Transcript Powerpoint - Stanley Teacher Prep

Teaching Spelling:
The Basics
MariaCecília de Freitas Cardoso Buckley, Ph.D.,
P/ET
SBPS Teacher Preparation Program
April 30, 2015
1
Why teach spelling?
2
Goals
3
Ways to Teach Spelling
4
A Better Understanding
5
What You Teach
6
Stages of Development
7
Assessment
8
Developmental Approach
9
Prescriptive Approach
10
How to Teach
11
Active Learning
12
Useful Tips
13
Examples
Working with regular
patterns and sight
words
14
15
Discover Patterns
16
Sorts
17
Games
18
Chunking and Chin Drops
19
Word Study
20
Dictionary Strategies
21
Multisensory Activities
22
Keywords
23
Tapping and Chaining
24
Visualize the Word
25
Mnemonics
(brain tricks - best if tailored for the SPECIFIC child)
26
Mnemonics
27
Mnemonics
28
Crazy Stories
29
Motor Activities
30
Cloze Activities
(stories with highly frequent words)
31
Word Maps and Diagrams
TRI
32
Venn Diagram
33
Create-a-word
34
Words Their Way
http://pearsonschool.com/index.cfm?locator=PS174y
35
Words Their Way: Word Study in Action
Developmental Model
Donald R. Bear, Ph.D.
Marcia Invernizzi
Francine Johnston
Shane Templeton, Ph.D.
published by Pearson
http://pearsonschool.com/index.cfm?locator=PS17
4y
36
Words Their Way
Developmental Spelling Stages
Words Their Way: Word Study in Action
Developmental Model aligns students’ spelling
development into the following five research-based
stages. This developmental model recognizes the
synchronous nature of reading, writing, and
spelling, and has identified common characteristics
of readers, writers, and spellers along the literacy
continuum.
http://pearsonschool.com/index.cfm?locator=PS174y
37
Emergent - Early Letter Name
Characteristics of Word
Knowledge
Neglect to use any sound-symbol correspondence
Represent strongest sounds with a single letter
Have an incomplete knowledge of alphabet
Word Study Focus
Concepts Sorts
Rhyming Pairs
Beginning consonants
Blends and Diagraphs
Short-Vowel Word Families
38
Letter Name
Characteristics of Word
Knowledge
Neglect to use any sound-symbol correspondence
Represent strongest sounds with a single letter
Have an incomplete knowledge of alphabet
Spelling Samples
B, BD, BAD for bed
S, SHP, SEP for ship
L, LP. LOP for lump
U for you
BAKR for baker
DADT for daddy
GRUM for drum
Word Study Focus
Beginning Consonants
Blends and Digraphs
Same Vowel Word Families
Mixed Vowel Word Families
Affricates
Short Vowels
Preconsonantal Nasal
39
Within Word Pattern
Characteristics of Word
Knowledge
Correctly spell most single-syllable, short vowel words,
beginning consonant diagraphs, and twoletter consonant
blends
Attempt to use silent long-vowel markers
Use but confuse long-vowel patterns
Spelling Samples
SNAIK for snake
FELE for feel
FLOTE for fl oat
BRIET for bright
SPOLE for spoil
CHUED for chewed
Word Study Focus
Long Vowels (CVCe)
Other Common Long-Vowel Patterns
r-Influenced Vowel Patterns
Diphthongs and Vowel Digraphs
Complex Consonant Clusters
Homophones
40
Syllables and Affixes
Characteristics of Word
Knowledge
Connect word knowledge with vocabulary growth
Correctly spell most single-syllable, short-vowell and longvowel words and high-frequency words
Make errors at syllable juncture points and in unaccented
syllables
Spelling Samples
SHOPING for shopping
KEPER for keeper
SELLER for cellar
AMAZZING for amazing
PERRAIDING for parading
Word Study Focus
Compound Words
Infl ected Endings
Open and Closed Syllables
Accented Syllables
Unaccented Syllables
Prefi xes and Suffixes
41
Derivational Relations
Characteristics of Word
Knowledge
Connect word knowledge with vocabulary growth
Spell most words correctly
Make errors on low-frequency multisyllabic words derived
from Latin and Greek forms
Spelling Samples
OPPISITION for opposition
TERADACTIL for pterodactyl
PROHABITION for prohibition
EXHILERATE for exhilarate
Word Study Focus
Prefixes and Suffixes
Greek and Latin Roots
Assimilated Prefixes
42
Bibliography and
Resources
43
44
45
46