small steps to the lesson plan
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Small Steps to the Lesson Plan. March 11 or March 16: Thinking Sheet Due for Class Check (add to syllabus; meet with me if want) – type to keep a copy for you March 18: Text Talk Element Due ( Guided Reading Query Sets ) get feedback after Spring Break - PowerPoint PPT PresentationTRANSCRIPT
Small Steps to the Lesson Plan
• March 11 or March 16: Thinking Sheet Due for Class Check (add to syllabus; meet with me if want) – type to keep a copy for you
• March 18: Text Talk Element Due (Guided Reading Query Sets) get feedback after Spring Break
• April 6 or April 8: Word Study Demonstration Due (practice and get feedback from peers – see grading sheet in your handout)
• April 15: Lesson Plan Due
• April 22 or April 29: Literacy Center Due
Stages of Spelling Stages of Spelling DevelopmentDevelopment
Stages of Spelling Stages of Spelling DevelopmentDevelopment
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?
• 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
INVENTED SPELLING…
Can you match them up?
personable, personality
kit (kite)
runing (running)
lOEO~~OllOAOo~~TD (today)
frend (friend)
Emergent Early Letter Name Late Letter Name
Within-Word Syllables/Affixes Derivational
What should you teach next? See also p. 314-315 4th or p. 178-179 5th
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
Spelling Development in Within Word Pattern
Stage
• Vowel patterns (long, r-controlled, w-controlled, l-controlled) see p. 175
• 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. 180
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)
Letter-Name Alphabetic Within-Word Syllables & Affixes
Other Issues Conclusion: Goals for Word Study Instruction:
1.
2.
3.
4.
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.
Letter Formationb for dz for s
• 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
Try it out…Try it out…
Mapping Early Literacy Mapping Early Literacy Writing Samples to Writing Samples to
Developmental Developmental Spelling StagesSpelling Stages
Try it out…Try it out…
Mapping Early Literacy Mapping Early Literacy Writing Samples to Writing Samples to
Developmental Developmental Spelling StagesSpelling Stages
Sample & Stage How do you know?
Where do you go next?
1.
2.
Sample & Stage How do you know?
Where do you go next?
3.
4.
Sample & Stage How do you know?
Where do you go next?
5.
6.
Teaching Spelling• Sound it out > Think it out (think
about spelling patterns, root words, affixes, the shape of the word, etc)
• Stretch & spell each sound; • Break the word into syllables and
use patterns from open and closed syllables;
• Word Walls; Word Sorts; and Making Words
• Interactive Writing: model and write WITH students helping
Quiz
• Phonics patterns (short and long vowels; open and closed syllables) and examples of each
• Developmental stages of spelling and examples of patterns in each stage
• Word sorting basics • Types of guided reading
instruction and levels of scaffolding
How do children learn how to spell? (Your turn!)
• Concepts of print • Letter-sound
correspondence
• Spelling within a word
• Build words with multi-syllables
• Word meanings
Derivational Relations: relationship btw spelling & meaning, various forms
Syllables & Affixes (Word Endings): plurals, tenses
Emergent:Scribbles>letters & directionality
Within-word patterns: long vowel, bossy-r, vowel combinations
Letter-Name: Alphabetic principle, consonants / short vowels /cons.blends
Can you match them up?
personable, personality …
kit (kite) …runing (running) …
lOEO~~OllOAOo~~ …TD (today) …
frend (friend) …
DerivationalMid-Late Letter NameSyllables/AffixesEmergentEarly Letter NameWithin-Word