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