Dearborn Elementary Spelling Program Kindergarten – 5 th Grade

Objectives Content Objectives Teachers will explore important concepts in English spelling Teachers will understand the Dearborn Elementary Spelling program Teachers will learn how to incorporate effective instructional methods for teaching spelling into their practice Language Objective Teachers will discuss spelling instructional practices

Why teach spelling?

Why is spelling a challenge? I take it you already know Of tough and bough and cough and dough; Some may stumble but not you On hiccough, thorough, slough, and through. Beware of heard a dreadful word That looks like beard and sounds like bird... ¨ Yet, spelling must be taught as it is an integral part of reading, writing, speaking and listening.

Goals of Spelling Instruction Students must learn to the point of automaticity the most frequent words they will use in their reading and writing activities Students need to learn the “rules” of spelling Students should have many opportunities to practice and apply the spelling patterns of English Students should be expected to incorporate the spelling patterns into their reading and writing

Facts about spelling rules From Hanna, Hanna, Hodges, and Rudorf (1966): 50% of words are predictable by rule. 36% of words are predictable by rule with one error. 10% of words will be predictable with morphology and word origin taken into account. Fewer than 4% are true oddities.

We Spell with Letters and Letter Combinations We Do Not Spell by Sound to Letter Correspondence: If wee did spel fonetikly, wurdz miyt look liyk this, mayd uv preediktabul sownd-speliŋ korispondensez.

We Use Graphemes—Letters and Letter Combinations Phoneme-Grapheme Correspondence: /ch/ /ē/ /z/ /d/ /ū/ /d/ /l/ /z/ ch ee se doo d le s

Consonant Grapheme Types Single Letters (Including Blends): trap, spend Digraphs: chain, shrink, either, phone Trigraphs: wedge, botch Silent Letter Combinations: comb, autumn, folk

Vowel Grapheme Types Single Letter Spellings, Long and Short: ro-bot, ca-pon, mo-ped Vowel Teams: east, south, night, blue Vowel-r Combinations: her, bird, fur, car Vowel-consonant-e: cape, kite, cube, rode

Spelling Patterns Single syllable Words Multisyllabic Words o The syllable breaks that seem natural in speech do not guide conventions for dividing written syllables. o Syllable spelling patterns are cues to vowel pronunciation (short, long, diphthong). bridle riddle

Six Syllable Types 1. Closed pet cats 2. Open ri-pen 3. Consonant-le ap-ple 4. Vowel Team teeth 5. Vowel-r car, bird, her 6. Vowel-Consonant-e slide, scare, cute

Dearborn Spelling Program Tier One High frequency words Dolch words K-2 Content domain words Science, Social Studies, Math 3rd - 5th Tier Two Spelling Patterns grade specific CCSS

Tier One High Frequency Word List 220 Dolch Words 90 word noun list (optional) tracked on checklist should be mastered by end of 2nd grade

Tier One Specific Content Domain Words teacher-developed taken from concepts students are studying in science, social studies, math, etc. begins in 3rd grade s

Tier Two Common English Spelling Patterns grade level specific systematic instruction weekly spelling pattern(s) linked to CCSS

Spelling Assessments Weekly spelling tests o 5 Dolch words (K-2) OR 5 content area words (3-5) o 5 spelling pattern words (hot words) o 5 spelling pattern words (cold words) a

Effective Instruction What types of instructional activities or practices come to mind when you think of spelling?

Fitting it in... Word Work The Daily 5, pp important points

Where to find materials I-learn site o Philosophy o Grade Level Folders o Activities o Rules

Objectives Content Objectives Teachers will explore important concepts in English spelling Teachers will understand the Dearborn Elementary Spelling program Teachers will learn how to incorporate effective instructional methods for teaching spelling into their practice Language Objective Teachers will discuss spelling instructional practices