Download Spelling Development SP2014

Stages of Spelling
Development
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?
INVENTED SPELLING…
•
•
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
Spelling < > Reading
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
Emergent Reader
PreK-K
Beginning Reader
K-1
Transitional Reader
Gr 2 – 3
Advanced Reader
Gr. 4 +
A clarification…
• Letter-Name Alphabetic Spellers
tend to spell by the NAME of the
letter (Y = why; YN = when; UZ = use)
and they often use the uppercase
letter
– Early (mostly letter names)
– Middle > Late (combine names & sounds)
• Next steps: Focus on the SOUND of
the letter and how SOUNDS get
combined to form words
Can you match them up?
Derivational
personable, personality
Late Letter Name
kit (kite)
runing (running) Syllables/Affixes
lOEO~~OllOAOo~~ Emergent
TD (today) Early Letter Name
frend (friend) Within-Word
How do you know what
spelling stage they are in?
• Look at what patterns they are
USING
• Then look at what patterns they are
CONFUSING
• The things they are confusing
indicates their developmental stage
and what you should teach next
LET’S TRY IT OUT
Stages of Spelling
Development
• Stage 1: Emergent Spelling
Using:
-representational
drawing
- distinct writing
forms
- directionality
- partial phonetic
spelling
- names and sight
words
Confusing:
- Full phonetic spelling
Stages of Spelling
Development
Stage 2: Letter Name – Alphabetic Spelling
Early Letter Name
represents most salient
sounds with beg. consonants
Middle-Late Letter Name
Within-word confusions
(mostly vowel teams)
Stages of Spelling
Development
Stage 3: Within Word Pattern Spelling
Early Within Word
Using:
consonant
blends,
short
vowels;
Basic
sight
words
Confusing:
Substituting
short vowels
for
ambiguous
vowels;
Inconsistent
with long
vowel teams
within words
Stages of Spelling
Development
• Stage 4: Syllables and Affixes Spelling
Using proper spellings of one syllable words - Confusing:
Spelling patterns at the syllable break; doubling or dropping
Letters; confusing suffixes like “tion” in national
Stage 5: Derivational Relations Spelling
• Root words can help spell words (e.g., favor, challenge,
divide, differ) – longer words DERIVED from…
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
Within Word Pattern Stage
(Transitional Readers)
• Vowel patterns (long, r-controlled,
w-controlled, l-controlled)
• 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. 216-217
In what stage of spelling development is Mark?
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 Formation
b for d
z for s
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.
• 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
CVCe vowel pattern
ed past tense ending
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
1. Der Mrs SLBR
I will Ys teth
Middle Letter Name
Alphabetic
2. Tac You; Good Leic
Middle letter name
Alphabetic
How do you know?
Where do you go next?
1. Represents beg & end
sounds but not always
correct letters
2. Letter names for
vowels
3. Spells initial and final
sounds and some
blends
More modeling
Phonics: letter-sound
correspondence
Sight words: you, yes,
1. Beg & end sounds
2. Concept of word
(but periods)
3. Invented spelling
leic
4. Uses capital and
small letters
No periods – space with
finger; letter caps;
hearing the middle of
words; sight words: give,
good, thank
Sample & Stage
3. Wotid = wanted
TAR = there
S backwards -
How do you know?
Where do you go next?
Sight words
Mostly uppercase
Uppercase and lowercase
letters; use any endmark;
letter formation
Multisyllablic words
Silent letters
Early letter name
4.
Rascules – rascals
Pepple – people
There – they’re
within word or syllables
and affixes
Sample & Stage
5.
6.
How do you know?
Where do you go next?
Homework
• Thursday:
– Bring 3 copies of completed inventory to
class (FIRST name only)
– Read Biggam, Ch. 9: Spelling
– Text-Based Discussion on Ruby the
Copycat is due