Specialized instruction in Written Expression: Spelling

Specialized instruction in Written Expression: Spelling

Objectives Participants will be able to orally explain the three approaches to teaching spelling and the five linguistic principles of spelling using academic vocabulary after Review of spelling instruction using visuals and graphic organizers

Spelling

ghoti cough women nation
George Bernard Shaw ghoti How can this be a possible spelling for the word fish? cough women nation

Continuum of Predictability
Regular Little Odd Very Odd Bug Ghost Segue

3 Approaches to Teaching Spelling

How we teach spelling https://vimeo.com/57935735
Show the video link for this section

Analytical vs Synthetic
On 2 sheets of paper list the pluses and delta of each types of approaches of spelling

Whole Word, Phonemic and Morphemic Spelling Instruction
Whole Word Phonemic Morphemic On a chart list the three types of spelling instruction. List as a group the type of words that are best suited to the different approaches. Give examples of words for each type

Meaningful Homework? Whole Word Spelling
Make a list of spelling homework tasks commonly assigned in school. e.g. write the word ten times, use in a sentence, etc. Sort into the instructional spelling approaches. What pattern do you see? Morphemic Spelling Phonetic Spelling As a group, generate a list of common spelling homework tasks. Sort these tasks into the type of spelling instruction they support. You should see a huge number of spelling homework tasks that emphasize only whole word instruction.

Spelling Words- how do I pick the words?
Based on their stage of spelling development that follow a pattern for discovery Words their Way Spelling Inventory Follow the prescribed curriculum based on a strong sequence of spelling instruction Writing Road to Reading, Spectrum Spelling, Just Words Do Not…. -use the words that they spelled wrong from their writings – unless they are a part of a pattern of words -sight words- unless they are one or two trick words that are taught by whole word spelling -vocabulary words- vocabulary words are to teach word meaning -words they don’t know the meaning of (the problem with Spellography is that most of the words are unknown to urban school children

5 principles for understanding English orthography
We spell by language of origin. We spell by phoneme-grapheme correspondence. Orthography We spell position of phoneme or grapheme in a word. We spell by letter order and sequence patterns, or orthographic conventions. We spell by meaning (morphology) and part of speech.

We spell by language of origin.

Spelling Bee Facts Originated in the US 1850s
Some other imperfect languages have only recently starting Spelling Bees From Spelling Bee Rule Book Note two things how is Maryland spelled in the picture note how contestants can ask for the word of origin… why?

Layers of English Greek Latin French Anglo-Saxon

Eastern Europe Greek Latin French Anglo-Saxon

Angelo Saxon influence in English
Greek Latin French Anglo-Saxon Dates back 20,000 years Starts with words from tribes in Eastern Europe Found in Germanic languages of German, Swedish, Dutch and English One syllable and everyday objects, activities and events Must have a vowel in each syllable New words created using compound words

Angelo Saxon influence in English
Greek Latin French Anglo-Saxon Uses vowel teams; digraphs; silent letters irregular spellings mom, football, at, see, sky, moon, horse, finer, shoe, shirt, pants, sister, hate, touch, think, head, would, do

Norman French Greek Latin French Anglo-Saxon 1066 1300

Norman (French) influence in English
Greek Latin French Anglo-Saxon Words related to culture, fashion and food Abstract social ideas and relationships Ou for /ū/ as in soup; soft c and g when followed by e, i or y; special endings –ine, ette, -elle, -ique beef, couture, rendezvous, amuse, rouge, coupon, novice, croquet, debut, mirage, justice

Latin influence around the world
Greek Latin French Anglo-Saxon The Latin alphabet, also called the Roman alphabet, is the most widely used alphabetic writing system in the world today. It evolved from the western variety of the Greek alphabet called the Cumaean alphabet, and was initially developed by the ancient Romans to write the Latin language. The Latin alphabet spread, along with the Latin language, from the Italian Peninsula to the lands surrounding the Mediterranean Sea with the expansion of the Roman Empire. The eastern half of the Empire, including Greece, Asia Minor, the Levant, and Egypt, continued to use Greek as a lingua franca, but Latin was widely spoken in the western half, and as the western Romance languages evolved out of Latin, they continued to use and adapt the Latin alphabet. With the spread of Western Christianity during the Middle Ages, the alphabet was gradually adopted by the peoples of northern Europe who spoke Celtic languages (displacing the Ogham alphabet) or Germanic languages (displacing their earlier Runic alphabets), Baltic languages, as well as by the speakers of several Finno-Ugric languages, most notably Hungarian, Finnish and Estonian. The alphabet also came into use for writing the West Slavic languages and several South Slavic languages, as the people who spoke them adopted Roman Catholicism. The speakers of East Slavic languages generally adopted the Cyrillic alphabet along with Orthodox Christianity. The Serbian language uses both alphabets, with Latin being the predominant alphabet in the province of Vojvodina. Over the past 500 years, the alphabet has spread around the world, to the Americas, Oceania, and parts of Asia, Africa, and the Pacific with European colonization, along with the Spanish, Portuguese, English, French, Swedish and Dutch languages. The Latin alphabet is also used for many Austronesian languages, including Tagalog and the other languages of the Philippines, and the official Malaysian and Indonesian languages, replacing earlier Arabic and indigenous Brahmic alphabets. Some glyph forms from the Latin alphabet served as the basis for the forms of the symbols in the Cherokee syllabary developed by Sequoyah; however, the sounds of the final syllabary were completely different. L. L. Zamenhof used the Latin alphabet as the basis for the alphabet of Esperanto.

