Stages of Spelling Development

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? INVENTED SPELLING… 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

Spelling < > Reading 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 Emergent Reader PreK-K Beginning Reader K-1 Transitional Reader Gr 2 – 3 Advanced Reader Gr. 4 +

A clarification… Letter-Name Alphabetic Spellers tend to spell by the NAME of the letter (Y = why; YN = when; UZ = use) and they often use the uppercase letter Early (mostly letter names) Middle > Late (combine names & sounds) Next steps: Focus on the SOUND of the letter and how SOUNDS get combined to form words

Can you match them up? personable, personality kit (kite) runing (running) lOEO~~OllOAOo~~ TD (today) frend (friend) Derivational Late Letter Name Syllables/Affixes Emergent Early Letter Name Personable (Derivational); Kite (Mid-Late Letter Name); Running (Syllables/Affixes); IOEO (Emergent); TD (Early Letter Name); Friend (Within-Word) ) Within-Word What should you teach next? See also p. 178-179 in Tompkins for other assessments (PALS, Qualitative Spelling Inventory)

How do you know what spelling stage they are in? Look at what patterns they are USING Then look at what patterns they are CONFUSING The things they are confusing indicates their developmental stage and what you should teach next LET’S TRY IT OUT

Stages of Spelling Development Stage 1: Emergent Spelling

Stages of Spelling Development Stage 2: Letter Name – Alphabetic Spelling Early Letter Name Middle-Late Letter Name Within-word confusions

Stages of Spelling Development Stage 3: Within Word Pattern Spelling Early Within Word

Stages of Spelling Development Stage 4: Syllables and Affixes Spelling

Stages of Spelling Development Stage 5: Derivational Relations Spelling

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 (Transitional Readers) Vowel patterns (long, r-controlled, w-controlled, l-controlled) 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. 216-217

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. 56% accuracy; most spelling errors in the letter name-alphabetic and within-word patterns stages, which is typical of first graders. Topics for instruction: high-frequency words; CVC-e vowel pattern, ed inflectional ending, forming the letter “d”

Letter Formation b for d z for s 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.

What goals for word study instruction? 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

Homework Thursday: Bring 3 copies of completed inventory to class (FIRST name only) Text-Based Discussion on Ruby the Copycat is due