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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