1. Developmental Spelling An Effective Spelling Approach

2. Description Students acquire the complex spelling knowledge of the English writing system by progressing through stages Students acquire the complex spelling knowledge of the English writing system by progressing through stages Students begin by using knowledge of letter names and sounds to spell words Students begin by using knowledge of letter names and sounds to spell words During later stages, students include knowledge of the correct sequence of letters and meaning units to spell words. During later stages, students include knowledge of the correct sequence of letters and meaning units to spell words.

3. Description (cont.) Students typically do not fluctuate between stages Students typically do not fluctuate between stages Once a developmental stage has been mastered, students generally do not revert to the characteristics of earlier stages Once a developmental stage has been mastered, students generally do not revert to the characteristics of earlier stages

4. Developmental Stage Models Fundamental concept is that there is synchrony between reading, writing, and spelling development Fundamental concept is that there is synchrony between reading, writing, and spelling development Students’ reading, writing, and spelling skills develop together and advance in a stage-like progression Students’ reading, writing, and spelling skills develop together and advance in a stage-like progression

5. Bear’s Developmental Stage Model Emergent Emergent Letter Name-Alphabetic Letter Name-Alphabetic Within Word Pattern Within Word Pattern Syllables and Affixes Syllables and Affixes Derivational Relations Derivational Relations

6. Emergent Typically between the ages of 0-5 years Typically between the ages of 0-5 years Students are not yet reading and writing Students are not yet reading and writing Little or no matching of letters and sounds Little or no matching of letters and sounds Children begin to learn the letters of the alphabet and their writing starts to include most prominent sounds in words Children begin to learn the letters of the alphabet and their writing starts to include most prominent sounds in words

7. Letter Name Period of time when students are formally taught to read Period of time when students are formally taught to read Typically beginning in kindergarten and extending into the middle of second grade Typically beginning in kindergarten and extending into the middle of second grade Reading and writing are slow processes Reading and writing are slow processes Learn to spell words with most short-vowel patterns, consonant blends, and consonant digraphs correctly. Learn to spell words with most short-vowel patterns, consonant blends, and consonant digraphs correctly.

8. Within Word Students typically reach this stage at the end of first grade Students typically reach this stage at the end of first grade Extends throughout second grade and third grade and sometimes into fourth grade Extends throughout second grade and third grade and sometimes into fourth grade Students are fluent in reading “easy” chapter books and are writing pieces that are several paragraphs in length Students are fluent in reading “easy” chapter books and are writing pieces that are several paragraphs in length

9. Within Word (cont.) Learn to spell words with common long-vowel spelling patterns, less common vowel patterns, and words containing abstract vowel combinations Learn to spell words with common long-vowel spelling patterns, less common vowel patterns, and words containing abstract vowel combinations Introduced to the meaning layer of the English writing system through an extensive study of homophones Introduced to the meaning layer of the English writing system through an extensive study of homophones

10. Syllable Juncture (Syllable and Affixes) Upper elementary and middle school years (typically between the ages of 9 and 14) Upper elementary and middle school years (typically between the ages of 9 and 14) Students closely examine multi-syllable words for spelling patterns and units of meaning Students closely examine multi-syllable words for spelling patterns and units of meaning Study common prefixes and suffixes (affixes) as separate meaning units Study common prefixes and suffixes (affixes) as separate meaning units Proficient readers and writers Proficient readers and writers Students write to describe, explain, persuade, summarize and question in the form of letters, essays, and response logs Students write to describe, explain, persuade, summarize and question in the form of letters, essays, and response logs

11. Derivational Constancy (Relations) Some students reach this stage as early as grade 4 or 5 Some students reach this stage as early as grade 4 or 5 Most students are in middle school, high school, or college Most students are in middle school, high school, or college Study words that share common derivatives (parts of speech) and related base words and root words Study words that share common derivatives (parts of speech) and related base words and root words

12. Derivational Constancy (cont.) Lifelong stage in which mature readers and writers discover how sound, pattern, and meaning interact through continued experiences with reading, writing, and exploration of words Lifelong stage in which mature readers and writers discover how sound, pattern, and meaning interact through continued experiences with reading, writing, and exploration of words

13. Assessments Qualitative Spelling Inventories Primary Spelling Inventory, Elementary Spelling Inventory, and Upper Elementary Spelling Inventory (Bear, Invernizzi, Templeton & Johnston, 2008) Primary Spelling Inventory, Elementary Spelling Inventory, and Upper Elementary Spelling Inventory (Bear, Invernizzi, Templeton & Johnston, 2008) Developmental Spelling Analysis Informal Spelling Inventory (Ganske, 2000) Informal Spelling Inventory (Ganske, 2000) Feature Analysis Assessment (Ganske, 2000) Feature Analysis Assessment (Ganske, 2000)

14. Assessments (cont.) Administered at least twice a year (beginning of the year, middle of the year, and/or the end of the school year) Administered at least twice a year (beginning of the year, middle of the year, and/or the end of the school year) Progress monitoring is “essential” in order to advance students along the developmental spelling continuum Progress monitoring is “essential” in order to advance students along the developmental spelling continuum

15. Word Study Typically follows a Monday through Friday routine: On Monday, the teacher passes out the sets of words to the students, introduces the word sorts to each group, and then the students complete their sorts (say, sort, write/read) On Monday, the teacher passes out the sets of words to the students, introduces the word sorts to each group, and then the students complete their sorts (say, sort, write/read) Throughout the week, the students are provided multiple opportunities for practicing their words through a wide variety of activities such as picture sorts, word sorts, word hunts, and word games Throughout the week, the students are provided multiple opportunities for practicing their words through a wide variety of activities such as picture sorts, word sorts, word hunts, and word games On Friday, the students complete a “blind sort” (spelling test) of the words practiced during the week. On Friday, the students complete a “blind sort” (spelling test) of the words practiced during the week.

16. Word Study Notebook Students record their word sorts, word hunts, and other word study activities in a word study notebook Students record their word sorts, word hunts, and other word study activities in a word study notebook Provides a record of the students’ explorations of words throughout the course of the year Provides a record of the students’ explorations of words throughout the course of the year Word sorts and word study activities need to be tailored to the developmental stages of the students (Bear, Invernizzi, Templeton, & Johnston, 2008) Word sorts and word study activities need to be tailored to the developmental stages of the students (Bear, Invernizzi, Templeton, & Johnston, 2008)

17. Strengths Word study is a teacher-directed, child-centered instructional strategy Word study is a teacher-directed, child-centered instructional strategy Teachers are able to explicitly teach students what they need to know about the English spelling system (Direct Instruction) Teachers are able to explicitly teach students what they need to know about the English spelling system (Direct Instruction) Students are engaged and motivated through hands- on word work activities Students are engaged and motivated through hands- on word work activities Word work activities promote inquiry, discovery, and critical thinking skills Word work activities promote inquiry, discovery, and critical thinking skills

18. Weakness Some spelling experts disagree with stage theories that students acquire the knowledge of the complex English spelling system sequentially Some spelling experts disagree with stage theories that students acquire the knowledge of the complex English spelling system sequentially They suggest that students are able to acquire the complex knowledge of the English spelling system simultaneously and at a very young age (Overlapping Waves Theory) They suggest that students are able to acquire the complex knowledge of the English spelling system simultaneously and at a very young age (Overlapping Waves Theory)

19. Data Developmental Spelling Approach can have a positive influence on the spelling achievement of students performing at all academic levels (Deak, 2012) Developmental Spelling Approach can have a positive influence on the spelling achievement of students performing at all academic levels (Deak, 2012)