SPECIALIZED INSTRUCTION IN WRITTEN EXPRESSION: THE CHALLENGES OF LEARNING TO WRITE Robert W. Frantum-Allen

Objectives  5 Principles for understanding English Spelling  Model spelling lesson  Discussions about homework

5 principles for understanding English orthography Orthography We spell by language of origin. We spell by phoneme- grapheme correspondence. We spell position of phoneme or grapheme in a word. We spell by letter order and sequence patterns, or orthographic conventions. We spell by meaning (morphology) and part of speech.

We spell by language of origin.

Layers of English Greek Latin French Anglo-Saxon

CH- sort these ch spellings; what is their language or origin chauffer chalk character machine chair chalet cheek chestnut chagrin cholesterol chateau chlorophyll lunch chaos chuck chase school chapstick chuck cache chemical chlorine Speech to Print Workbook, L Moats Greek Latin French Anglo-Saxon

We spell by phoneme/grapheme correspondence

Phoneme/Grapheme Grapheme Graph= write; -eme = unit of structure Written form of a sound Phoneme Phono= sound; -eme = unit of structure distinctive sounds

Phoneme/Grapheme Mapping

Phoneme/Grapheme Cards er /er/ her

We spell by position of a phoneme- Consonants

Most phonemes are regular but some … Are spelled by … Where the phoneme is placed What other sound comes before or after it beginningmiddleend

FOSS Rule We often double F, L,S and Z at the end of one-syllable words with a short stressed vowel

FOSS Rule Why don’t we double these words

/f/- f, ff, ph, gh Which /f/ spelling do we use when we hear /f/ in a word? Single letter F when you hear it at the beginning of a word. Never FF or GH Fan Fun FF after a stressed short vowel Cliff Staff PH is only used in words of Greek origin and can be in any postion

/k/- c, k, ck, tch Which /k/ spelling do we use when we hear /k/ in a word? We use the letter c for /k/before letter a, o and u We use the letter k for /k/ before letter e, I and y, after low vowel, diphthong or vowel team or when it is part of VCe pattern We the letters ck for /k/ after an accented short vowel

/k/- c, k, ck, tch Why don’t these words follow the rule?

/s/ S or C Which /s/ spelling do we use when we hear /s/ in a word? /s/ when followed by e, I or y is spelled with a C /s/ when followed by a, o, or u is spelled with a S

/s/ S or C Why don’t these words follow the rule? Words that use the C to represent the /s/ sound come from what language of origin?

/j/ J or G Which /j/ spelling do we use when we hear /j/ in a word? /j/ when followed by e, I or y is spelled with a G /j/ when followed by a, o, or u is spelled with a J

/s/ S or C Words that use the G to represent the /j/ sound come from what language of origin?

/ng/ N or NG Which /ng/ spelling do we use when we hear /ng/ in a word? /ng/ before a /k/ or /g/ sounds is spelled with an N /ng/ when alone at the end of a word is spelled with NG

/ch/ CH or TCH Which /ch/ spelling do we use when we hear /ch/ in a word? We use tch at the end of an accented short vowel CH occurs after a long vowel, diphthongs or consonants

/ch/ CH or TCH Why don’t these words follow the rule?

/n/ N, KN, or GN Which /n/ spelling do we use when we hear /n/ in a word? We use N to spell the /n/ sound most of the time. We use KN at the beginning of some anglo saxon words We use GN at the beginning or end of some anglo saxon words

/g/ G, GH, GUE Which /g/ spelling do we use when we hear /g/ in a word? We use G to spell the /g/ sound most of the time. We use GH at the beginning of some Anglo Saxon words We use GUE at the end of French-derived words

/ j / J, DGE, GE Which /j/ spelling do we use when we hear /j/ in a word? We use J to spell the /j/ sound at the beginning of words. J can never be used at the end of a word. We use DGE at the end of words after an accented short vowel. We use GE after long vowels, diphthongs, unaccented vowels (schwa), or other consonants.

When is Q /kw/ or /k/ When does q say /kw/ or /k/ ? We use QU to say /kw/ in all English Words We use Q in all foreign words.

