Spelling Presentation Grades 3 - 5. Anne DeYoung Katie Kuffel Sara Sahs. “All children deserve to be taught in an environment that will promote, value and nurture their natural desire to learn” - Susie Haas - California Teacher of the Year.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
“All children deserve to be taught in an environment that will promote, value and nurture their natural desire to learn”
- Susie Haas
- California Teacher of the Year
STATE GOAL 3: Write to communicate for a variety of purposes
A. Use correct grammar, spelling, punctuation, capitalization and structure.
.A.1 Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.
Allow the option to verbally spell words for tests.
Give students a tape of verbal spellings of the words, so reading is not the only avenue to learn the spellings.
Give the option of typing out the spelling of a word on a computer with out a spell checker, such as on a typewriter.
Use flashcards for verbal practice instead of written worksheets.
Allow extra instructional time for the teaching of the list of words.
Set up peer tutoring with a buddy.
Supply large lined paper to write out spelling words.
Give multiple choice options for tests instead of only writing out the words.
Give fill in the blank options on tests instead of only writing out the words.
Teach mnemonic devices to help students remember the spellings of the words .Accommodations
Spelling It Right
Journal of Direct Instruction
Journal of Communication
Journal of Adolescent & Adult Literacy
School Teachers: The Journal
American School Board Journal
Effective School Practices (a D.I. Journal)Teacher Resources
The Riggs Institute’s Writing and Spelling Road to Reading and Thinking
Open Court Phonics
Open Court Reading Online Assessment
Best Practice: new standards for teaching and learning in America’s schools/ Steven Zemelman, Harvey Daniels, Arthur Hyde.
Seven Ways to Improve Spelling Instruction / Bruce Cronnell.
Words Their Way: word study for phonics, vocabulary, and spelling instruction / Donald R. BearTeacher Resources Cont…
ADI – (Association for Direct Instruction) e mail, chat rooms, discussion groups, links, consultants, etc…
SRA – news letters & discussion groups
1.The random letter stage:
At this stage students group symbols together to represent words. They understand that words are groups of symbols but have not yet recognized the meaning of individual symbols.
Children begin to write letters that represent the words they wish to communicate. Their understanding at this stage does not include accurate representation of all the sounds or syllables yet.
3. Phonetic Spelling
Children continue to rely on phonetic spelling, thus their spelling may include substitutions of one vowel for another, or placing the correct letters in the wrong places as they form words.
4. Use of Visual Markers
Children at this stage become aware that words are not only made up of sounds but also include visual rules, they begin to add silent letters and double letter, as well as other visual markers.
5. Mature Spelling
This is the last stage, in which children (of average learning abilities are 10 – 12 years old) are able to understand the variety of spelling patterns in our language, including nouns, verbs, compound words, etc.
More information and research on these stages found at:
http://www.katyisd.org/teaching_learning/spelling /info.htm and
ERIC Identifier: ED272922 Publication Date: 1986-00-00 Author: Lutz, Elaine Source: ERIC Clearinghouse on Reading and Communication Skills Urbana IL.
Invented Spelling and Spelling Development. ERIC Digest
* NOTE: For parents, follow these guidelines when studying at home.
Group words with like sound patterns
2. Practice spelling the words
Make sure to include practice with hearing, seeing and writing. It is important of children to be able to pronounce words correctly before being expected to spell it correctly.
3. Use words in writing
Spelling becomes meaningful and therefore is learned best when children use the words to communicate their own messages in writing.
4. Review and extend
Allow students to review their own writing and pick out the misspelled words themselves, looking off of a correct list. Extend their understanding by brainstorming like words that are of the same spelling./sound pattern.
Self correction throughout is necessary for children to evaluate their own strengths/weaknesses and understanding.
Graham, S. (1999). Handwriting and spelling
instruction for students with learning
disabilities: A review. Learning Disability
Quarterly, 22, 78-98.
Simonsen, F., Gunter, L. (2001). Best practices in
spelling instruction: A research summary.
Journal of Direct Instruction, 1, 97-105.
Software - Animated Spelling CD (over 700 words with 2 games)
National Association for Child Development – Speech & sound, the listening program, books, tapes, videos, software, etc…
Sylvan Learning Center – After school tutoring for students who need extra help.
CAL is a private, non-profit organization: a group of scholars and educators who use the findings of linguistics and related sciences in identifying and addressing language-related problems.
CAL carries out a wide range of activities including research, teacher education, analysis and dissemination of information, design and development of instructional materials, technical assistance, conference planning, program evaluation, and policy analysis.
Toys R’ Us
Reading and Language Arts Centers Inc. Store:
Website # 2
For language Arts Specific:
Canden County, Florida, Teacher of the Year