Spanish French Italian Romanian
Latin based languages Greek Latin French Anglo-Saxon Spanish French Italian Romanian

Latin influence in English
Greek Latin French Anglo-Saxon Multi-syllable words organized around a root Often found in literature, social studies and science Typically found in upper elementary grades Most roots contain short vowels The schwa if most found in Latin words Affixes

Latin influence in English
Greek Latin French Anglo-Saxon Latin roots can form hundreds of thousands of words Represent more abstract concepts excellent, direction, interrupt, firmament, terrestrial, solar, stellar, aquarium, locomotion, hostility, reject, deception

Greece St. Augustine Tudors 10th Century 16th Century Greek Latin
French Anglo-Saxon 10th Century St. Augustine 16th Century Tudors

Greek influence in English
Latin French Anglo-Saxon Mostly found in science vocabulary Some of the less common letter-sound graphemes such as rh (rhododendron), pt (pterodactyl), pn (pneumonia), ps (psychology) constructed from combining forms (similar to compound words

Greek influence in English
Latin French Anglo-Saxon Learning a relatively few Greek roots allow you access to thousands of words (i.e. micro, scope, bio, graph) hypnosis, agnostic, neuropsychology, decathlon, catatonic, agoraphobia, chlorophyll, psysiognomy

Identify the language of origin
Greek Latin French Anglo-Saxon L- Latin/French; G- Greek; AS- Anglo Saxon; O-other _____ hemisphere _____ inducement _____ groundhog _____ gnocchi G _____ arms _____ kaput _____ dealt _____ stadium AS _____ etymology _____ suffix _____ knight _____ wanted G L O L AS AS AS O L AS Speech to Print Workbook, L Moats

CH- sort these ch spellings; what is their language or origin
Greek Latin French Anglo-Saxon chauffer chalk character machine chair chalet cheek chestnut chagrin cholesterol chateau chlorophyll lunch chaos chuck chase school chapstick chuck cache chemical chlorine Speech to Print Workbook, L Moats

Evolution of Spelling Greek Latin French Anglo-Saxon Old English->Middle English – adopted spelling habits -started letter combinations au/aw, ai/ay Silent e – Old English was pronounced; dropped pronunciation in Middle English; add e for appearance or spelling consistency; 1600’ s Became the guide for pronunciation for long vowel sounds and to make c or g say the soft sound 1350 to 1500Century – Great Vowel Shift – middle to modern English Previously the vowels sounds similar to Latin vowel production; The long vowel sounds were raised in the mouth; some turned into diphthongs Modern English has been fixed since the 17th Century

English is heavily influenced…
Greek Latin French Anglo-Saxon “English is a system heavily influenced by its word origins in spite of many historical efforts to simplify and standardize. English continues to adult words from other languages, assimilation their spelling as well as their meanings.” -Moats

Where do these words come from?
Greek Latin French Anglo-Saxon bungalow, dinghy pistol, polka, robot ammonia, ebony, ivory bard, golf, slogan, whisky amen, gauze, kosher husky, kayak, igloo judo, soy, tycoon cocoa, llama Bengali Czech Egyptian Scottish Hebrew Inuit Japanese Quechua

Instruction… Greek Latin French Anglo-Saxon Storytelling Lesson – tell the story of the history of English World map- find the locations on a map Use the online etymology dictionary Make word origin a part of your homework (see the homework template)

We spell by phoneme/grapheme correspondence

Phoneme/Grapheme Grapheme Graph= write; -eme = unit of structure
Written form of a sound Phoneme Phono= sound; -eme = unit of structure distinctive sounds

Phoneme/Grapheme Mapping

Phoneme/Grapheme Cards
/ă/ at /ā/ ate /aw/ want These can be found on the wiki spaces pages.

Phoneme Grapheme Assessment
On the wiki spaces pages is a phoneme/grapheme assessment that can be used to determine their knowledge of the 70 (common) grapheme of English Directions Show the student the grapheme and have them tell you all the sounds it makes. If they get all of the sounds put a slash through the grapheme. Next make the sounds of a given grapheme and have the child write the spellings for that sound. If they get it correct put an opposite slash through the grapheme If they have an X through the grapheme then they know the grapheme both expressively and receptively Any grapheme that doesn’t have a slash must be taught.

