1. Stages of Spelling Development

2. 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

3. 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

4. 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 +

5. 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

6. 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 in Tompkins for other assessments (PALS, Qualitative Spelling Inventory)

7. 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

8. Stages of Spelling Development
Stage 1: Emergent Spelling

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

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

11. Stages of Spelling Development
Stage 4: Syllables and Affixes Spelling

12. Stages of Spelling Development
Stage 5: Derivational Relations Spelling

13. 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

14. 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

15. 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)

16. 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”

17. 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.

18. 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

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