English spelling courseDone by:Shareefa Al-HarrasiHuda Al-BelushiDalal Al-Hajri
Out lineO RationaleO Needs analysis: questionnaire & interviewO GoalsobjectivesO Types of syllabusO ContentO Assessment an...
Rational:O We have noticed that 10 grade students lack the skills ofspelling English words correctly. This problem in spel...
Need Analysis: Questionnaire :grade 10 2parts:1. spelling exercise : eight multiple choice questions,to test the student...
2. measured the students abilities and knowledge ofspelling through scales questions..
Results of the 2nd part : almost 55.1% were not good spellers. Some students were not familiar with affixes, silent lett...
By the end of the course students will:• Develop their spelling abilities inEnglish language.• Develop their English langu...
By the end of the course students are expected to:• Break words into syllabus to memorize them.• Divide long words into pr...
Syllabus:Since this course focuses on spelling skills so obviously thetype of syllabus will be skills.Strategies:listen t...
Strategy1: LOOKS - THINK - COVER - WRITE – CHECKmethod1. Write the word you want to learn on a piece of paper. (correctspe...
Strategy 2 Develop Phonemic Awareness•Select words children know — from books, rhymes,songs, and so on — and discover toge...
Strategy 3: Explore Sounds•Tell children you have noticed them listening for sounds in words they are trying to write —so ...
Strategy 4: Discover Spelling Patterns•Tell the children that thinking about what a word looks like is a usefulspelling st...
Content1)The title of the text book:“English spelling course”Methodology :2)Develop a sample activitiesO Students will be ...
O Various ways of teaching will be used:1. Writing the rules and spelling in thebored and displaying a video orpictures.2....
Course Textbooks and Materials:Kobayaa. Mohamad J. (2007). Correct Spelling and Dictation inEnglish. Lebanon, Beirut: Dar ...
Practices:http://www.spelling.hemscott.net/puzzles35.htmhttp://www.studyzone.org/testprep/ela4/a/suffixp4.cfmhttp://eps.sc...
4)Strategies for teaching the course delivered in the classroom. students –centered learning approach . individual, pai...
Assessment:Students work in this course will be assessed as follows:component Weighting5 Dictation quizzes : based on read...
Course evaluation:This course will be evaluated through three elements:a)The performance in the first test willbe compared...
Course Schedule:
Challenges and limitationO the conflict of the membersfree timeO place of living is far from eachotherO Distributing and a...
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Our project, (2)

  1. 1. English spelling courseDone by:Shareefa Al-HarrasiHuda Al-BelushiDalal Al-Hajri
  2. 2. Out lineO RationaleO Needs analysis: questionnaire & interviewO GoalsobjectivesO Types of syllabusO ContentO Assessment and evaluationO Challenges
  3. 3. Rational:O We have noticed that 10 grade students lack the skills ofspelling English words correctly. This problem in spellinghas become one of the major reasons for misunderstandingof many words or mixing up the meaning of words whichdiffer in one or two letters. Most of the students havedifficulty memorizing the spelling of words in the right way.Therefore, it will affect their reading and writing skillsnegatively. They ;also, do not have the courage to writeanything without checking a dictionary.O Gradually, this course will improve students spellingabilities. In addition, it will teach them how to avoidmisspellings by using spelling strategies and tips and byrecognizing spelling errors quickly. Moreover it will providethem with synonyms, antonyms, homonyms, suffixes andprefixes.
  4. 4. Need Analysis: Questionnaire :grade 10 2parts:1. spelling exercise : eight multiple choice questions,to test the students skills in spelling English vocabulary.• almost all the students did well in thefirst part.• our questions were very easycompared to their levels or maybe thestudents use a dictionary or ask forhelp while answering.
  5. 5. 2. measured the students abilities and knowledge ofspelling through scales questions..
  6. 6. Results of the 2nd part : almost 55.1% were not good spellers. Some students were not familiar with affixes, silent letters not many students use effective strategies to memorize wordssuch as dividing the word into syllables, or link it with soundsthat they already familiar with. Some students tended to spell the words according to theirpronunciation, but they have difficulties with vowels, silentletters . The majority of students prefer to use a dictionary whilewriting.
