Sultan Qaboos UniversityCollege of EducationEducational CurriculumEnglishspelling courseDone by:Shareefa Al-HarrasiHuda Al...
The plan:SubmittingdayTaskWeek212a. Choose a course topicb. Decide the context.c. Set the rationaleWeeks 2 &363a. Decide t...
Description of the courseContext:The course will be designed for grade 10 students in Nizwa secondary school. It willbe tw...
Need Analysis:We have distributed a questionnaire to students at grade 10 in order to find out theirneeds . It consists of...
effective strategies to memorize words such as dividing the word into syllables, orlink it with sounds that they already f...
Syllabus:This course focuses on helping students to improve their spelling skills in order toadapt other skills such as re...
Strategy 3: Explore SoundsTell children you have noticed them listening for sounds in words they aretrying to write — so y...
bead, read, treatbread, dead, instead, readgreat, breakSelect one of the words and show how knowing it can help with the s...
Course Schedule:No. Week Content1. Week1 a. introduction to the courseb. pre-test to determine students levelc. paragraph1...
5. Week5 a. Consonant Blends: Words starting with consonant blends more consonant blends! More tips on consonant blends...
Course Textbooks and Materials:Kobayaa. Mohamad J. (2007). Correct Spelling and Dictation in English. Lebanon,Beirut: Dar ...
writing the rules and spelling in the bored and displaying a video or pictures. Shehewill also use print papers which will...
Reflection:Shareefa Al-HarrasiDesigning a curriculum is a marvelous idea for us because it consists of severalimportant sk...
remarkable experience, my colleagues and I have faced many challenges in designingour course especially in the analysis pa...
Spelling Skill QuestionnaireThis survey is conducted to design a course for spelling skills. Honesty isrequired in answeri...
8. The correct spelling is :a. University b.Univercity c. UnvercitySpelling Ability:disagreeStronglydisagreeagreeStronglya...
English Spelling Course
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English Spelling Course

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English Spelling Course

  1. 1. Sultan Qaboos UniversityCollege of EducationEducational CurriculumEnglishspelling courseDone by:Shareefa Al-HarrasiHuda Al-BelushiDalal Al-Hajri
  2. 2. The plan:SubmittingdayTaskWeek212a. Choose a course topicb. Decide the context.c. Set the rationaleWeeks 2 &363a. Decide the source of the needsb. Decide how to get the information.Weeks 4&5273a. Write the specific learning outcomes.b. Decide the procedure of knowing thelearning outcomes.c. Decide the source of the material.Weeks 6,7&834a. Decide the best way of delivering thecourse.Week 9174a. Decide behavioral indicators and toolsfor assessing the main intended learningoutcomes.Weeks 10 &1115a. Organize the resources.Weeks 12 &13135a. Write the reflection sectionWeek 15155a. Submit our project.Week 17
  3. 3. Description of the courseContext:The course will be designed for grade 10 students in Nizwa secondary school. It willbe twice weekly in four months and each lesson will take 45 minutes.Rational:We have noticed that 10 grade students lack the skills of spelling English wordscorrectly. This problem in spelling has become one of the major reasons formisunderstanding of many words or mixing up the meaning of words which differ inone or two letters. Most of the students have difficulty memorizing the spelling ofwords in the right way. Therefore, it will affect their reading and writing skillsnegatively. They ;also, do not have the courage to write anything without checking adictionary.Gradually, this course will improve students spelling abilities. In addition, it willteach them how to avoid misspellings by using spelling strategies and tips and byrecognizing spelling errors quickly. Moreover it will provide them with synonyms,antonyms, homonyms, suffixes and prefixes.
