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Stages of Spelling Development. How do children learn how to spell?. Concepts of print Letter-sound correspondence (match) Spelling within a one-syllable word Build words with multi-syllables Word meanings related to spelling. How do children learn how to spell?. INVENTED SPELLING….

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Stages of Spelling Development


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    1. Stages of Spelling Development

    2. How do children learn how to spell? Concepts of print Letter-sound correspondence (match) Spelling within a one-syllable word Build words with multi-syllables Word meanings related to spelling

    3. How do children learn how to spell? INVENTED SPELLING… • Concepts of print • Letter-sound correspondence • Spelling within a word • Build words with multi-syllables • Word meanings 1. Emergent:Scribbles>letters & directionality 2. Letter-Name: Alphabetic principle, consonants / short vowels /cons.blends 3. Within-word patterns: long vowel, bossy-r, vowel combinations 4. Syllables & Affixes (Word Endings): plurals, tenses 5.Derivational Relations:relationship btw spelling & meaning, various forms

    4. Spelling < > Reading 1. Emergent: Scribbles >letters & directionality 2. Letter-Name: Alphabetic principle, consonants / short vowels /cons.blends 3. Within-word patterns: long vowel, bossy-r, vowel combinations 4. Syllables & Affixes (Word Endings): plurals, tenses 5.Derivational Relations:relationship btw spelling & meaning, various forms Emergent Reader PreK-K Beginning Reader K-1 Transitional Reader Gr 2 – 3 Advanced Reader Gr. 4 +

    5. A clarification… • Letter-Name Alphabetic Spellers tend to spell by the NAME of the letter (Y = why; YN = when; UZ = use) and they often use the uppercase letter • Early (mostly letter names) • Middle > Late (combine names & sounds) • Next steps: Focus on the SOUND of the letter and how SOUNDS get combined to form words

    6. Can you match them up? personable, personality kit(kite) runing(running) lOEO~~OllOAOo~~ TD(today) frend(friend) Derivational Late Letter Name Syllables/Affixes Emergent Early Letter Name Within-Word What should you teach next? See also p. 178-179 in Tompkins for other assessments (PALS, Qualitative Spelling Inventory)

    7. How do you know what spelling stage they are in? • Look at what patterns they are USING • Then look at what patterns they are CONFUSING • The things they are confusing indicates their developmental stage and what you should teach next LET’S TRY IT OUT

    8. Stages of Spelling Development • Stage 1: Emergent Spelling

    9. Stages of Spelling Development Stage 2: Letter Name – Alphabetic Spelling Early Letter NameMiddle-Late Letter Name Within-word confusions

    10. Stages of Spelling Development Stage 3: Within Word Pattern Spelling Early Within Word

    11. Stages of Spelling Development • Stage 4: Syllables and Affixes Spelling

    12. Stages of Spelling Development • Stage 5: Derivational Relations Spelling

    13. Steps in Determining Student’s Stage of Spelling Development • 1. Choose writing samples • 2. Identify misspelled words • 3. Make a spelling analysis chart • 4. Categorize student’s misspellings • 5. Tally the errors • 6. Identify topics for instruction

    14. Spelling Development in Within Word Pattern Stage(Transitional Readers) • Vowel patterns (long, r-controlled, w-controlled, l-controlled) • Dipthongs (Whiners – oo, oy/oi, ow/ou; aw/au) • Complex Consonants (ck, ch/tch, kn, dge/ge, squ, scr/spr/str) • Pacing Chart WTW p. 216-217

    15. Today a person at home called us and said that a bomb was in our school and made us go outside and made us wait a half of an hour and it made us waste our time on learning. The end. (Written by Marc in Grade 1)

    16. Letter-Name Alphabetic Within-Word Syllables & Affixes Other Issues Conclusion: Goals for Word Study Instruction: 1. 2. 3. 4.

    17. Letter Formation b for d z for s Today a person at home called us and said that a bomb was in our school and made us go outside and made us wait a half of an hour and it made us waste our time on learning. The end.

    18. Conclusion: Marc spelled 56% of the words correctly and most of his spelling errors were in the letter-name and within-word patterns stages, which is typical of first graders’ spelling. • What goals for word study instruction? • Letter d (vs. b) and letter s (vs. z) • High-frequency words • CVCe vowel pattern • ed past tense ending