND (friend)
WOTID (wanted)
•Sight words
•Mostly uppercase
•Mostly first and last
letters (consonants)
Uppercase and lowercase
letters; use any endmark;
letter formation
• Multisyllablic words
(some spelled
correctly –
little/kitten)
• some single syllable
words missing silent
letters but some
correct (mean, climb)
• Correct
capitalization and
punctuation
• Silent letters
• Complex consonant
blends (scr; tch)
Early letter name
alphabetic
4.
Ouce (once); win (when)
a pon (upon)
Scach (scratch)
ote (bought)
no (know)
rascule (rascal)
pepple – people
There – they’re
Tree (trees)
Within word or
syllables and affixes
Sample & Stage
How do you know?
Where do you go next?
5. (scribbles)
emergent
• scribbles
• left to right
• linear lines of text
• drawing pictures to
represent characters
and ideas
• hearing sounds
(phonemic awareness)
• letter shapes
• models of writing
(shopping lists, labels)
6. Early Letter name
• Hearing initial
letters, but not
always one-to-one
correspondence
• Hearing syllables
• mapping sounds at
beginning, end, and
middle of words to
letters
YP – upon
T – time
H - there
Y - was
H – house
L – hill
K – cat
h- the
H – house
Spelling Assessment
and Grouping Decisions
EDC424
Qualitative Spelling
Inventories
• Words Their Way Spelling
Assessments
– Primary Spelling Inventory (Gr. K-3 Emergent
to Late Within-Word Patterns)
– Elementary Spelling Inventory (Gr. 1-6 LetterName to early derivational relations)
– Upper Level Spelling Inventory (Gr. 5-12
Within word pattern to derivational relations)
Using Spelling
Inventories
• Select inventory based on grade level and
students’ achievement levels
• Administer with brief introduction and
know when to stop
• Analyze students’ spelling using a feature
guide
• Organize groups using the Spelling by
Stage form and/or a Classroom Composite
form
How to Score & Analyze Spelling
Inventories
A. Use total accuracy to group with minimal
information:
1. Mark words right or wrong on list (write correct
spelling next to it)
2. Use the chart to tally the words spelled correctly
in the right column and calculate a power score. Use
power score to estimate a stage (see WTW, p. 34).
B. Use feature patterns to determine individual
strengths, weaknesses, and instructional goals:
1. For each word, check off features got correct and
write in errors and circle.
2. For each word, add up the feature checks along
each row and add up each column for individual
Interpreting
Power Scores
Common confusions to keep
in mind
• Handwriting errors:
– Reverse letter formation (b/d/p; s/z; or
just letters written backwards)
– Reverse order of letters (was vs. saw)
• Give credit for features gotten but
if add extra letters, don’t mark word
spelled correctly
– FNWZTY for fan or FANE for fan
– LOOKTED for looked
TRY IT OUT
• Work with one partner to record the spelling
patterns of your two students.
• Use one Features Guide Form in your handout
for each student.
• When finished, look for patterns
(similarities/differences) across your two
readers. Make a list of what you might teach
next for each student (based on what each
knows and what is confusing)
• Then, we’ll look at whole class patterns that
can inform grouping decisions.
Make whole class
grouping decisions
• 1. Plot the students in “our class” on the
Spelling-by-Stage classroom
organization chart
• 2. Make decisions about group size and
composition
• 3. Use the classroom composite chart to
make more informed decisions about
grouping and instruction (For the sake
of time, we’ll explore the model on
WTW, p. 41)
Homework
• Finish Text-Based Discussion for Ruby
the Copycat
• Read Leveled Reading Systems Handout
• **Email me with Word Study Lesson
Topic and word list (sorted if
applicable) no later than Friday Nov. 4