1. FOR THE ENGLISH LANGUAGE BY SHARON CHEEK Expressive Language Spelling

2. FACTS Spelling is the largest dividing point between students with LD and other low achievers Deficit in spelling increasing during the secondary education period Spelling is closely associated with reading and writing Spelling is more difficult than reading

3. History of Spelling Spelling entails exact sequencing of letters No contextual clues are proposed It involves more grapheme-to-phoneme decisions A single grapheme may represent several phonemes (e.g., ch as in choir and child), and several graphemes may represent a single phoneme (e.g., ea as in easy and ee as in bleed for the phoneme /i/

4. Definitions Success in reading and writing begins with word study - a systematic way of learning, practicing, and applying knowledge about the sounds, letters, and meanings of words.

5. Definitions Continued Spelling is a code that uses letter sequences to represent specific words that have an associated pronunciation and meaning within the mental dictionary. Three kinds of codes contribute to spelling: a phonological code (coding and awareness of sounds in spoken words), an orthographic code (coding and awareness of letters in written words), and a morphological code (word parts at the beginning of words that modify shade of meaning and at end of words that mark tense, number, or part of speech). Example: “jumped” has five small sounds in it: /j/, /u/, /m/, /p/, and /t/ (these are phonemes). Yet the word has 6 letters. The last two letters link to a word part (morpheme) that marks the past tense but matches to a single sound. As in the sounds /d/ in “named” or /ed/ in “wanted.”

6. Techniques Start small - review a small number of the 43 sounds in the English language, which include the vowel sounds. Aspect of Decoding Individual Sound Examples /b/ /d/ /f/ /k/ /l/ /m/ /n/ /p/ /r/ /s/ /t/ /w/ /a/ /e/ /i/ /o/ /u/

7. Techniques Continued Clustered Sounds Beginning of Words Examples Bl, br, cl, cr, dr, fl, fr, pl, pr, sk, sl, sm, sn, sp, st, sw, tr, tw Words Black, brown, clap, draw, fly, frog, play, pretty, skim, slim, small, snail, space, start, swing, trot, twist

8. Techniques Continued Clustered Sounds End of Words Examples ft, ld, lf, lk, lm, ln, lp, lt, mp, nd, nt, pt, sk, sp, st Words craft, weld, self, film, kiln, pulp, silt, bump, sand, burnt, slept, mask, crisp, fast

9. Procedure Examples Reinforcement Procedures - three types used: (1) Positive Practice (PP) Praise for correct spelling (2) Positive Practice with Reinforcement (PPR) Correction then reinforcement (3) Traditional Correction Procedure (TCP) Correction and no praise Analogy and Training – “Rhyming words often contain spelling similarities” rule used for transferring words Constant Time Delay – Word given then after a specific amount of time, the correct spelling is given

10. Homophone Spell Sheet & Sentences 1. To Two To11. Ate Eight 2. By Bye Buy12. I Eye 3. Be Bee13. Your You’re 4. Their There14. No Know 5. Blue Blew15. Read Red 6. Our Hour16. See Sea 7. Dear Deer17. One Won 8. So Sew18. Lie Lye 9. Seen Scene19. Die Dye 10. Here Hear20. Bear Bare 1. I want cookies, too. 2. The children have to go to school. 3. I have two trucks. 4. The bee landed on the flower. 5. Will you be my friend? 6. I want to go to their house. 7. Will she be there tomorrow? 8. I like to sing songs. 9. You can wink your eye. 10. The sky is blue. 11. The wind blew the tree down. 12. We like our house. 13. We walked for an hour. 14. You are a dear friend. 15. I saw a deer leap across our yard. 16. I ate some cotton candy at the fair. 17. I saw eight birds fly away. 18. This is your book bag. 19. You’re coming with us. 20. I know that boy. 21. No, I do not know that person.

11. Teaching Chunks & Funky Chunks Materials Sound Charts – Consonants, vowels, blends, rimes Individual Letter Cards – Make words/blends Word Sorting Cards Dry Erase Boards / Markers Magnetic Letters – Manipulating Words

12. Vocabulary Spelling words correctly is key to building vocabulary. Types of Vocabulary Speaking (words used in conversations) Oral Vocabulary Listening (words we understand through hearing) Reading (words we read and comprehend) Written Vocabulary Writing (words we can write to convey messages)

13. Activities Crosswords Word Bingo Memory Code Cards Brain Cards Scrabble Word Search

14. References Apel, K., Masterson, J., Wasowicz, J., & Whitney, A. (n.d.). SPELL-2: Spelling performance evaluation for language and literacy. Evanston, IL: Learning by Design Inc. Retrieved 10-4-14 from http://www.learningbydesign.com Berninger, V., & Fayol, M. (2008). Why spelling is important and how to teach it effectively. Encyclopedia of Language and Literacy Development (pp. 1-13). London, ON: Canadian Language and Literacy Research Network. Retrieved 10-4-2014 from http://www.literacyenclopedia.ca/pdfs/topic.php?topI d=234

15. References Continued Diller, D. (2007). Making the most of small groups: Differential for all. Ontario, Canada: Pembroke Publishers Limited Fountas, I. C. & Pinnell, G. S. (2011). Fontas & pinnell benchmark assessment system 2: Assessment forms (2 nd ed.). Shenzhen, China: Heinemann Fulk, B., & Stormont-Spurgin, M. (1995). Spelling Interventions for Students with Disabilities: A Review. Journal Of Special Education, 28(4), 488-513.