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# Assessing and teaching spelling

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### Assessing and teaching spelling

1. 1. Assessing and Teaching Spelling Sheelagh Lucas
2. 2.  The first rule…and most important, do not teach it yourself! Students should make their own connections and patterns. This is how they will ensure they know how to spell the world and create their own learning method.  Teach spelling patterns in a sequence that reflects orthographic complexity. Teaching Spelling Skills-Rule Based Instruction To develop knowledge of patterns and rules for combining letters to spell words correctly.
3. 3. Rule Based Instruction The silent –gh, k-, -b  Find a pattern, use spelling words for each week that address this pattern. Most words should be represented in with this pattern. FAT VS. FATE  Use comparison words that look similar to another familiar word. This is how you can show students why the word looks different and how they are different.
4. 4. Phonics Spelling Strategies  Teach how letters and their combinations represent sounds.  Making sure the alphabet is prominently displayed, encourage letter hunts! (Everything with the letter “M”)  Ask the students to create and keep a list of allowable spellings for each sound.
5. 5.  Helps a student visualize the words by writing the word on a piece of paper.  Telling the child to make a picture of the word on a screen in their head.  Show them the word, asking the student to look at the word and tell you what they see.  Encourage them to make certain parts stand out (Bigger, Brighter)  Picture in their favorite colors.  Break the word into smaller letter groupings.  Trace the letters in the air  To test, ask the student positions of letters, or how to spell the word backward.  If they can do this, they are ready to write the word. They have effectively used visual spelling strategies. Visual Spelling Strategies
6. 6. Morphemic Spelling Strategies Protect -ed, -ing, -tion  Use word parts and meaning to learn  Discuss the meaning of words and patterns  Teach correct prefixes and suffixes with new meanings  Discover new rules for modifying words when adding affixes.  Teach base words that do not need a modification first.
7. 7. Essential Components of Spelling Students must learn: Mastery of Core Vocabulary Spelling Skills Experience with Words
8. 8. Phonological Awareness What is this?  Skills that develop gradually and sequentially  Awareness of sounds in language  Awareness of mymes  Understanding that a sentence can be broken down  Ability to talk about, reflect and manipulate sounds  Understanding the relationship between writing and the spoken language. Improving my skills!  Detecting rhyme and alliteration (use of similar consonants)  Identifying rhymes and words that start/end with the same sound  Segmenting words into smaller units, such as syllables and sounds, by counting them  Blending separated sounds into words  Understanding that words are made up of sounds represented by symbols or letters  Manipulating sounds in words by adding, deleting, or substituting
9. 9.  The conventional spelling and use of a language  The study of spelling and correct word usage in a language  Closer to a whole grammar in language than spelling. Knowledge of Orthography
10. 10. Vocabulary What are all these words?  Helps with expressive language  Helps with understanding text  Helps build spelling, knowledge, and comprehension  Creates a more complex speaking and writing opportunity  Allows for more creative writing and speaking  An important part of reading!
11. 11. Helping Kids with an LD  Special needs students will need to focus more on rules based as well as skill building. Their skills learned from word hunting in a sentence will be of help in building their vocabulary.  Many children will mistake spellings (bare, bear) use visual spelling to help *if you are bare the “e” is hanging out on the end for all to see; if it is a bear, the e is in the middle, already eaten up*  Students may struggle with this, word banks may help them. Recognizing the words visually may be the more important skill, rather than recall.