Transcript Strategies for Teaching Spelling

Shannon Lockard, MS Literacy
Coach
Ellen Ochoa Middle School
[email protected]
I have a spelling checker.
It came with my PC.
It plane lee marks four my revue
Miss steaks aye can knot sea.
Eye ran this poem threw it,
Your sure reel glad two no.
Its vary polished in it’s weigh.
My checker tolled me sew.
Isolation
Memorization
Through osmosis
Writing Repeatedly
Pointing out all
mistakes
+
+
+
+
Multiple modalities
Developmentally appropriate
Teach rules, histories, word parts
Takes problem-solving
 Wrong Word
 Unnecessary
or missing apostrophes
 Unnecessary or missing hyphens
 Homonyms
Wilhelm, Jeffrey D., “Next Steps in the Journey:
Errors Matter, but Not as Much as You Think”,
Voices from the Middle, Volume 15 Number 3,
March 2008
 Word
clues
 Quick sketches or pictures
 Associations
 Posters, personal dictionaries
 Practice
 Expectation
Word
Picture Clue/Quick
Sketch
Association
their
their—heir
Their—has an I so it is
referencing people
there
There—has the word
here so it is talking
about a place
they’re
they and are
They’re running.

50% of our word use comes from about
one hundred words
 Demonstrate
 Accountability
Keep track with portable word wall
 Generate
a list
• Mnemonic devices
• Songs
• TPR
 Monitor
strategies
• Students document
• Confer about
Strategies for
Spelling
•Mnemonic devices
•Songs
•Ask someone
•
•
•
•
•
•
My tenth birthday was quite an
occassion. All of my family
occasion
ocassion
and freinds came and each
friends
came with a spectackulare gift
spectaculare
spectacular
for me. It was amazing to habe
all the peepole I loved at my
party.
have
people
pepole
“Once students begin to recognize which
words they use often but tend to misspell,
we can begin to be strategic in
addressing their errors.”
Bowers Sipe, Rebecca, “Teaching Challenged Spellers
in High School English Classrooms”, English Journal,
Mar 2008; 97, 4; Teacher Journals, p38
 While
drafting underline or write sp
 Proofreading Power
• Check one error at a time
• Change font
• Read backwards
 Prep: Students
keep track of difficult
words or interesting words
 Have a student share
 Have class generate a list of words with
the same _______________
 Make connections, find patterns
According to Sandra Wilde, four spelling
rules regular enough to be taught
1. ie/ei
2. Dropping e before suffixes
3. Changing y to I before suffixes
4. Doubling consonants before suffixes
 Short
 Individualized
 Evolving
My Word List
• have
• friend
• occasion
• their
• there
• they’re
“Figuratively, the classroom walls marinate
students in language as they are
continuously surrounded with new words
and new strategies to extend spelling
expertise.”
http://www.funbrain.com/spell/index.html
 Online activity to recognize misspelled
words
http://www.vocabulary.com
 Root words, lesson plans, and more
Bowers Sipe, Rebecca, “Teaching Challenged Spellers in High School
English Classrooms”, English Journal, Mar 2008; 97, 4; Teacher
Journals, p38
Byerly, Greg; Brodie, Carolyn. “The ABCs of Grammar, Spelling, and
Writing.” School Library Media Activities Monthly, March 2004, 3738, 43.
Chandler, Kelly. "What I Wish I'd Known About Teaching Spelling."
English Journal (July 2000): 87-95.
Hoyt, Linda and Therriault, Teresa. Mastering the Mechanics: Readyto-Use Lessons for Modeled, Guided, and Independent Editing
Grades 4-5. New York: Scholastic Inc., 2008. 111-119.
Templeton, Shane, “Spelling and the Middle School English
Language Learner.” Voices from the Middle, May 2004, 48-49.
Templeton, Shane, “Supporting Students Who are Struggling with
Spelling.” Voices from the Middle, Dec. 2002, 54-55.
Wilhelm, Jeffrey D., “Next Steps in the Journey: Errors Matter, but Not
as Much as You Think”, Voices from the Middle, Volume 15 Number
3, March 2008