1. Principles and Practices Guide Spelling Instruction Janet Giannotti

3.  MA/TESL, MEd Reading Education  Associate Professor of ESL  Northern Virginia Community College My Class: ESL 72 Spelling and Vocabulary 3 credits; elective +/- 10 students

4. “Each word in English seems to have its own compass, some pointing to phonology, some to morphology, some to history, and some pointing in one direction in one syllable and another in the next.” “The Challenge of Spelling in English” English Teaching Forum Vol. 46 No. 3 2008.

5.  He put them in a mach box.  He trys to figure out...  I read about who caches the scorpion.  He took that instate of taking the right one.  The writter likes the scorpion.  He went to dinning room to joine family.

6.  The family members started moveing it.  They stoped moving.  Can you beleive we have classmate all around the world?  I hopped to meet you for my first day at NOVA.

7.  write mach for match or caches for catches?  write trys for tries?  write instate for instead?  write writter for writer, or dinning for dining?  write joine for join?

8.  write moveing for moving?  write stoped for stopped?  write beleive for believe?  or write hopped for hoped?

9. TEST! Try my first-day diagnostic.

10. TEST! 1. peck 2. blade 3. poke 4. prom 5. mute 6. swine 7. clutch 8. bubble 9. bliss 10. squish 11. screech 12. badge Write the words you hear. You may not know the meanings!

11. What do our students need to know to spell these words correctly? What do our students need to know to spell these words correctly?

12.  Memorize lists ?  Write each word 10 times?  Why do these techniques work, if they DO work?  What does it mean if they don’t work?

13.  Students who spell well probably see patterns and internalize rules. They spell by analogy.  Some students may treat every new word like a “sight” word.  Some students may know some rules and apply them inconsistently.

14. In L-1 Reading Education:  A student-centered approach to spelling instruction that actively engages the learner in constructing concepts about the way words work.  Provides students with opportunities to investigate the patterns in words. Knowledge of these patterns means that students needn't learn to spell one word at a time.

15. www.uurc.utah.edu/General/Word Study.php

17.  Can accelerate the natural process that successful learners go through in internalizing the rules of English.  Can be a separate class, but combine with vocabulary or pronunciation.  Or set aside 15 to 30 minutes a couple of times a week in another class.

18. ALWAYS...  link ORAL and WRITTEN language.  use kinesthetic activities.

19. Apply the principles in lessons presented in this order:  Teach 5 “short vowels” first.  Introduce the concept of doubling.  Introduce 5 “long vowels.”  Introduce e-drop.  Review with a focus on syllable junctures.

20.  Listen and repeat.  Listen and respond.  Listen and write.  Dust off your old dictation exercises.

26.  Use of a variety of muscles aids in memory.  Spelling instruction can be boring; get students moving a little!

27. Word Study uses MOSTLY kinesthetic activities. For adult learners, save them for the spice of your class.

28.  Vowel Cards:  Listen to the word I say. Hold up the card with the vowel that you hear.

31.  Word Study uses sorts to ask students to notice or discover patterns.  Unless adults are very low literacy, keep sorts to a minimum, but try them to illustrate to students that they can analyze exemplars to see patterns.

35.  Teach short vowels and the consonant clusters (blends and digraphs) that follow them.  Let’s work on a sort to discover consonant patterns. ▪ Please note that if you do this with a class, you should only introduce one contrast at a time!

37. Now you can analyze the ends of the words and generate “rules.” Ask students to formulate them Your Sort Might Look Like This:

38.  In our sort, we noticed that after a short vowel,  the sound [č] is spelled –tch.  the sound [j] is spelled –dge.  the sound [k] is spelled –ck.  and most other consonant sounds are represented with a single consonant.  But remember: if you do this with a class you should only introduce one contrast at a time!

42. Rule 1: A one-syllable word with a short vowel sound is spelled with ONE vowel. Rule 2: The [k] sound at the end of a short vowel syllable is spelled –ck. Rule 5: The [ ǰ ] sound at the end of a short vowel syllable is spelled –dge. (This is an exception to Rule 1.)

44. BUILDING rules first. This could take several weeks. You can post them on a site like Blackboard, but stress that the list is not complete. Then when your list is complete, you can print it or post on Bb.

45. Rule 1: In a one-syllable word that has a short vowel sound, we write ONE vowel. Rule 2: To make a word plural, we add –s. Rule 3: The [k] sound is spelled –ck at the end of a short vowel word of one syllable.

46. Rule 1: In a one-syllable word that has a short vowel sound, we write ONE vowel. Rule 2: To make a word plural, we add –s. However, if the word ends with ss, sh, ch, or z, we add –es Rule 3: The [k] sound is spelled –ck at the end of a short vowel word. Rule 4: The [č] sound is spelled –tch at the end of a short vowel word. Exceptions are rich, which, sandwich, such, and much. Rule 5: The [ ǰ ] sound is spelled –dge at the end of a short vowel word.

48.  First, identify 1-1-1 words. ▪ ONE SYLLABLE ▪ ONE VOWEL IN THE MIDDLE ▪ ONE CONSONANT AT THE END.

49.  sit ▪ yes  beg ▪ yes  pack ▪ no  bill ▪ no  rob ▪ yes  stuff ▪ no  hug ▪ yes  read ▪ no

50. sit + ing = sitting but pack + ing = packing

53.  Once short vowels patterns are solid.  While they may not actually be LONG, they are in a distinct category.  Long vowels “sound like the name of the letter.”

54.  Introduce LONG vowels with silent –e first.  What happens when I add just one letter?  Point out that normally when we add a letter, we still have the same word. ▪ hat  hats ▪ smoke  smoked

55.  Show students pairs like these and ask them to explain what happens!  can + -e  cane  pet + -e  Pete  sit + -e  site  hop + -e  hope  cut + -e  cute

58.  Use some reading material to search for long vowel words. This helps students see frequencies.  I use a short novel for vocabulary, idioms, and as a source of words for our spelling.

63.  Typical ESL spelling practice asks students to add endings:  big + er = biggest  shop + ing = shopping  You should also ask students to HEAR the medial consonant by attending to the vowel before it.

64.  In a two-syllable word,  a short vowel in the first syllable is followed by TWO consonants or a DOUBLE consonant.  a long vowel in the first syllable is followed by A SINGLE CONSONANT.

65. ta___ing taking ta___ing tacking hi___en hidden hi___ing hiding

66.  Given what you know about word endings and the changes that occur to the base, write the base forms of these words.  stitches ▪ stitch  judges ▪ judge  hopping ▪ hop  hoping ▪ hope  copied ▪ copy  studying ▪ study  reddish ▪ red  redness ▪ red  scarves ▪ scarf  heroes ▪ hero

74.  Don’t assign lists of unrelated words to be memorized.  Don’t explain meanings of unfamiliar words.  Don’t get too stuck in exceptions.  Don’t teach rules to be memorized.  Don’t confuse intelligent nods with acquisition.

75.  Do mimic real-world tasks as often as possible.  Do point out exceptions.  Do teach sight words separately.  Do use some real text to search for exemplars.

76.  Deliver spelling instruction in small doses.  Use a variety of activities, including kinesthetic.  Quiz often.

77. Have fun teaching spelling! Have fun introducing spelling instruction into your classes!