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Eb.wtw ocra.4.30.16
- 1. CSUF, Department ofLiteracy and Reading Education and Orange County Reading Association INQUIRY BASED SPELLING INSTRUCTION
- 3. CONGRATULATIONS! CSUF READ Instructor KathiBartle Angus Outstanding Contribution to Literacy!
- 4. Today’s Agenda • Breakfast •Welcome! • Awards presentation • What is developmental spelling? • Explore sorting formats (20 min) • Great games ANY level speller will love (20 minutes) • What might the routine for the week look like?
- 5. Think-Write-Pair-Share Think: How doyou spell -------------? Write: Try and spell the word. Pair: How did you spell it? What were your strategies for spelling? Share: Who can share what their partner said?
- 6. Deliquescence Deliquescent materials aresubstances (mostly salts) that have a strong affinity for moisture and will absorb relatively large amounts of water from the atmosphere if exposed to it, forming a liquid solution. Deliquescent salts include calcium chloride, magnesium chloride, zinc chloride, potassium carbonate, potassium phosphate, carnallite, ferric ammonium citrate, potassium hydroxide, ferric chloride, and sodium hydroxide. Owing to their very high affinity for water, these substances are often used as desiccants, which is also an application for concentrated sulfuric and phosphoric acids. These compounds are used in the chemical industry to remove the water produced by chemical reactions
- 7. HOW DO WELEARN TO SPELL (ENCODE)? Developmental Spelling
- 8.
- 9. The Relationship betweenthe Stages of Spelling and Reading Development
- 10. Developmental Stages ofWord Learning (Bear, 1998 et al) • Emergent readers/spellers • Beginners/Letter name spellers • Transitional/Within word pattern spellers • Intermediate/Syllables and affix spellers • Advanced Derivational relations stage Key in this approach is the linking of word knowledge across reading and writing.
- 11. Levels of Spelling andthe Spelling/Reading Connection
- 12. WHAT CONNECTIONS DOYOU SEE BETWEEN READING AND SPELLING? It’s all related
- 13. The Emergent Stage •Spellers in the emergent stage may write with scribbles, letter-like forms, or random letters and numbers. • They often lack knowledge of the alphabet and do not understand that words are made up of smaller units of sound (phonemic awareness). • To make progress, the emergent reader and speller needs to learn that letters must be matched to sounds in systematic ways. • Activities for this stage include picture sorts for beginning sounds and alphabet games. • PROMOTE the use of invented spelling. • Include oral games of rhyme and rhythm Grades PreK- Middle of 1st
- 14. The Letter-Name AlphabeticStage • Spellers in the letter name–alphabetic stage use letter/sound matches to spell the most obvious sounds in words. • Often, beginning and ending consonant sounds are in place BEFORE vowels begin to appear. • To make progress, letter name–alphabetic spellers who are beginning readers need to solidify their knowledge of • single consonants, (b,d) • consonant blends, (bl, st, sw, scr) • consonant digraphs, (sh, ch, wh,th) • THEN learn short vowels.(cat, egg, bit, hot,cut) • Activities for this stage include picture and word sorts for beginning sounds, blends and digraphs, and word families. Also work building on invented spelling patterns you see. Grades K to Middle of 2nd
- 15. The Within-Word PatternStage • know about short vowels and the short vowel pattern, the consonant-vowel-consonant (CVC) pattern. • Explore common long vowel patterns. • Focus on one long vowel sound (e.g. long-a is seen in many words that have /ai/ in the middle, as in nail, rail, and tail. These words are examples of the consonant-vowel- vowel-consonant pattern (CVVC), and this pattern will be found throughout their studies of long vowels, as in cheap and boat. • Also CVV patterns (toe) • Compare long vowel to short patterns (cap/cape) • Activities: picture sorts that focus on vowel discrimination for long and short and across long vowels. The word sorts focus on patterns. Grades 1st to Middle of 4th
- 16. The Syllables andAffixes Stage A MOVEMENT TOWARD POLYSYLLABIC WORDS • have mastered many of the vowel patterns in one-syllable words. • They have a good foundation for spelling words with – two or more syllables – base words and affixes. • Explore rules that govern consonant doubling at the syllable juncture and before suffixes (coma vs. comma, or hoping vs. hopping). • Explore common prefixes (un-, re-, dis-) and suffixes (-ly, -ful) as well as the spelling of unaccented syllables (-er, -ar, -or and el, le, al) • Activities for this stage continue to focus on word sorts, word hunts, and games.. Grades 3rd to 8th
- 17. The Derivational RelationsStage • The focus is on making the meaning connection. • focused on the study of polysyllabic words and the derivations of the roots within these words. • Students continue to examine affixes that are less common than the ones they examined in the syllables and affixes stage. Grades 5th to Forever!
- 18. WHAT IS YOURTAKE-AWAY ON THE ELEMENTS OF THE DIFFERENT STAGES?
