PARENT ORIENTATION G R A N D P R A I R I E E L E M E N T A R Y

S E P T E M B E R 5 , 2 0 1 2

What is it and why is it good for students?

What do you remember about spelling instruction when you were in school?

What transfer do you see in your student’s daily reading and writing with a traditional program?

Active hands on approach to words

Words sorts

Students compare and contrast words

Discover similarities and differences

Examine, discriminate and make judgments

Looking at sounds, patterns and meaning

Word Study Spelling

Link to text being read

Systematic scope and sequence

Multiple opportunities for hands on practice and application in reading and writing

Understanding of how spelling represents sound and meaning

Explicit skill instruction Systematic scope and

sequence Repeated practice All children are working

on the same skill Memorization of isolated

rules and definitions

Examine words to find consistencies in written language.

Help students acquire the recognition, spelling and meaning of specific words.

Developmental

Learner centered

Focused on language patterns

Systematic instruction in phonics and spelling

Alphabet

Pattern

Meaning

Information beginning spellers use

Spellers use alphabet knowledge

Use sounds in names of letters

Works for most consonants

Tricky consonants include C, G – 2 sounds, W, Y, H – names don’t contain speech sounds

Short vowels are also tricky

Examples of Patterns

Single syllable patterns

CVCe pattern

CVC

More than 1 syllable

VCV (robot, pilot) signifies first vowel is long

VCCV (robber) signifies first vowel is short

Prefixes

Suffixes

Greek roots

Latin stems

Research discovered how students learn features of words and in what order

Students need to work at instructional level

Emergent Stage (0-5 years)

Letter Name Alphabetic Stage (5-8 years)

Within Word Pattern Stage (7-10 years)

Syllables and Affixes Stage (9-14 years)

Derivational Relations (middle school-adulthood)

Reading, writing and spelling development are integrally related!

Emergent Spelling Emergent Reader

Pretend reading

Uses pictures

Memorize

Memorize some words

Letter-sound matches

Pretend Writing

Scribbles

Letter-Name Alphabetic Spelling Beginning Reader

Real reading

Predictable texts

Word by word

Digraphs and blends

Short vowel sounds

First and last sounds

Within Word Pattern Spelling Transitional Reader

Stop finger pointing

Silent read

Fluent

Ambiguous vowels

Less common patterns

Common long vowel patterns

Syllables and Affixes Spelling Intermediate Reader

Automatic word recognition

Read with accuracy and speed

Read with understanding

Prefixes and suffixes, reduced vowel in unaccented syllables

Vowel patterns in accented syllables, unaccented final syllables

Ambiguous vowels, consonant doubling, syllable juncture

Derivational Relations Spelling Advanced Reader

Greek and Latin roots (vocabulary)

Prefixes and Suffixes

Sound variation among roots and stems

Read for a variety of purposes

Read according to interest and needs

Instruction will be at developmental level

Follow a consistent, systematic approach on a daily basis