  4. 4. Need Analysis:We have distributed a questionnaire to students at grade 10 in order to find out theirneeds . It consists of two parts; the first one is a spelling exercise, eight multiplechoice questions, to test the students skills in spelling English vocabulary. We havefound out that 96.6% of the students answer the first question correctly, and 79.5% ofthe students choose leaves as the plural form of leaf in the second question. 95.4%students did well in the third question and 90.9% also choose the correct spelling ofthe word because. About 95.5% of the students choose the correct answer in the fifthquestion and 90.9% did well in both the sixth and the seventh questions. Although thestudents did very well in the previous questions, in the question before the last oneonly 70.4% of the students chose the right adjective of the word respect. It seemedthat almost all the students did well in the first part. That is because our questionswere very easy compared to their levels or maybe the students use a dictionary or askfor help while answering. The second part of the questionnaire measured the studentsabilities and knowledge of spelling through scales questions..The results that almost 55.1% were not good spellers. This gave us a clear idea thatthe students have experienced some spelling problems. We also found out that theyare not familiar with affixes, silent letters. Surprisingly, not many students usestrongly agree05101520251234567891011121314151617responesquestions numberstrongly agreeagreedisagreestrongly disagree
  5. 5. effective strategies to memorize words such as dividing the word into syllables, orlink it with sounds that they already familiar with. Some students tended to spell thewords according to their pronunciation, but they have difficulties with vowels, silentletters . Thus, they prefer to use a dictionary while writing. All of them agree thatsuch course will help them in developing their skills such as vocabulary and writing .Goals and Objectives:Goals:By the end of the course students will:1- Develop their spelling abilities in English language2- Develop their English language3- Build more vocabulary4- Develop their writing skills5- Develop their pronunciation skills6- Know the basic rules of spelling7- Apply spelling strategies and tips to memorize words.Objectives:By the end of the course students are expected to:1- Break words into syllabus to memorize them.2- Divide long words into prefix and suffixes to memorize them.3- Identify different plural forms added to the roots .4- Recognize common synonyms, antonyms, homonyms, homophones andhomographs easily.5- Be familiar with compound words and derived.6- Avoid misspellings by recognizing spelling errors quickly.7- Distinguish between vowels and silent sounds.8- Write a text without any spelling mistakes.
  6. 6. Syllabus:This course focuses on helping students to improve their spelling skills in order toadapt other skills such as reading and writing. Since this course focuses on spellingskills so obviously the type of syllabus will be skills.Strategy1: LOOKS - THINK - COVER - WRITE – CHECK method1. Write the word you want to learn on a piece of paper. (correct spelling! lowercasewith a capital for proper nouns - months/days /cities etc.)2. Look at the word (See the shape).3. Say the word. Can you break it down into syllables: Wed / nes/ day? Any silentletters?4. Cover the word.5. Write the word. No peeking! Use other strategies to help: memory tricks, visualizethe word, syllables, word-within-words.6. Check the word carefully. Check each letter is in the right place and correct.Strategy 2 Develop Phonemic AwarenessSelect words children know — from books, rhymes, songs, and so on — anddiscover together how knowing one word can help with the recognition orwriting of others, just by changing the beginning letter(s). For example, whenreading the chant "Mary Mack" or the book Zoo-looking by Mem Fox(Mondo, 1996), write the words Mack, black, back, crack, quack on a chart.Invite children to suggest other words with the same sound: pack, sack, whack,track. Ask children, "How will this help you with your reading and writing?"
  7. 7. Strategy 3: Explore SoundsTell children you have noticed them listening for sounds in words they aretrying to write — so you will help them discover how different sounds can bewritten. Reread familiar books, rhymes, chants, and songs, asking children tolisten for words with a particular sound. List these on a chart; for example,words with a /k/ sound: kite, cat, school, bike, Christine, truck, cake, back.Help children to identify the letter(s) that represent this sound. Underline theseand ask children to group the words according to the different ways the soundis represented. For example:kite, bike, cakecat, cakeschool, Christinetruck, backReinforce how the same sound may be represented in more than one way,depending on the word. This is important for children whose first language isnot English, particularly if their first is a phonetic language, such as Spanish.During the next few days, ask children to find other words they know with thissound and add them to the class list. I usually explain that kids must say aword to listen for the sound, and I do not confuse them by referring to thesound by a particular letter name. As other sounds are explored, ask childrenhow this will help them with their writing.Strategy 4: Discover Spelling PatternsTell the children that thinking about what a word looks like is a useful spellingstrategy, so you are going to explore some common spelling patterns together.Reread a familiar big book, poem, or so on, selecting a particular spellingpattern to look for. For example, look for and list words with ea, such as:bead, bread, dead, instead, great, read, treat, break.Ask children to identify and underline the ea spelling pattern in each word, saythe words, and group them according to their pronunciation, such as:
  8. 8. bead, read, treatbread, dead, instead, readgreat, breakSelect one of the words and show how knowing it can help with the spelling ofother words in that word family. For example, great: greater, greatest,greatly, or break: breaking, breaks. Ask children to try this with the otherwords youve found. Talk about how thinking about spelling patterns andbuilding on word families can help with reading and writing.Students read passages to build their vocabulary and develop their skills whichwill be tested through dictation quizzes. Students also will be asked to write ashort paragraph weekly and edit it after receiving the feedback from the instructor.Moreover, Students will be given readymade texts containing spelling mistakesand they are required to correct those mistakes and differentiate between similarspelled words to help them in comprehension reading . Besides, students willlisten to lecture about word form, syllabus, vowel sound and the most misspelledwords. Not only that but also students will play small games and activities topractice their spelling in a funny, interesting and effective way.
