Emerging Spelling: Stages and Teaching StrategiesStages of Spelling DevelopmentStage 1: Emergent SpellingStage One: Emergent SpellingSlide 5Slide 6Slide 7Slide 8Emergent Spelling: Teaching StrategiesEmergent Spelling: Teaching Strategies, cont.Stage 2: Letter-Name SpellingLetter Name Spelling: Characteristics of WritingSlide 13Slide 14Slide 15Slide 16Letter Name Spelling: Teaching StrategiesLetter Name Spelling: Teaching Strategies, cont.Stage 3: Within-Word SpellingWithin-Word Spelling: Characteristics of WritingSlide 21Slide 22Slide 23Slide 24Slide 25Slide 26Within-Word Spelling: Teaching StrategiesStage 4: Syllables and Affixes SpellingSyllables and Affixes Spelling: Characteristics of WritingSlide 30Slide 31Slide 32Slide 33Slide 34Syllables and Affixes Spelling: Teaching StrategiesStage 5: Derivational Relations SpellingDerivational Relations Spelling: Characteristics of WritingDerivational Relations Spelling: Characteristics of WritingAnalyzing Spelling DevelopmentReferences1Emerging Spelling: Stages and Teaching StrategiesChapter 12Stages ofSpelling DevelopmentStage 1: Emergent SpellingStage 2: Letter-Name SpellingStage 3: Within-Word SpellingStage 4: Syllables and Affixes SpellingStage 5: Derivational Relations SpellingStage 1: Emergent SpellingThis stage is typical of 3- to 5-year old children who learn these concepts:The difference between drawing and writingThe direction of writing on a pageSome letter-sound matchesThe formation of letters4Stage One: Emergent SpellingCharacteristics of Writing Use scribbles, letters, letter-like forms, numbers.Show no understanding of phoneme-grapheme (letter-sound) relationships.Show a preference for uppercase letters.Write from left-to-right, right-to-left, top-to-bottom, or randomly on the page.Know that the print carries the message.6789Emergent Spelling:Teaching StrategiesDevelop interest in print: Read aloud daily, create a print-rich environment, spend time with books.Encourage children to write. Use LEA and teacher/student modeling.Teach letter names with letter forms.10Emergent Spelling:Teaching Strategies, cont.Introduce concepts and terms: letter, beginning/ending sounds, word, sentence.Begin developing understanding of letter sounds, concept of rhyming.Discuss and model directionality.Discuss spelling with children & family members.Find an appreciative audience.Stage 2: Letter-Name SpellingSpellers are usually 5- to 7-year old children who learn these concepts:The alphabetic principleShort vowel soundsConsonant soundsConsonant blends and digraphs12Letter Name Spelling:Characteristics of WritingSometimes have not developed directionality: write from left to right, top to bottom.Use letters to represent sounds.Use abbreviated 1, 2, 3 letter spellings; omit some important letters in words.Use letter-name strategy for spelling.1617Letter Name Spelling:Teaching StrategiesEncourage attempts at writing.Continue to develop phoneme-grapheme correspondence.Do LEA, asking for help with spelling.Model writing.Read daily.Brainstorm words (& spelling) to make word banks prior to writing (sometimes).18Letter Name Spelling:Teaching Strategies, cont.Encourage children to write by representing sounds in the order they hear them. Display words used frequently in writing. Let children see what other children write.Discuss developmental spelling with children and family members.Stage 3: Within-Word SpellingSpellers are usually 7- to 9-year old children who learn these concepts:Long-vowel spelling patternsComplex consonant patternsr-controlled vowelsDiphthongs20Within-Word Spelling:Characteristics of WritingSelect letters on basis of sound alone.Spelling represents all essential sound features.Spelling is readable (more or less).27Within-Word Spelling:Teaching StrategiesRead daily.Model writing and encourage children to write.Develop awareness of correct spelling, emphasizing visual features of words.Expose children to word families, spelling patterns, word structure.Teach students how to study a word.Stage 4: Syllables and Affixes SpellingSpellers are usually 9- to 11-year old children who learn these concepts:Inflectional endingsHomophonesSyllabicationPossessives29Syllables and Affixes Spelling:Characteristics of WritingInclude a vowel in each syllable. Apply many spelling rules; may overgeneralize.Spelling resembles English spelling.Spelling is easily read.3334Syllables and Affixes Spelling: Teaching Strategies Teach how to divide words into syllables / rules fir inflectional endingsTeach schwa sound / spelling patternsTeach homophones, contractions, compound words, possessivesSort two-syllable words / homophonesStudents make words using letter cardsTeach proofreading skills35Stage 5: Derivational Relations SpellingSpellers are usually 11- to 14-year old students who learn these concepts:Consonant and vowel alternationsGreek affixes and root wordsLatin affixes and root wordsEtymologies37Derivational Relations Spelling:Characteristics of WritingHave internalized the alphabetic principle.Have learned basic spelling words.Spell words according to adult standards.Derivational Relations Spelling: Characteristics of Writing Teach root words / derivational affixesMake clusters with root word in center and related words on raysTeach students to identify words in English, Latin, and Greek spellingsSort words according to roots or language of originHave students check etymologies of words in dictionary 38Analyzing Spelling DevelopmentExample of a first grader’s spelling – p. 403Example of a fifth grader’s spelling – p. 4053940ReferencesSome of the examples of student writing are from Temple, C., Nathan, R., Temple, F., & Burris, N. (1993). The beginnings of writing (3rd edition). New York: Allyn and
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