- 19. STUDENTS PROGRESS THROUGH THESTAGES AT THEIR OWN PACE Let’s take a look at a child moving through the grades
- 20. Qualitative Spelling Inventory SecondGrade Sample- 5 correctly spelled words 37/66 features
- 22. 13 words spelledcorrectly 50/66 features
- 24. 21 words spelledcorrectly 64/66 features
- 26. How Students CanDiffer within the Same Grade
- 27. Administering and Scoring Howdo I figure out where they are?
- 28. Word List GivenJust Like a Spelling Test
- 29. How do Iscore?
- 30. Examining word-features (Which partsof words do they know how to spell?) • You will need: • highlighter • pencil • each student’s test • A WTW Feature Guide worksheet. • Examine each student’s responses. • Complete the feature guide by highlighting the spelling features that the student got correct in each word. • Place a “?” next to any tricky decisions you want to discuss
- 31. Helpful Hints onScoring (WTW, p. 34) • Highlight what they have spelled correctly. • Although you calculate both, the number of correct features is more important than the number of words spelled correctly. • Reversals should be noted (b for d) but not counted against young spellers • Beginning spellers may add vowels to the end of words or confuse the order of vowels. WTW says to give credit for the consonants and vowels, but don’t give credit for the correctly spelled word.
- 32. Let’s take alook at JA You Try!
- 33. How did youdo?
- 34. A Few MoreHints Primary Spelling Inventory • If a child spells 22 words correctly, give the Elementary SI Elementary Spelling Inventory • If a child spells 20 words correctly, give the Upper-Level SI
- 35. How do Iknow if they are “on-level”? Roughly speaking…
- 36. Video demonstrations- Assessment •https://www.youtube.com/watch?v=GlGkzJPC 4HY • https://www.youtube.com/watch?v=CtfU1Qsv Yk0 • https://www.youtube.com/watch?v=qtNn27u OgRw • https://www.youtube.com/watch?v=l7k_8vhN p6I
- 37. I’VE ASSESSED ANDGROUPED- NOW WHAT?
- 38. WORD SORTING An activeproblem-solving approach to learning about words
- 39. • Word sortingrelies on focusing a speller’s visual attending to letters, letter combinations and word parts WHILE THINKING! • The power is in active reflection and decision- making while linking the visual features of words to the spelling pattern • REPETITION through revisiting words is ESSENTIAL to making the patterns stick. Word Sorting
- 40. Where to Begin? Pictureor Word Sorting Sorting Overview: • https://www.youtube.com/watch?v=-eH5KiH9lgw Picture Sorting: • https://www.youtube.com/watch?v=m7DCBpuuNJ4 Word Sorting: (teacher led, small group) • https://www.youtube.com/watch?v=sjgUx7zSX14 (children independently sorting) • https://www.youtube.com/watch?v=UAoHriJ6_1Y
- 41. Remember, while youmay be tempted to think that cutting and sticking words into a workbook is kinesthetic learning, glue and scissors will not teach your kids to spell! INSTRUCTIONAL TIME must go into DISCOVERING and/or APPLYING knowledge of word patterns. Word Sorting is not a Magic Bullet!
- 42. • Activity relieson discerning patterns rather than on applying them • Students create the categories as they examine the words • Reveals diagnostic information about what students know and understand – or misunderstand. • Leads to productive discussion around justifying why the students sorted words in the ways they did Open Sorts
- 43. YOU TRY ANOPEN SORT!
- 44. • Introduces studentsto word sort tasks • Teacher-directed – the patterns are highlighted and outlined • Model the thinking process of problem-solving a few times – think aloud. • Follow this up with lots of discussion – Students must articulate decision-making for words placed in categories Closed Sorts
- 45. • Add astopwatch to an open, closed or written sort to assist speed of processing and develop speed in paying close attention to word features. Speed Sorts
- 46.
- 47. Possible Schedules Some Variationon Sorting:
- 48. Games While sorting isthe heart of WTW and spelling development, there’s value in playing GAMES! • The game should reinforce the pattern with which they have been working. • Also good to include patterns they have already studied.
- 49. Games!! We’ll rotate aroundthe room to try some of the games. 1. Sheep in a Jeep 2. Racetrack for “i” patterns 3. Train Game 4. Double Dip 5. Apple and Bushel 6. Words that Grow 7. Latin Root Jeopardy
- 50. • Laminated card-stock •Letter cubes • Magnetic letters • Word part dominoes/cards • Small whiteboards and markers • Word-building cards • Spelling notebooks- scrapbook is fine • Spelling/word-solving notebook • Large chart paper for recording word explorations Getting going…Some of the “stuff” (use your imagination)
- 51.
- 52. Thanks for Coming! •If you enjoyed what you learned, why not consider getting an MS in Literacy and Reading Education!! We are online and hybrid. • Also, get involved with the Orange County Reading Association http://ocreading.org/