  9. 9. Course Schedule:No. Week Content1. Week1 a. introduction to the courseb. pre-test to determine students levelc. paragraph1: write about yourself and your hometown.d. Spelling tips: LOOKS - THINK - COVER - WRITE – CHECK Develop Phonemic Awareness Explore Sounds Discover Spelling Patternse. List of vocabulary (10 words)f. game or activityg. homework ( reading passage)2. Week2 a. Spelling Rules: Spelling Plural Nouns Possessive forms Contractionsb. Write the second draft of the paragraph 1c. List of vocabulary (5 words)d. Dictation 1e. Reading taskf. Task or activity or game (the teacher is free to choose).3. Week3 a. Syllabus: Breaking words into syllables practice with syllablesb. List of vocabulary (5words)c. Dictation 2d. Writing activitye. Task or activity or game4. Week4 a. Vowels : Pronunciation Long and short vowels More practicea. Topic: we write but we dont pronounce it The combination " ough" Swallowed syllables Silent lettersf. List of vocabulary (5 words)g. Dictation 3h. Task or activity or game
  10. 10. 5. Week5 a. Consonant Blends: Words starting with consonant blends more consonant blends! More tips on consonant blendsWord form: Root Prefixes Suffixes List of vocabulary (10 words) Homework (write words and underline the suffixes and theprefixes). Task or activity or gameWriting Test 16. Week6 a. Special words: Compound words Derived words synonyms antonyms homonyms Homophones Homographsb. List of vocabulary (10 words) Dictation 4c. Write their second draft of their writing ( test paper)d. Task or activity or game7. Week7 a. Commonly Misspelled Wordsb. Gamesc. List of Vocabulary ( 10 words )d. Reading activitye. Dictation 5Reading Test 18. Week8 a. Revise their prior knowledge of Grammar : Past tense Present tense Future tenseb. Editing taskc. Dictation 5c. Revisiond. games9. Week 9 The Final Test
  11. 11. Course Textbooks and Materials:Kobayaa. Mohamad J. (2007). Correct Spelling and Dictation in English. Lebanon,Beirut: Dar El Rateb.http://www.artofspelling.comhttp://www.skillsforlifenetwork.com/?atk=1335Games:http://www.bbc.co.uk/schools/ks2bitesize/english/spelling_grammar/spelling/play.shtmlhttp://www.spellzone.com/games/against_clock/index.cfm?wordlist=119http://www.spellzone.com/games/word_search/index.cfm?wordlist=119&width=13&height=10http://www.spellzone.com/games/bouncing_anagram/index.cfm?wordlist=119&speed=2http://www.spellzone.com/games/witch/index.cfm?wordlist=119&speed=2Practices:http://www.spelling.hemscott.net/puzzles35.htmhttp://www.studyzone.org/testprep/ela4/a/suffixp4.cfmhttp://eps.schoolspecialty.com/external/read_write_think/practicing_homophones.pdfTeaching Methodology:The course will be delivered in the classroom which requires students attendance.There will be lectures, but it will be students –centered learning approach so theparticipation of students is very important to make the learning process more effectiveand interesting. The teacher will use various methods in applying activities such asindividual, pairs and group activities as the tasks require. The theoretical part willintegrated with practical one (listening, reading and writing, dictations andgames).The teacher will employ a variety of materials such as visuals. For example,
  12. 12. writing the rules and spelling in the bored and displaying a video or pictures. Shehewill also use print papers which will contain the materials, tasks or games. Anothertool that can be used is audio like listening to pronunciation of the words. There willbe also listening tasks and dictations. Dictations will be based on the list ofvocabulary or on the short reading passages that the students are required to readeither as homework or in the classroom. The teacher will use free to use either aloudor silent reading. There will be sudden writing tasks and sometimes in the same topicto see their progress in spelling abilities. The teacher will use different games such asword cross, word build, missing letters and so on.Assessment:Students work in this course will be assessed as follows:component Weighting5 Dictation quizzes : based on reading thatstudents are required to read and from the list ofvocabulary that the students will learn25%2 Writing test 20%1 Reading test 10%The final test 40%Participation and attendance 5%Course evaluation:This course will be evaluated through three elements. First of all, the final test inwhich the teacher will compare it to the pre-test which has been conducted at thebeginning of the course. Secondly, the students will have a portfolio in which theykeep their whole activities through the course and the teacher will observe theirimprovement. Finally, the teacher as well as the students are required to give theirfeedback about the course and how we can improve it.
