BWPS Spelling PD
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The document discusses teaching spelling in the classroom. It recommends that spelling be taught explicitly, systematically, and include morphology and etymology. Teachers should understand syllable types, phonemes, and the origins of the English language. Spelling should not just involve lists and tests, but comprise of words that follow spelling patterns and rules. The document differentiates between phonemic awareness and phonological awareness, and notes there are 44 phonemes in English. It provides examples of syllable types and resources for teaching spelling strategies. Teachers are asked to review and discuss the school's spelling scope and sequence.
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The document discusses effective strategies for teaching reading, including phonological awareness, phonics instruction, and structural analysis. It emphasizes teaching the systematic relationship between letters and sounds through explicit instruction in phonemic awareness, phonics, vocabulary, fluency and comprehension. Specific strategies mentioned include teaching the six basic syllable types, vowel patterns, root words, prefixes/suffixes, and providing opportunities to apply skills in connected text. The goal is for students to master the code of written language in order to comprehend text.
Teaching speaking and pronunciation ppt
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
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Phonics
The document discusses various components of literacy including phonological awareness, phonics, orthography, and reading comprehension. It defines key terms like phonemic awareness, phonics, vowel patterns, and describes instructional strategies and activities to teach foundational reading skills like sound-symbol relationships. Research is cited supporting the importance of explicit and systematic phonics instruction to facilitate reading development.
Speech
At the beginning of the document, the speaker discusses speech development and how speech sounds are described. The speaker then covers speech terminology such as phonemes, graphemes, and the International Phonetic Alphabet. The document discusses how speech sounds are produced in terms of place and manner of articulation, as well as voiced vs voiceless sounds. It provides examples of typical phonological processes in early speech development and how these simplify words. The document concludes by discussing speech sound assessments and interventions.
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- 1. Monday 1st June 2015
- 3. WALT Know the background behind syllable types, phonemes and the structure and origins of the English Language. Understand the progression in spelling using the BWPS Scope and Sequence. Develop a year group central agreement in line with other year groups, on what we use to assist with spelling.
- 4. Spelling (encoding should be taught alongside decoding as part of the English block) It needs to include morphology (meaning) and etymology (origin) - Such as exit, exhale, exhaust, exhibit, extricate - Ex- meaning out - Origin – Latin 16th century (exitus) It should be explicit, multisensory, structured and systematic. Not just lists of words and weekly tests. Comprise of words which follow alphabetical principal and should be explicitly taught, explaining their rules alongside irregular words by sight. (LSCNWC). We can develop vocabulary while teaching spelling.
- 5. Phonemic Awareness v’s Phonological Awareness Phonemic Awareness – The ability to hear, isolate, and manipulate individual phonemes in spoken words. Phonological Awareness – Includes phonemic awareness and the ability to hear and manipulate larger units of sounds such as onset and rime and syllables. Phoneme is a speech sound and a grapheme is the written representation of the speech sound (a letter or cluster of letters) 44 phonemes using the 26 letters- including, Digraphs, blends- sl, st, nk ft; Vowel teams- ee, ai, oa; Dipthongs- ow, oi
- 8. Our Scope and Sequence In your teams- look at the scope and sequence (and hints!) Tick off what you have taught so far Circle anything they are unsure about – e.g. Terminology Comment on any parts that you feel could sit at another year level or need further discussion.
- 9. Spelling Strategies Discuss what you use to help with spelling currently in your year level. So we can come to a central agreement for year levels. Prep- 2 with Sarah Grade 3-6 with Melissa
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- 11. Resources Resources- Finger spelling, Mini Whiteboards, Nessy clips, Alphablocks. Sail Away – picture of a boat sailing Boil the toy- Physically have a teddy in a pan! http://www.etymonline.com (word origins) http://ogforall.com/ (explains the rules) https://www.youtube.com/watch?v=- nBh1DMIrDM&list=PL9KzDZeZLpPO9qFKopmOkBwJ4OyCmIoel https://www.youtube.com/watch?v=E9EGgLPmpXA&index=5&list=PL9KzDZe ZLpPO9qFKopmOkBwJ4OyCmIoel