Transcript Developmental Spelling (2)

Development of
Orthographic
Knowledge
The Braid of Literacy
Exploration of
orthographic
knowledge leads to
the lengthening and
strengthening of the
literacy braid.
Invented Spelling: A window
into developing Word
Knowledge
Charles Read (1971) investigated preschoolers’
invented spellings and discovered that their
attempts were not random displays of ignorance
and confusion, but a systematic, phonetic logic to
preschooler’s categorizations of English speech
sounds.
Edmund Henderson and his colleagues at the
University of Virginia (1990) developed an
instructional model to complement this
development called Word Study.
Why is Word Study
important...
provides active exploration of how to examine
words to discover the regularities, patterns and
conventions of English orthography needed to
read and spell.
increases specific knowledge of words- spelling
and meaning.
helps to develop fast, accurate recognition of
words and their meanings in text as well as fast,
accurate production of words in writing. This
allows them to focus their attention on making
meaning.
The Purpose of Word
Study
The purpose of word study is to examine words
in order to reveal consistencies within our
written language system and to help students
master the recognition, spelling, and meaning of
specific words.
Three Layers of English
Orthography
Layer 1- Alphabet
Layer 2- Pattern
Layer 3- Meaning
Alphabet
Our spelling system is
alphabetic because it
represents the
relationship between
letters an sounds.
/s/-/a/-/t/= “sat”
Pattern
the Pattern layer overlies the
Alphabetic layer.
move beyond single letter-sound
match-ups and search for
patterns that guide the grouping
of letters.
there is a consistencies in
patterns that guide the grouping
of letters. Example: CVC, CVCe,
VCCV
Meaning
groups of letters can
represent meaning
directly (prefixes,
suffixes, Greek and
Latin roots). By
building connections
between meaning
parts and their
derivations we
enlarge our
vocabulary.
Three Functional Levels
Students’ orthographic knowledge is defined by
three functional levels that are useful guides for
knowing when to teach what...
What they can do independently
This is where instruction
is most helpful.
ZPD
What they use but confuse
What is absent
Let’s build the
Stages....
Five Stages of Spelling
Development
Stage 1: Emergent Spelling
Stage 2: Letter Name-Alphabetic Spelling
Stage 3: Within Word Pattern Spelling
Stage 4: Syllables and Affixes Spelling
Stage 5: Derivational Relations Spelling
Bear, D. R. et. al. (2004) Words Their Way:
Word Study for Phonics, Vocabulary and Spelling Instruction.
Upper Saddle River, New Jersey: Pearson Education Inc.
Stage 1: Emergent
Spelling
a child who has not had
formal reading or
writing instruction
o-5 years of age
most toddlers and
preschoolers and
Kindergarteners at BOY
acquire directionality,
speech-to-print match
Stage 2: Letter NameAlphabetic Spelling
child is now formally
taught to read
5-8 years of age
Kindergarten- 1st
grade-MOY 2nd
grade
use the name of letter
in combination with
the alphabetic
principle when they
spell
Early Letter NameAlphabetic
Apply the alphabetic
principle primarily to
consonants
often spell first sound
and last sound of
one-syllable words
consonants- noise,
vowels-music IS=
“ice”
Middle to Late Letter
Name-Alphabetic Spelling
Students can spell many highfrequency words correctly but also
makes spelling errors typical of a
students in this stage
Students are also learning to
segment both sounds in a consonant
blend and begin to represent the
blends correctly
By the end of this stage, students are
able to consistently represent most
regular short vowel sounds,
digraphs, and consonant blends
because they have full phonemic
segmentation
Stage 3: Within Word
Pattern Spelling
Reading Vocabulary of 200-400
words
have automaticity of letter
sounds and short-vowel patterns
7-10 years of age
EOY 1st grade-2nd, 3rd and 4th
grade
lasts longer due to vowel pattern
systems
Because basic phonics features have been
mastered, within word pattern spellers work at a
more abstract level than Letter Name Alphabetic spellers.
During the Within Word Pattern stage, students
first study the common long-vowel patterns and
then less common patterns such as the VCC
pattern in cold or most.
Students must also consider the Meaning Layer
to spell and use
Stage 4: Syllables and
Affixes Spelling
This stage is typically achieved
in the Upper Elementary and
Middle School grades, when
students are expected to spell
many words of more than one
syllable.
9-14 years of age
This is when students consider
spelling patterns where syllables
meet meaning units such as
affixes.
Stage 5: Derivational
Relations Spelling
Middle-High School, and
College-Adulthood
continues when individuals read
and write according to their
interests
builds on and expands
vocabulary
spell most words correctly
students examine how words
share common derivations and
related roots and bases
Early derivational relations spellers spell most
words correctly.
Frequent errors have to do with the reduced
vowel in derivationally related pairs.
Students spelling errors often have to do with
using but confusing issues of consonant doubling
in absorbed prefixes, the convention of changing
the last consonant of a prefix to the first
consonant of the root word.
http://bcove.me/kk3o50lf
Words Their Way
Bear, D. R. et. al. (2004)
Words Their Way:
Word Study for Phonics,
Vocabulary and Spelling
Instruction. Upper
Saddle River, New
Jersey: Pearson
Education Inc.