VSU ECED 4300 - ECED 4300 Chapter 12 Emerging Spelling

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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 writingThe direction of writing on a pageSome letter-sound matchesThe 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 StrategiesDevelop 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 principleShort vowel soundsConsonant soundsConsonant blends and digraphs12Letter Name Spelling:Characteristics of WritingSometimes 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 StrategiesEncourage 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 patternsComplex consonant patternsr-controlled vowelsDiphthongs20Within-Word Spelling:Characteristics of WritingSelect letters on basis of sound alone.Spelling represents all essential sound features.Spelling is readable (more or less).27Within-Word Spelling:Teaching StrategiesRead 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 endingsHomophonesSyllabicationPossessives29Syllables and Affixes Spelling:Characteristics of WritingInclude 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 endingsTeach schwa sound / spelling patternsTeach homophones, contractions, compound words, possessivesSort two-syllable words / homophonesStudents make words using letter cardsTeach proofreading skills35Stage 5: Derivational Relations SpellingSpellers are usually 11- to 14-year old students who learn these concepts:Consonant and vowel alternationsGreek affixes and root wordsLatin affixes and root wordsEtymologies37Derivational Relations Spelling:Characteristics of WritingHave 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 affixesMake clusters with root word in center and related words on raysTeach students to identify words in English, Latin, and Greek spellingsSort words according to roots or language of originHave students check etymologies of words in dictionary 38Analyzing Spelling DevelopmentExample of a first grader’s spelling – p. 403Example of a fifth grader’s spelling – p. 4053940ReferencesSome 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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VSU ECED 4300 - ECED 4300 Chapter 12 Emerging Spelling

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