1. Presentation Presentation Direct Spelling Instruction in the Upper Grades in the Upper Grades Sheri Prillaman 50 % Title One Teacher 4 th and 5 th Grade Stoneville Elementary Rockingham County

2. Background Problem: The Four Blocks model our school system has adopted and in which teachers have been trained for over six years has very little element of direct spelling instruction in the upper grades. In addition to spelling instruction not being emphasized, an added supplementary reading program takes up half of the literacy block leaving little or no time for spelling instruction. Therefore, for the most part, spelling instruction has not been and is not a part of our daily schedule. Our students’ spelling skills are suffering! As educators, we’re teaching reading and focused on writing, but when will we realize that we’ve left out part of the literacy trinity (spelling)? Research says: Research says:  “The skills required for learning to spell, read, and write are interrelated (Greenburg, Ehri, & Perin, 1998; Morris & Perney, 1984); consequently, spelling is an important part of the elementary school literacy curriculum.” (Abbott, 2001).  At the upper grades, the justification for careful spelling instruction is that it strengthens and elaborates the word knowledge that underlies student’s reading and writing ability (Brown & Morris, 2005).

3. Background continued Research says:  “In short, the changing skills that make us good spellers also make us good readers and writers.” (Abbott, 2001).  (Allal 1997) states, “Learning to spell is a developmental process, and for most students it requires direct facilitation and guidance. We cannot assume that spelling may be acquired on an “as needed basis”.” (Templeton & Morris, 2000).  (Perfetti, 1985; Stanovich & Cunningham, 1993) state that “Systematic spelling instruction drives orthographic knowledge that is important both to spelling and to word recognition –and, indirectly, to comprehension.” (Templeton & Morris, 2000).  “Spelling deserves to be taught in its own right, not just as an adjunct to reading and writing. In fact, one can argue for the primacy of spelling knowledge in learning to read and write. If a child can spell the word, he or she can usually read the word.” (Foorman, 2002).  “Spelling instruction makes for better readers and writers. When students understand this, it reinforces their desire to learn more. It helps construct that all-important learning cycle in which success breeds success.” (Foorman, 2002).

4.  Research Question As a reading teacher, I have long been interested in the link between spelling and reading. Having taught reading and word development for the last six years, I have been frustrated to see the lack of emphasis on TEACHING spelling. I teach Four small reading groups and this year teachers have been encouraged to use the first ten minutes of the forty-five minutes as word activities. I realized that many students at my school were deficient in spelling, so I knew that I wanted to spend my “word” time on spelling. I administered a spelling inventory to the four classrooms in which I work and was shocked at how far behind most of the students actually are. I wanted to know… What is the impact of using direct spelling instruction in the upper grades?

5. Baseline Test 4 th grade Schlagal Spelling Inventory (1999) Given August 29, 2005

6. Baseline Test 5 th grade (1 class) Schlagal (1999) Spelling Inventory August 29, 2005

7. MethodParticipants My overall participants were three 4 th grade classes (60 students) excluding a group of EC students who were pulled out at the time of testing and one 5 th grade class. These students took part in my baseline spelling inventory. My overall participants were three 4 th grade classes (60 students) excluding a group of EC students who were pulled out at the time of testing and one 5 th grade class. These students took part in my baseline spelling inventory. My small group participants were the low reading group from each of the four classes excluding the EC group from 4 th grade. These students were reading 1 ½ to 2 ½ yrs. below grade level. They averaged about 3yrs. below grade level in spelling. My small group participants were the low reading group from each of the four classes excluding the EC group from 4 th grade. These students were reading 1 ½ to 2 ½ yrs. below grade level. They averaged about 3yrs. below grade level in spelling. My focus group consisted of one student from each group. My focus group consisted of one student from each group. NameGradeCultureGen.Instr. Rd. Lev. Rd. Lev. Sp. 1st Sp. 2nd Sp. 3rd Nikkolas4thHisp.M2.355%15%18% Dariuse4th Afr. Am M2.590%60%25% Janet4thHisp.F1.860%20%20% Crystal5thWhiteF3.1N/A55%40%

8. Method Continued Intervention/Instruction Procedures Intervention/Instruction Procedures August 29 th (2 nd week of school) I administered the Schlagal Spelling Inventory to establish instructional levels. August 29 th (2 nd week of school) I administered the Schlagal Spelling Inventory to establish instructional levels. I worked with students twenty minutes a day, four days a week (Mon.-Th.) for six weeks. I worked with students twenty minutes a day, four days a week (Mon.-Th.) for six weeks. I obtained a 3rd grade spelling book for my fourth graders in which the first few lessons reviewed 2 nd grade patterns. I used these patterns for the first 4 wks. And my last 2 weeks of patterns came from Words Their Way (…….) I obtained a 3rd grade spelling book for my fourth graders in which the first few lessons reviewed 2 nd grade patterns. I used these patterns for the first 4 wks. And my last 2 weeks of patterns came from Words Their Way (…….) I also obtained a 4th grade spelling book for my 5 th grade group and used it for the first 4 weeks. I again used the book Words Their Way for the last 2 week’s patterns. I also obtained a 4th grade spelling book for my 5 th grade group and used it for the first 4 weeks. I again used the book Words Their Way for the last 2 week’s patterns. MondayTuesdayWednesdayThursday Pretest of 24 words/ 4-5 patterns. Students correct their spellings. Students help me sort the words. Students write the 24 words on their own card sheet and cut them out to keep. Students then sort their cards. Students bring word cards to class and we play speed sorts and concentration using the patterns. We may have time for a quick game of concentration and a final test. Students correct test.

