*It was fun editing this. There are lots of spelling errors and those are very likely to be intentional. Our apologies in advance.
Definitions
Orthographic patterns:
system of writing conventions used to represent spoken English in written form
Etymology:
Study of the origin and development of words (ie. Latin roots of words. -graphy means "Field of study")
Orthographic patterns:
system of writing conventions used to represent spoken English in written form
Etymology:
Study of the origin and development of words (ie. Latin roots of words. -graphy means "Field of study")
Assessment of Spelling
Stages of Spelling Development:
1. Pre-phonetic: Basic, sounds may not be represented by letters
a. Pre-communicative spelling: No understanding that letters represent sounds
b. Semi-phonetic: Aware of alphabetic principle; doesn't understand each sound is represented by a letter
2. Phonetic: Letters represent sounds at at least one letter represents each sound in a word.
ex) "I like to fly a kite" might be written as "I lik two fli a kit."
3. Transitional: Can connect spelling to sound to meaning; errors occur from English exceptions
ex) naybor instead of neighbor
4. Conventional: Spells most words correctly
Methods of Assessing Spelling Development
In Isolation: The Spelling Test
Words are encoded in isolation.
In Context: Writing Samples
Look at patterns in spelling mistakes through their writing.
Stages of Spelling Development:
1. Pre-phonetic: Basic, sounds may not be represented by letters
a. Pre-communicative spelling: No understanding that letters represent sounds
b. Semi-phonetic: Aware of alphabetic principle; doesn't understand each sound is represented by a letter
2. Phonetic: Letters represent sounds at at least one letter represents each sound in a word.
ex) "I like to fly a kite" might be written as "I lik two fli a kit."
3. Transitional: Can connect spelling to sound to meaning; errors occur from English exceptions
ex) naybor instead of neighbor
4. Conventional: Spells most words correctly
Methods of Assessing Spelling Development
In Isolation: The Spelling Test
Words are encoded in isolation.
In Context: Writing Samples
Look at patterns in spelling mistakes through their writing.
How to Teach Spelling
Selecting Spelling Words
1. Group of words have common patterns: rimes, digraphs, diphthongs, etc.
2. High-frequency words, especially those with irregular patterns
3. Common-need words
4. Content area words (Science & Social Science)
Direct, Explicit Instruction or Orthographic Patterns
Students should be given direct and explicit lessons on the orthographic patterns
ex) Lesson with digraph using the "ph" in words (digraph, telegraph, graphic novel
Self-Study
Likely this has been replaced by educational apps; check this site for some apps
1. Look at the word and say it to yourself.
2. Say each letter in the word to yourself
3. Close your eyes and spell the word to yourself
4. Write the word, check your spelling
5. Rewrite word
Multisensory Techniques
Visual: Look at a word and write it repeatedly (four times max)
Visual Use of Color
ex) Color letters that may be confusing to students. Quid and Quit; use red for u and blue for i.
Auditory: Hear each letter of the word.
Kinesthetic: Writing words in air
Tactile: Touching or manipulating objects to spell
Etymology and Morphology
Etymology: Find origin of words;
Morphology: Lessons on prefixes, suffixes, and root words
Small Group and Individualized Spelling Instruction
From assessment described earlier, cater an explicit lesson to those students that show similar issues in their spelling
Stages of Spelling Development:
1. Pre-phonetic: Use concepts about print, phonemic awareness, and phonic instruction
2. Phonetic: Use phonics, including rimes, prefixes, and suffixes
3. Transitional: Morphology and etmology
4. Conventional: Use highly irregular words for content areas
Selecting Spelling Words
1. Group of words have common patterns: rimes, digraphs, diphthongs, etc.
2. High-frequency words, especially those with irregular patterns
3. Common-need words
4. Content area words (Science & Social Science)
Direct, Explicit Instruction or Orthographic Patterns
Students should be given direct and explicit lessons on the orthographic patterns
ex) Lesson with digraph using the "ph" in words (digraph, telegraph, graphic novel
Self-Study
Likely this has been replaced by educational apps; check this site for some apps
1. Look at the word and say it to yourself.
2. Say each letter in the word to yourself
3. Close your eyes and spell the word to yourself
4. Write the word, check your spelling
5. Rewrite word
Multisensory Techniques
Visual: Look at a word and write it repeatedly (four times max)
Visual Use of Color
ex) Color letters that may be confusing to students. Quid and Quit; use red for u and blue for i.
