h11 -teach spelling without memorization
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Teach Spelling
Without Memorization
Do
, , , ,
Cunningham et al (2000)
Introduce five new words each week!
Make words accessible.
Practice the words by cheering andwriting them.
Do a variety of review activities.
Make sure that Word Wall words are
spelled correctly in any writingstudents do.
Discovery
Employee
Encouragement
Hopeless
International
Nonliving
Performance
Replacement
Transportation
Unfinished
Cunningham et al (2000)
Dis
Em and -ee
En and -ment
Less
Inter and -al
Non and -ing (drop e)
Per and -ance
Re and -ment
Trans and -tion Un and -ed
If youre the coach, can you throw a ball your batter can hit?
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If you can spell transformation, you can spell:
transform, transformers, transfer, information, misinform, formation, formal,
inform, informer, informant, conform, conformity, performer, performance
Prefix Suffixa/ad (to, toward) er/est (more/most)
anti (against) en (to make)
com/con (with, together) ize (to make)
contra (against) ate (to make)
de (opposite, down) less (without)dis (not, do the opposite) ful (full of/having)
en (make) er/or (person or thing that )
im/in/ir (not) ist (person)
inter (between, among) ess (female person)
mis (wrong, badly) tion/sion (nouns from verbs)
pre (before, earlier) ance/ence (nouns from verbs)
re (back, again) ment (nouns from verbs)
sub (under, less) ness (nouns)un (not, opposite) ant/ent (adjectives)
under (under, beneath) al (adjectives)
Cunningham, P. (2003). Big Words for Big Kids: Systematic Sequential
Phonics and Spelling. Greensboro, NC: Carson-Dellosa Publishing, Inc.
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Do a Word Wall Dont Just Have One!
T E E
S
A
M
*Rotation Sparkle
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Be a Mind Reader Example
It is on the word wall. It has five letters in it.
It is a homophone.
The contraction theyre sounds justlike it.
It completes this sentence:
_____ animals are always trying to escape!
Be a Mind Reader1._______________
2._______________
3._______________4._______________
5._______________
Prefix RootWord
NewWord
Be a Mind Reader1._______________
2._______________
3._______________4._______________
5._______________
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Relationships
Act Word Sort/Transfer
art care dear
dart dare clear
cart [beware] smear
[depart] [square] [appear][outsmart] [nightmare] [reappeared]
act
art
dart dare
care
cart dear
clear
smear
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Its Your Turn!
Rock Word Sort/Transfer
rock
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Arens, Loman, Cunningham, and Hall,2005
Making Words
Make
Sort
Transfer
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Cunningham et al (1998)
feed bead
deed dead
greed gread
speed spead
reed read
agreed agread
succeed succead
*stole
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Sample Spelling List 4th Grade Example
The first three words are word wall words.
o Introduce each word. Visual (look at posted word) Auditory (cheer word) Kinesthetic (add a motion while cheering; students write word)
o Make students accountable for these words in every subject.The next two words are Nifty Thrifty Fifty words.
o Introduce each word. Start with the root word.
Cheer, write and check the root word like you do word wall
words.
Teach prefixes/suffixes. Transfer the spelling patterns to lots of other words. If you can spell
_______, you can spell _________.
The last five are words following a similar pattern.
o After teaching the spelling patterns, transfer the pattern to lots of otherwords. If you can spell _______, you can spell ________.
The first ten words may be sent home for students to practice at home, but the transfer
words should not be sent home to memorize. The transfer words are merely suggestions.
If other appropriate transfer words apply, feel free to substitute.
In addition to word study of weekly words, include spelling activities like What Looks
Right, Making Words, Word Sorts, etc.
~The Working with Words Block is multilevel because it provides instruction through the
use of simple and complex words, a focus on patterns and morphemes, and a focus on
transferring these words and patterns to reading and writing. Multilevel instructionfocuses on the multiple learning levels and needs of all students in the class in a single
lesson. A multilevel activity is so rich that students at different levels have something to
learn through the same activity (Cunningham, 2004).
~Arens, A., Loman, K., Cunningham, P. (2007). Month-by-Month Phonics and Vocabulary Grade 4.
Greensboro, NC: Carson-Dellosa Publishing Company , Inc.
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Week One
because
people
friends
composer
impossible
fruit
bruise
suit
cruise
juice
Transfer Words
Suffix -er
writer
teacher
reporter
singer
authorizer
Prefix im-
impatient
immature
improper
impersonal
immobile
ui words
quilt
biscuit
fluid
liquid
squishy
Week Two
said
have
theydiscovery
musician
honey
monkey
donkey
valley
hockey
Transfer Words
Prefix dis-
disappear
dishonest
disagree
distrust
disbelieve
Suffix -ian
magicianbeautician
librarian
comedian
electrician
ey words
obey
disobey
jockey
journey
parsley
Week Three
laugh
until
offencouragement
richest
trouble
couple
young
tough
cousin
Transfer Words
Prefix en-
endear
enclose
endanger
entrap
Suffix -ment
development
amusementgovernment
entertainment
Suffix -est
shortest
craziest
smartest
biggest
ou words
double
rough
couple
country
courage
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Research-Based Citations
Allen, R. (2010). High-Impact Teaching Strategies for the XYZ Era of Education.Boston, MA: Pearson Education, Inc.
Allen, R. (2008). Green Light Classrooms: Teaching Techniques that AccelerateLearning. Corwin Press.
Allington, R. (2006). What Really Matters for Struggling Readers: DesigningResearch-Based Programs. Second Edition. Boston, MA: Pearson Education, Inc.
Arens, A., Loman, K., Cunningham, P., Hall, D. (2005). The Teachers Guide to BigBlocks. Greensboro, NC: Carson-Dellosa Publishing.
Cunningham, P. (2003). Big Words for Big Kids: Systematic Sequential Phonics andSpelling. Greensboro, NC: Carson-Dellosa Publishing, Inc.Cunningham, P., Hall, D.,
Cunningham, J. (2000). Guided Reading the Four-Blocks Way. Greensboro, NC:
Carson-Dellosa Publishing
Cunningham, P., Hall, D. (1998). Month-by-Month Phonics for the Upper Grades: ASecond Chance for Struggling Readers and Students Learning English. Greensboro,
NC: Carson-Dellosa Publishing
Fisher, D., Frey, N. (2007). Checking for Understanding: Formative AssessmentTechniques for Your Classroom. Alexandria, VA: Association for Supervision and
Curriculum Development.
Kagan, S., Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: KaganPublishing.
Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting.Peterborough, NH: Crystal Springs Books.
Jensen, E. (2006). Enriching the Brain:How to Maximize Every Learners Potential.San Francisco, CA: John Wiley & Sons.
Jensen, E. (2003). Tools for Engagement: Managing Emotional States for LearnerSuccess. San Diego, CA: The Brain Store.
Jensen, E. (1997). Brain Compatible Strategies. San Diego, CA: The Brain Store. Marzano, R.J. (2007). The Art and Science of Teaching: A Comprehensive
Framework for Effective Instruction. Alexandria, VA: Association for Supervision
and Curriculum Development.
Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD.Alexandria, VA
Marzano, R.J. (2001). Classroom Instruction That Works: Research-BasedStrategies for Increasing Student Achievement. ASCD.
Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs ofAll Learners. Danvers, MA: Association for Supervision and Curriculum
Development.
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