  13. 13. Reflection:Shareefa Al-HarrasiDesigning a curriculum is a marvelous idea for us because it consists of severalimportant skills. First of all the selection of the course topic; it is important to lookdeeply to the need of the target audience in order to choose an effective topic andbeneficial for them. Then when we distributed the questionnaire we come acrossseveral difficulties such as the conflict of the members free time, the conflict withother projects and assignments and the place of living is far from each other. With ourcooperation and time management, we could solve these obstacles and it wasinteresting, too. The skill of evaluating a curriculum is also important especially for usas a future teacher. Our job not only to teach the available curriculum, we need toknow our students needs and their level instead of only lecturing a blank minds. Thiswill be helpful to fill the gap of the students minds and then start giving them newinformation and skills. By the end of the course, I remembered that I used to give myrelatives a course in English in summer, and I thought that applying these steps willbe very efficient in order to succeeds and achieve my goals. I am thinking also ofsuggesting our course to ETS (English& Translation Society) to apply it next semesterfor foundation-program students.Huda Al-BelushiThis project is a novel idea which I like. The process of making curriculum is not assimple as I thought before. It must be related to students needs, backgrounds, levels,interest and so on. Actually I have learned many useful things from designing thiscourse. First, the project helps me in understanding the contents of the curriculumcourse. The practical part always makes learning process more effective andbeneficial. I have no doubt that low spelling competence is affect studentsperformance in reading, writing and other skills. I addition, most of the time studentsachieve low grades writing because of spelling’s mistakes. This course will providestudents with huge knowledge about how to improve their ability in spelling.Moreover, this project gives me the opportunity to learn about how to design a surveyand test it among school students. Designing a survey is a step which requiresbackground about the subject of the project and its objectives. In the process of this
  14. 14. remarkable experience, my colleagues and I have faced many challenges in designingour course especially in the analysis part. At the beginning we hesitated which tool isappropriate as it is known that students don’t answer questionnaires seriously whileanswering its questions ,so we tried to put simple questions that students in grade 10will be able to answer .Dalal Al-HajriActually , this project gives me a great chance for the first time to have deep lookthrough designing a new course. It allows me to think how to start designing a courseaccording to our students’ needs .After we have noticed that student are strugglingmuch to spell various words even the familiar one ,we have decided to help them toovercome this problem in short time and with less effort using different techniques.Starting with a plan of this course encourages me to achieve a suitable course for mystudents; though it was somehow difficult to set a plan for the whole course withdeadlines for each stage in designing our course. As a course develops , I gain moreinspiration to complete my work. Moreover , I have learned how designing a coursegoes through several stages and in each stage I have to come up with new thing whichwill lead me to the following stage. All in all ,it was very beneficial opportunity topractice what I have learned in Curriculum class. Also, I improve my ability of criticalthinking an how to see things deeply and to relate different ideas to each other.
  15. 15. Spelling Skill QuestionnaireThis survey is conducted to design a course for spelling skills. Honesty isrequired in answering this questionnaire, in order to analyze the mainneeds. Its aim is to measure grade 10 students skills in spelling Englishvocabulary correctly. Also it will illustrate their needs in spelling EnglishVocabulary.Spelling exercise:1. The plural form of "party" is:a. Partys b. parties c. partyes2. The plural form of leaf is :a. Leafs b. Leaves c. Leafes3. The plural form of beach:a. Beachs b. Beaches c. beachies4. The correct spelling :a-Because b. Becouse c. Beacause5. The correct spelling is :a. Necessary b. Neceessary c. neceessary6. The correct spelling is :a. Independent b. Indipendent c. Independant7. The adjective of the verb respect isa. Respectful b. Respective c. Respected
  16. 16. 8. The correct spelling is :a. University b.Univercity c. UnvercitySpelling Ability:disagreeStronglydisagreeagreeStronglyagreeStatementsNo.I am a good speller .1.I spell the word according to mypronunciation.2.I add (s) to the plural of the followingwords , book , child ,person.3.I divide the word into syllables to beable to spell it correctly.4.Dividing the word to its affixes helpsme in memorizing English vocabulary.5.I misspell words because of thesimilarities between English vowels.6.I cannot write without using adictionary.7.I misspell words which contain silentletters such as environment and knife.8.I miscomprehend texts because oflack of spelling skills.9.Misspelling of English vocabulary is amajor obstacle in my writing ability.10.I am familiar with the silent letters.11.Learning how to spell English wordscorrectly will help me in my study.12.Learning how to spell English wordscorrectly will help me in building myvocabulary .13.

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