Developmental Spelling the Writing Process Modes of Writing and Sample Lessons Catherine Thompson Mandi Ulmer Hand N Hand Primary School Developmental Spelling Stages and Teaching Strategies Precommunicative Spelling Role Play Writing Characteristics of Writing Use scribbles letters letter like forms numbers Show no understanding of phonemegrapheme letter sound relationships Show a preference for uppercase letters Write from left to right right to left topto bottom or randomly on the page Know that the print carries the message Precommunicative 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 Precommunicative 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 Semiphonetic Spelling Experimental 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 Semiphonetic Spelling Teaching Strategies Encourage attempts at writing Continue to develop phonemegrapheme correspondence Do LEA asking for help with spelling Model writing Read daily Brainstorm words spelling to make word banks prior to writing sometimes Semiphonetic 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 Semiphonetic Spelling Teaching Strategies Encourage attempts at writing Continue to develop phonemegrapheme correspondence Do LEA asking for help with spelling Model writing Read daily Brainstorm words spelling to make word banks prior to writing sometimes Phonetic Spelling Characteristics of Writing Select letters on basis of sound alone Spelling represents all essential sound features Spelling is readable more or less Phonetic 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 Transitional Spelling Characteristics of Writing Include a vowel in each syllable Apply many spelling rules may over generalize Spelling resembles English spelling Spelling is easily read Transitional Spelling Teaching Strategies Provide correct model of spelling Have students identify misspelled words by circling them Provide writing resources and teach students to use them independently Provide a spelling program Study affixes root words and homophones Transitional Spelling Teaching Strategies Provide word sorting activities Extend use of personal word banks Encourage use of mnemonics Emphasize importance of dictionary spelling for public sharing Model writing and encourage children to write Let students see what others write Read daily Correct Spelling Characteristics of Writing Have internalized the alphabetic principle Have learned basic spelling words Spell words according to adult standards Correct Spelling Teaching Strategies Teach students to spell multi syllable words that contain common word parts tion able inter Provide spelling instruction increase spelling awareness correct misspelled words Keep spelling notebooks or personal dictionaries Develop proofreading skills Correct Spelling Teaching Strategies Develop responsibility for identifying correcting own spelling Encourage use of various strategies when spelling Provide quality writing experiences Continue to model and share writing Read daily References 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 Bacon Tonja L Root Ed D Margie Tullos Ed S Department of Early Childhood Reading Education Valdosta State University Valdosta Georgia 31698 The Writing Process Prewriting Beyond Writing Process Overview It is a process It is not linear It is recursive Discuss stages to communicate the process Root VSU 24 Stage 1 Prewriting It is the getting ready to write stage Up to 70 of writing time needs to be spent in prewriting Teach the structure of the written form narrative poetry biography correspondence or another written language form Stage 2 Drafting Drafting is forming ideas into complete sentences using the prewriting graphic organizer Label drafts Draft Rough Draft or Sloppy Copy to prevent students from thinking they can make this the final copy Have students skip every other line to leave space for making revisions Stage 2 Drafting Drafting is forming ideas into complete sentences using the prewriting graphic organizer Label drafts Draft Rough Draft or Sloppy Copy to prevent students from thinking they can make this the final copy Have students skip every other line to leave space for making revisions Stage 3 Revising Refine ideas and content Anticipate meet the needs of readers through changing adding deleting rearranging content Requires rereading the draft after 1 2 days Requires making notes questions changes as needed Stage 4 Editing Editing is proofreading Requires word by word reading attention to form spelling capitalization punctuation paragraph formation Have students set writing aside for 2 3 days This allows them to see it fresh without being able to read what is not there Stage 4 Editing Explain the differences between regular reading proofreading Teach proofreading marks Focus on particular categories of errors Teach 5 10 min mini lessons Provide editing checklists to help students locate correct mechanical errors Do not expect students to locate correct every error Stage 5 Publishing Sharing Put the piece in final written form Rewrite the piece if developmentally appropriate applying handwriting skills Add visuals as appropriate Stage 5 Publishing Sharing Share finished piece with appropriate audience Writing is meant to be read by readers so share the published piece Writing may also be shared by writer reading the piece Assessing Writing Scoring Guide