Auditory: Hear each letter of the word.
Kinesthetic: Writing words in air
Tactile: Touching or manipulating objects to spell
Etymology and Morphology
Etymology: Find origin of words;
Morphology: Lessons on prefixes, suffixes, and root words
Small Group and Individualized Spelling Instruction
From assessment described earlier, cater an explicit lesson to those students that show similar issues in their spelling
Stages of Spelling Development:
1. Pre-phonetic: Use concepts about print, phonemic awareness, and phonic instruction
2. Phonetic: Use phonics, including rimes, prefixes, and suffixes
3. Transitional: Morphology and etmology
4. Conventional: Use highly irregular words for content areas
21. The English word limousine is derived from the French, more specifically, a hood that is part of the traditional costume of the French region of Limousin. Should a sixth-grade teacher include this information as part of a spelling lesson?
a. No, the emphasis should be on the uniqueness on the spelling of limousine, especially the five vowels.
b. No, lessons should be based on multi-sensory strategies.
c. Yes, it would seem to be a good use of etymology.
d. Yes, it is a good example of multicultural teaching
22. Mr. DiBiase is a first-grade teacher. He has assessed his students and determined that over half of them are at the pre-phonetic level of spelling development. To help these students become more accurate spellers he should:
a. Start by assessing the students' mastery of common prefixes and suffixes.
b. Require the children to learn three sight words each week.
c. Explicitly teach children the etymology of the 20 words that appear most frequently in printed English.
d. Be sure the students have phonemic awareness; if they do, proceed to assess and teach phonics.
23. Mr. Duggan teaches third grade. He wants to do a better job of selecting spelling words for his students to learn. He should:
a. Organize his spelling lists by grouping words by syllable length, and be sure that each week's list includes words of one, two, and three syllables.
b. Find a list of the rimes that occur most frequently in printed English; then encourage his students to include words with those rimes in their journals.
c. Create lists of words based on orthographic patterns and high-frequency words that do not conform those patterns.
d. Realize that no systematic approach to teaching spelling works; some children will always have difficulty with spelling.
24. Children in the pre-communicative stage of spelling development:
a. Should have a program of reading instruction that focuses on learning sight words, especially the 50 words that appear most frequently in printed English.
b. Will, for the most part, not want to take part in playful language activities like chanting and singing.
c. Do not use graphophonemic relationships when they write.
d. Should have a program of reading instruction that focuses on phonics.
a. No, the emphasis should be on the uniqueness on the spelling of limousine, especially the five vowels.
b. No, lessons should be based on multi-sensory strategies.
c. Yes, it would seem to be a good use of etymology.
d. Yes, it is a good example of multicultural teaching
22. Mr. DiBiase is a first-grade teacher. He has assessed his students and determined that over half of them are at the pre-phonetic level of spelling development. To help these students become more accurate spellers he should:
a. Start by assessing the students' mastery of common prefixes and suffixes.
b. Require the children to learn three sight words each week.
c. Explicitly teach children the etymology of the 20 words that appear most frequently in printed English.
d. Be sure the students have phonemic awareness; if they do, proceed to assess and teach phonics.
23. Mr. Duggan teaches third grade. He wants to do a better job of selecting spelling words for his students to learn. He should:
a. Organize his spelling lists by grouping words by syllable length, and be sure that each week's list includes words of one, two, and three syllables.
b. Find a list of the rimes that occur most frequently in printed English; then encourage his students to include words with those rimes in their journals.
c. Create lists of words based on orthographic patterns and high-frequency words that do not conform those patterns.
d. Realize that no systematic approach to teaching spelling works; some children will always have difficulty with spelling.
24. Children in the pre-communicative stage of spelling development:
a. Should have a program of reading instruction that focuses on learning sight words, especially the 50 words that appear most frequently in printed English.
b. Will, for the most part, not want to take part in playful language activities like chanting and singing.
c. Do not use graphophonemic relationships when they write.
d. Should have a program of reading instruction that focuses on phonics.