  7. 7. By the end of the course students will:• Develop their spelling abilities inEnglish language.• Develop their English language.• Build more vocabulary.• Develop their writing skills.• Develop their pronunciation skills.• Know the basic rules of spelling.• Apply spelling strategies and tips tomemorize words.Goals:
  8. 8. By the end of the course students are expected to:• Break words into syllabus to memorize them.• Divide long words into prefix and suffixes tomemorize them.• Identify different plural forms added to the roots .• Recognize common synonyms, antonyms,homonyms, homophones and homographseasily.• Be familiar with compound words and derived.• Avoid misspellings by recognizing spelling errorsquickly.• Distinguish between vowels and silent sounds.• Write a text without any spelling mistakes.Objectives:
  9. 9. Syllabus:Since this course focuses on spelling skills so obviously thetype of syllabus will be skills.Strategies:listen to lectures on spelling tips such asLOOKS - say - COVER - WRITE – CHECKmethodDevelop Phonemic Awareness Explore SoundsDiscover Spelling Patterns
  10. 10. Strategy1: LOOKS - THINK - COVER - WRITE – CHECKmethod1. Write the word you want to learn on a piece of paper. (correctspelling! lowercase with 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 silent letters?4. Cover the word.5. Write the word. No peeking! Use other strategies to help:memory tricks, visualize the word, syllables, word-within-words.6. Check the word carefully. Check each letter is in the right placeand correct.
  11. 11. Strategy 2 Develop Phonemic Awareness•Select words children know — from books, rhymes,songs, and so on — and discover together howknowing one word can help with the recognition orwriting of others, just by changing the beginningletter(s). For example, when reading the chant "MaryMack" 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 otherwords with the same sound: pack, sack, whack, track.Ask children, "How will this help you with yourreading and writing?"
  12. 12. Strategy 3: Explore Sounds•Tell children you have noticed them listening for sounds in words they are trying to write —so you will help them discover how different sounds can be written. Reread familiar books,rhymes, chants, and songs, asking children to listen for words with a particular sound. Listthese 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 these and askchildren to group the words according to the different ways the sound is represented. Forexample:kite, bike, cakecat, cakeschool, Christinetruck, backReinforce how the same sound may be represented in more than one way, depending on theword. This is important for children whose first language is not English, particularly if theirfirst is a phonetic language, such as Spanish.•During the next few days, ask children to find other words they know with this sound and addthem to the class list. I usually explain that kids must say a word to listen for the sound, and Ido not confuse them by referring to the sound by a particular letter name. As other sounds areexplored, ask children how this will help them with their writing.
  13. 13. Strategy 4: Discover Spelling Patterns•Tell the children that thinking about what a word looks like is a usefulspelling strategy, so you are going to explore some common spellingpatterns together. Reread a familiar big book, poem, or so on, selecting aparticular spelling pattern to look for. For example, look for and list wordswith ea, such as: bead, bread, dead, instead, great, read, treat, break.•Ask children to identify and underline the ea spelling pattern in eachword, say the words, and group them according to their pronunciation,such as:bead, read, treatbread, dead, instead, readgreat, break•Select one of the words and show how knowing it can help with thespelling of other words in that word family. For example, great: greater,greatest, greatly, or break: breaking, breaks. Ask children to try this withthe other words youve found. Talk about how thinking about spellingpatterns and building on word families can help with reading and writing.
  14. 14. Content1)The title of the text book:“English spelling course”Methodology :2)Develop a sample activitiesO Students will be given readymade texts containing spellingmistakes and they are required to correct those mistakesand differentiate between similar spelled words to helpthem in comprehension reading . Besides, students willlisten to lecture about word form, syllabus, vowel soundand the most misspelled words. Not only that but alsostudents will play small games and activities to practicetheir spelling in a funny, interesting and effective way.
  15. 15. O Various ways of teaching will be used:1. Writing the rules and spelling in thebored and displaying a video orpictures.2. Audio like listening to pronunciation ofthe words.3. Listening tasks and dictations.4. The use of different games such asword cross, word build, missing lettersand so on.
  16. 16. Course Textbooks and Materials:Kobayaa. Mohamad J. (2007). Correct Spelling and Dictation inEnglish. 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=2
  17. 17. Practices:http://www.spelling.hemscott.net/puzzles35.htmhttp://www.studyzone.org/testprep/ela4/a/suffixp4.cfmhttp://eps.schoolspecialty.com/external/read_write_think/practicing_homophones.pdf
  18. 18. 4)Strategies for teaching the course delivered in the classroom. students –centered learning approach . individual, pairs and group activities will beapplied. The theoretical part will integrated withpractical one (listening, reading and writing,dictations and games).
  19. 19. 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%
  20. 20. Course evaluation:This course will be evaluated through three elements:a)The performance in the first test willbe compared to the performance ofthe pre-test.b)Observation of students’improvement through their portfolios.c)Teachers & students feedback (whatthey like about the course and howthey think the course should beimproved and developed)
  21. 21. Course Schedule:
  22. 22. Challenges and limitationO the conflict of the membersfree timeO place of living is far from eachotherO Distributing and analyzing thequestionnaire

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