We spell by position of a phoneme- Vowels

English words cannot end with …

Long Vowels: ALL Open syllables are spelling with …

Long Vowels: ALL R- Controlled vowels are spelling with …

Vowels: Optional Medial Position Long Vowel Spelling

Very uncommon spellings

We spell by letter pattern

Generalizations About Spelling Patterns  The letters j, y, and i are almost never doubled.  The letters j and v never end words.  Many consonants are doubled before suffixes beginning with vowels.  Consonant digraphs (sh, th, wh, ch, sh, ng, ph, gh) are never doubled.  Some word families have unexpected long vowel sounds (e.g., bind, kind, cold, most).

Exercise 5.1: Explain the Spellings 1.hatchet 6. caught 2.rind 7. have 3.cygnet 8. fullest 4.guest 9. knapsack 5.playground10. chlorophyll We will review ideas on the following slide. p. 49

Exercise 5.1: Explain the Spellings 1. hatchet -tch spells /ch/ directly after an accented short vowel. 2. rind A word family (ind) violates spelling rules for long vowel sounds that have a long vowel sound spelled with a single letter in a single syllable; others are: int, ild, old, and ost. 3. cygnet /s/ can be spelled with a c before the letters y, i, or e. 4. guest The letter u is a marker that makes the g say its hard sound /g/. 5. playground Two compound words keep their spellings as if they were individual words.

Exercise 5.1: Explain the Spellings 6. caught The augh is a four-letter grapheme for /au/. It is an old Anglo-Saxon spelling when gh was used to represent guttural /ch/. 7. have No word in English ends in the letter v. 8. fullest The base word full follows the F, L, S doubling rule; -est is a morpheme with a stable spelling. 9. knapsack The kn- is a silent-letter spelling that occurs at the beginning of some old Anglo-Saxon words; the -ck occurs right after a short vowel. 10. chlorophyll This is a Greek word with ch- for /k/, ph for /f/, and y for / ĭ /. It has two meaningful parts: chloro and phyll.

We spell by meaning

Classes of Morphemes FreeBound content function prefixes roots suffixes inflections derivations base words and compounds grammatical glue words

What to Teach?  Most common prefixes: in un mis dis fore re de pre a  Most common roots: duct fic fer tent tend tens mit miss cap ceit ceive cep cept cip ten tain tim sist sta stat stit pon pose pound plic ply graph ology (these roots account for more than 100,000 multisyllable words)  Most common suffixes: hood ion ship y s es ed ing er or ible able From Henry, M. (2003). Unlocking Literacy. Baltimore, MD: Brooks Publishing Company.

Past Tense Inflections /d//t//əd/New syllable? moved vowed stalked hissed shifted mended We will check answers on the following slide. p. 67

Past Tense Inflections /d//t//əd/New syllable? movedX vowedX stalkedX hissedX shiftedXX mendedXX

The Spelling Lesson

Principals for a Research Based Spelling Lesson  Spelling taught every day (not on Mondays and Fridays)  Spelling is purposefully transferred to all writing (when a child asks “how do you spell” sound it out)  All spelling starts by activating the phonological processor first then the orthographic processor (sounds before letters/graphemes)  All spelling words follow a pattern (save trick words for something else like vocabulary or word of the day)

10, 15, or 30 How much time should be spent on Spelling? - Actual skill part can be done in as little as 10 minutes a day if … - the classroom has established strong rituals and routines -strong systems of instruction are established (same routine every day) -clear goals are established -entire schools is on the same page

Model a lesson Before I model a lesson, lets make sure we have some rituals and routines established - discovery - echo - developing meaning - tapping out - phoneme/grapheme mapping - line spelling

Spelling Words aim today gray mayor away brain grain stray explain drain make sure they have meaning around the words

Listen and Look for the pattern aim today gray mayor away brain grain stray explain drain aim today gray mayor away brain grain stray explain drain What is the one sound that all these words have? I am going to circle 5 of these words. What do all five of these words have in common? What is the position of the ai spelling in the words? beginning, middle or end?

Say and Echo

Phoneme and Grapheme Mapping

ai m br n gr n e p l n dr n x

Line Spelling ai m n b r n g r n e xpl n d r

Homework

 Needs to focus on the logical spelling process  What do you hear?  Write what you hear?  Does it look right? activate the phonological processor first then activate the orthographic processor second