scientific spelling training/refresher “ teaching students to spell words can enhance students ’...

Scientific SpellingTraining/Refresher

“Teaching students to spell words can enhance students’ ability to read those words, to read novel words containing phonemes in the instructed words, and to spell words with similar alphabetic patterns”

(e.g., de Rose, de Souza, & Hanna, 1996; Harper, Mallette, Maheady, Parkes, & Moore, 1993; Okyere, Heron, & Goddard, 1997).” (Noell, et al, 2006)

What do we need out of a spelling program?

Why it works

The problem-solving aspect

Multi-sensory aspect

Discovery aspect

Why it works

The problem-solving aspect Identify number of sounds or number of

syllables Spell each syllable separately Chose letter or letter team for each

sound Apply any rules confirm Part of spelling lesson and part of writing

Why it works

Multi-sensory aspect Students saying and spelling words out loud and

tapping out sounds Students saying and writing words at same time “The most striking finding was that oral spelling

instruction in which the printed word was neither presented nor produced resulted in substantial generalization to reading.”

Noell, G, Connell, J., & Duhon, G. (2006). Spontaneous Response Generalization During Whole Word Instruction: Reading to Spell and Spelling to Read. Journal of Behavioral Education,. 15 (3), pp121-130.

Why it works

Discovery aspect Aural discovery – “All these words

have what sound?” Predict spelling for that sound Visual discovery – “All these words

have what pattern?” Articulate rule confirm

Why it works The solving aspect

Identify number of sounds or number of syllables Spell each syllable separately Chose letter or letter team for each sound Apply any rules confirm Part of spelling lesson and part of writing

Multi-sensory aspect Students saying and spelling words out loud and tapping out sounds Students saying and writing words at same time

Discovery aspect Aural discovery – all these words have what sound? Predict spelling for that sound Visual discovery – all these words have what pattern? Articulate rule confirm

Scientific Spelling week #16

(er) Sound = er or or

I am going to say some words.

I want you to repeat each word after me and listen for the sound that is the same in all of the words.

_____ _____ _____ _____ _____ _____

What sound did you hear in all the words?

Yes, you heard the (er) sound.

In what position of the word did you hear the (er) sound?

Initial? Medial? or Final position?

Yes, it was in the medial and final positions.

Let’s make a prediction about how this sound might be spelled.

Think about what you know about the language.

How do you think this sound might be spelled?

The (er) sound has more than one spelling.

Let’s see if you can discover the different spellings and when to use them.

Look carefully at these words.

welder world

swerve worst

member worth

sweeper worship

worms

Let’s look at the first column.

welder swerve member sweeper

All these words have the (er) sound. What letter or letters are the same? In what position do you see the letter(s)?

First column

welder

swerve

member

sweeper What does the pattern seem to be?

Who can tell me the pattern?

When is the (er) sound spelled this way?

First Columnwelder

swerve

member

sweeper

The (er) sound in the initial, medial, or final position of a base word = er (fern)

Let’s look at the second column.

world

worst

worth

worship

worms

All these words have the (er) sound.

What letter or letters are the same?

In what position do you see the letter(s)?

Second Column

world worst

worth worship

worms

What does the pattern seem to be?

Who can tell me the pattern?When is the (er) sound spelled this way?

Second Column

world

worst

worth

worship

wormsThe (er) sound after w = or (world)

The (er) sound has different spellings.

Tell me the different spellings and when you will use them.

The (er) sound in the initial, medial, or final position of a base word = er (fern)

The (er) sound after w = or (world)

Turn to page 12 in the green section of your spelling binder.

Now, lets read the information we learned about today at the top of the page.

___________________________________

(er)The (er) sound in the initial, medial, or final position of a

base word = er (fern)

The (er) sound after w = or (world)

S.O.S(Save Our SSpelling)

Procedure1. LOOK AND LISTENStudents look at the teacher’s mouth and listen as teacher dictates the word.

2. ECHO AND THINKStudents repeat the word and think about the component parts of the word

(sounds, syllables, base words, and affixes.)3. NAME THE LETTERSStudents name the letters aloud.

4. NAME THE LETTERS AND WRITEStudents write the word, naming letters as they write.

5. READ TO CHECKStudents read the word they have written and name the letters.

Now let’s look at the some of our other spelling words for this week.

letters

address

Do you see any rule words that we learned about previously?

The Rabbit Rule

There are three checkpoints:

1. Two-syllable base word2. Short vowel3. One medial consonant sound

If any checkpoint is missing, you will not double the medial consonant.

Turn to page 2 in the yellow section of your spelling binder.

Add these words:

letters

address

Here are the rest of the words for this week’s spelling list:

won’tdoesn’t

isn’thaven’t

The last four words are irregular words.

An irregular word is a word that is spelled in an unexpected way.

09 Irregular Word Procedure.mpg

Irregular word procedures

3 times trace word and say letters 3 times write and say 3 times cover and self test orally 3 times fold over and self test written check

“Teachable spelling moments” “Most researchers agree that it is good

practice to encourage invented spelling and teach correct spelling. The two go hand-in-hand.” (Gentry, 2001).

Reiben, et al (2005) found that inventive spelling coupled with feedback was more effective in promoting word reading than inventive spelling alone or copied spelling.

Gentry, J. R. (2001). 5 myths about spelling DISPELLED! Instructor, 11( 3), pp 31-33.

Rieben, L., Ntamakiliro, L., Gonthier, B., & Fayol, M. (2005). Effects of Various Early Writing Practices on Reading and Spelling. Scientific Studies of Reading, 9(2), p145-166.

Tasks

List for next week

Techniques to apply next week

Schedule for in-class demonstrations for next week