Transcript SPELLING - Stage 3 Home Page

SPELLING
• SPELLING MASTERY
• SPELLING THROUGH MORPHOGRAPHS
SPELLING MASTERY
(K – Yr 5 or 6)
• “The straightforward lessons in Spelling
Mastery will enable you to build reliable
spelling strategies and give all your
students the skills needed to spell
thousands of words in just 15 to 20
minutes each day. Spelling Mastery
focuses squarely on spelling,
interweaving three spelling strategies to
maximize your students' skill
development.”
STRATEGIES
The phonemic strategy helps young students to:
• Use sound-symbol correspondence as a foundation for spelling
• Generalize the spelling of many words and word parts that
follow in regular patterns
The morphemic strategy teaches more advanced students to:
• Spell meaningful prefixes, suffixes, and word bases
• Combine words and word parts to spell multisyllabic words
using a small number of reliable rules
The whole-word approach helps students at all levels to:
• Spell common, high-frequency words which are irregular in
their letter sounds
• Commit these potentially troublesome words to memory
Features:
• Careful teaching of reliable rules and their
applications reduces the number of words
students must memorize
• On-going, cumulative review of every skill,
pattern, and rule ensures long-term retention
• Writing and proofreading activities connect
spelling with writing
• Fully-scripted lessons with built-in correction
and reinforcement procedures
• Fast paced, mastery learning
• Group and individual responses
Spelling Through Morphographs
• Grade Levels 4 – Adult
• “Successful spellers in just 20 minutes a day!”
• Spelling Through Morphographs is a corrective
program, designed to give older students the tools
they need to learn to spell. In the first half of
Spelling Through Morphographs alone, students
learn over 252 morphographs and the rules needed
to spell over 3,000 words. By the end of the
program, they learn over 500 morphographs, and
are able to spell over 12,000 words. And the fact
that morphographs have meaning not only helps
students remember their spelling, but it also helps
them figure out the meaning of unfamiliar words.
THE RULES
1. When do you drop the ‘e’ from a word?
When the next morphograph begins with a
vowel eg love + able = lovable
2. When do you double the final consonant in a
short word? When the word ends ‘cvc’ and the
next morphograph begins with a vowel eg
swim + ing = swimming
3. When do you change the ‘y’ to ‘i’ in a word?
When the word ends consonant and ‘y’ and
the next morphograph begins with anything
except ‘i’ eg beauty + ful = beautiful
•
Other advanced rules eg when to use ‘er’ or ‘or’ ?
Use ‘or’ if you can add ‘ion’ eg director (direction)
THE MORPHOGRAPHS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
re = again
ing = when you do something
un = not
est = the most
less = without
mis = wrong
ness = that which
able = able to be
ed = in the past
pre = before
er = more; one who
ly = how something is
de = away from
ful = full of
en = to make
16. age = that which is
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
al = related to
ish = sort of
s, es = more than one
in = in
con = with
es = out, away from
pro = for, before
ive = that which is, having the
power of
ion = state or quality
ure = state or quality, that which is
ous = the quality of
y = the quality of, small
School Implementations
• Yeshiva College Bondi – 1980s & 1990s School
Wide. Published Research Study (1997) – Mean
on S.A.Spell Test = 53; Lowest score = 44;
Student with IQ of 78 = 46.
•
Christian Brothers’ Lewisham –
Learning Support Groups.
• Roseville College – 2003 & 2004 Year 3
School Implementations
• Shoalhaven Anglican School
– 2000: consultation with staff
– 2001: training of staff & implementation Stage 2-3
(Years 3-6) Spelling Groups (Levels B-E) 20 minutes
4 x week
– 2002: Levels B –F.
– 2003-current: SM still being used. Theme words are
also taught.
• Some statistics:
The following table shows the improvement in spelling ages (average) for each Year
group over the 18 months that Spelling mastery has been used.
Spelling ages are calculated using the South Australian Spelling Test.:
June, 2001
November, 2001
June, 2002
Time elapsed from
previous test
5 months
5 months
7 months
Year 4 – average
improvement
10.72 months
9.03 months
6.6 months
Year 5 – average
improvement
9.54 months
9.12 months
13.71 months
Year 6 – average
improvement
4.85 months
7.43 months
6.58 months
Note that the rate of progress for Year 6 appears to be less than that of other years. This
is explained in part by the fact that 37.5% of Year 6 students (15 out of 40) have attained
a Spelling Age beyond the measurable limit of this testing tool (ie Spelling Age >15.5
years).
FOR MORE INFORMATION
• www.adihome.org
• McGraw-Hill Publishers
http://www.sraonline.com/index.php/home/cu
rriculumsolutions/di/9
• [email protected]
• [email protected]
The Pressure of the Spelling Bee……