9. Methods Continued Data Collection Data Collection I collected students’ weekly tests, but was more interested in the final Schlagal inventory given October 31, 2005 to each of my four small groups. I collected students’ weekly tests, but was more interested in the final Schlagal inventory given October 31, 2005 to each of my four small groups. I also interviewed two of my small groups on video toward the end of the six weeks. I also interviewed two of my small groups on video toward the end of the six weeks. During the six weeks, I also took anecdotal notes recording how much time students’ spent at home playing games with their cards. During the six weeks, I also took anecdotal notes recording how much time students’ spent at home playing games with their cards. Data Analysis Data Analysis I organized my data into file folders. The classes’ inventories were placed in folders with the teacher name. My small group students’ inventories were placed on top. The weekly pre-tests and tests were placed together in a folder with the date, patterns and teacher name labeled. I organized my data into file folders. The classes’ inventories were placed in folders with the teacher name. My small group students’ inventories were placed on top. The weekly pre-tests and tests were placed together in a folder with the date, patterns and teacher name labeled. After students took the final inventory, I placed each groups’ baseline test and final inventory in sheet protectors together. After students took the final inventory, I placed each groups’ baseline test and final inventory in sheet protectors together. To tally the results, I looked in each column of the Schlagal on the final test and compared it to the baseline. On the final inventory test I placed at the bottom of each column the number of words each student learned and the percentage of growth from the initial test at the beginning of the year. To tally the results, I looked in each column of the Schlagal on the final test and compared it to the baseline. On the final inventory test I placed at the bottom of each column the number of words each student learned and the percentage of growth from the initial test at the beginning of the year.

10. Results

11. Results continued

12. Results Continued Students overall seemed to grow most in the grade level below their instruction. This makes sense because the first few lessons were an overview of the year before. Students overall seemed to grow most in the grade level below their instruction. This makes sense because the first few lessons were an overview of the year before. Video Clip: Students had FUN!!! Students were motivated about the spelling instruction and most of them said that they felt more successful and confident as a speller. Video Clip: Students had FUN!!! Students were motivated about the spelling instruction and most of them said that they felt more successful and confident as a speller. Teacher notes also showed that most of the students took their words home and played concentration an average of 15 minutes nightly with a family member. Teacher notes also showed that most of the students took their words home and played concentration an average of 15 minutes nightly with a family member.

13. Discussion My findings mean that teaching with a developmental spelling approach works for upper level students!!! My findings mean that teaching with a developmental spelling approach works for upper level students!!! The students’ motivation also helped to improve test scores. The students’ motivation also helped to improve test scores. My findings can help other teachers know that they do not waste time teaching spelling. Any students can benefit from this approach, not just upper elementary. My third grade teachers are trying it now! My findings can help other teachers know that they do not waste time teaching spelling. Any students can benefit from this approach, not just upper elementary. My third grade teachers are trying it now!

14. Future Directions I plan to continue direct spelling instruction with my different groups. I have even made it a part of my IGP this year. I plan to continue direct spelling instruction with my different groups. I have even made it a part of my IGP this year. I have already shared some of this information with the faculty and administration during a faculty meeting, but will share my final products with them as well (especially my principal and vice-principal). The person in charge of Title One in my county has also shown interest in this study. I have already shared some of this information with the faculty and administration during a faculty meeting, but will share my final products with them as well (especially my principal and vice-principal). The person in charge of Title One in my county has also shown interest in this study. A local Christian School principal has also inquired about these study results. A local Christian School principal has also inquired about these study results.

15. References Abbott, M. (2001). Effects of traditional versus extended word-study spelling instruction on students’ orthographic knowledge. Retrieved on October 18, 2005 from Reading online, 5(3) at http://www.readingonline.org/articles/artindex.asp Abbott, M. (2001). Effects of traditional versus extended word-study spelling instruction on students’ orthographic knowledge. Retrieved on October 18, 2005 from Reading online, 5(3) at http://www.readingonline.org/articles/artindex.asp http://www.readingonline.org/articles/artindex.asp Brown, J., Morris, D. (2005). Meeting the needs of low spellers in a second- grade classroom. Reading and Writing Quarterly, 21, 165-184. Brown, J., Morris, D. (2005). Meeting the needs of low spellers in a second- grade classroom. Reading and Writing Quarterly, 21, 165-184. Foorman, B. (2002). Why direct spelling instruction is important. [Electronic version]. Instructor. Retrieved on October 18, 2005 from http://www.teacher.scholastic.com/professional/teachstrat/foorman.htm Foorman, B. (2002). Why direct spelling instruction is important. [Electronic version]. Instructor. Retrieved on October 18, 2005 from http://www.teacher.scholastic.com/professional/teachstrat/foorman.htm http://www.teacher.scholastic.com/professional/teachstrat/foorman.htm Templeton, S. & Morris, D. (2000). Spelling. Handbook of reading research, 3, 525-543. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Templeton, S. & Morris, D. (2000). Spelling. Handbook of reading research, 3, 525-543. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Resources Resources Schlagal Spelling Inventory. Schlagal, R. (1992). Patterns of orthographic development into the intermediate grades. Words Their Way-Word Study for Phonics, Vocabulary, and Spelling Instruction by Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Columbus, OH: Merrill. Meeting the Needs of Low Spellers in a Second-Grade classroom. Reading and Writing Quarterly, 21, 165-184.