Lessons to Teach Phoneme/Grapheme Correspondence

Example of Word Analysis
* Mark the syllables with an asterisk 0 c r e l vt Indicate the syllable types ^ Put a carrot over any schwa ay Underline diagraphs and long vowel sounds a2 Indicate the 2,3,4,5,6th sound e Indicate the silent e job  Put a box around anything strange Mark the syllable division with an astrick Mark the syllable types (o, c, r, e, l, vt) above the syllable Underline diagraph, trigraphs, quadragraphs Mark the 2,3,4, 5, 6th sound a particular phonogram/grapheme makes with a number above the phonogram Mark the job the silent e word makes with a double underline and a number for the job Put a box around anything strange 2

i n f o r m a t i o n * * * c r o c Word Analysis 2
here is an example of a word analysis following the above procedure First mark the syllable with an asterisk Indicate the syllable types (c- closed, r- r controlled, o- open, l- for final stable, V- vowel pairs, E- Cve words) put a carrot on schwa underline digraphs put 2,3,4, or 5 over the secondary sounds the grapheme makes

Lessons to Teach Phoneme/Grapheme Correspondence

We spell by position of a phoneme- Consonants

Most phonemes are regular but some …
Are spelled by … Where the phoneme is placed What other sound comes before or after it beginning middle end

spell chess stiff jazz FOSS Rule
We often double F, L,S and Z at the end of one-syllable words with a short stressed vowel spell chess stiff jazz

FOSS Rule Why don’t we double these words gas gel his base

The word sorts- analytical spelling
We are going to give you a set of words to sort. Cut them out. Follow the directions on the set. Pay close attention to the phonemes (sounds) before or after the targeted grapheme- it provides clues on why it is spelled this way. We are going to check you work on the next slides word sorts are at the bottom of this powerpoint.

/f/- f, ff, ph, gh Which /f/ spelling do we use when we hear /f/ in a word? GH is only used in words of Anglo Saxon origin and can only be at the end of a word Single letter F when you hear it at the beginning of a word. Never FF or GH Fan Fun PH is only used in words of Greek origin and can be in any position FF after a stressed short vowel Cliff Staff Teach as a word sort

/k/- c, k, ck Which /k/ spelling do we use when we hear /k/ in a word?
We use the letter c for /k/before letter a, o and u We use the letter k for /k/ before letter e, I and y, after low vowel, diphthong or vowel team or when it is part of VCe pattern We the letters ck for /k/ after an accented short vowel

kayak koala kangaroo flak
/k/- c, k, ck, tch Why don’t these words follow the rule? kayak koala kangaroo flak all are borrowed words from other languages

/s/ S or C Which /s/ spelling do we use when we hear /s/ in a word?
/s/ when followed by e, I or y can be spelled with a C in words of French origin /s/ when followed by any vowel can be spelled with a S

French Cello Ciao /s/ S or C
Words that use the C to represent the /s/ sound come from what language of origin? French Why don’t these words follow the rule? Cello Ciao Italian words

/j/ J or G Which /j/ spelling do we use when we hear /j/ in a word?
/j/ when followed by e, I or y can be spelled with a G in words of French origin /j/ when followed by any vowel can be spelled with a J

/s/ S or C Words that use the G to represent the /j/ sound come from what language of origin? French

/ng/ N or NG Which /ng/ spelling do we use when we hear /ng/ in a word? /ng/ before a /k/ or /g/ sounds is spelled with an N /ng/ when alone at the end of a syllable is spelled with NG

/ch/ CH or TCH Which /ch/ spelling do we use when we hear /ch/ in a word? We use tch at the end of an accented short vowel CH occurs after a long vowel, diphthongs or consonants

much such rich which /ch/ CH or TCH
Why don’t these words follow the rule? much such rich which The spelling follows the principle that short vowels really like to be protected by consonant guardians (closed syllables)- don’t understand what this means but it is how Louisa explains it from page 108 in LETRS Module 3.

/n/ N, KN, or GN Which /n/ spelling do we use when we hear /n/ in a word? We use N to spell the /n/ sound most of the time. We use KN at the beginning of some anglo saxon words We use GN at the beginning or end of some anglo saxon words

/g/ G, GH, GUE Which /g/ spelling do we use when we hear /g/ in a word? We use G to spell the /g/ sound most of the time. We use GH at the beginning of some Anglo Saxon words We use GUE at the end of French-derived words

/j/ J, DGE, GE Which /j/ spelling do we use when we hear /j/ in a word? We use J to spell the /j/ sound at the beginning of words. J can never be used at the end of a word. We use DGE at the end of words after an accented short vowel. We use GE after long vowels, diphthongs, unaccented vowels (schwa), or other consonants.

We spell by position of a phoneme- Vowels

The word sorts- analytical spelling
We are going to give you a set of words to sort. Cut them out. Follow the directions on the set. Pay close attention to the phonemes (sounds) before or after the targeted grapheme- it provides clues on why it is spelled this way. We are going to check you work on the next slides word sorts are at the bottom of this powerpoint.

Common /ē/ Spellings Open Syllable – letter e comes at the end of a syllable Be, before ee always says /ē/ in any position (even been- we just say it wrong) See, bee, pee, seen ea- says /ē/ /ě/ and /ā/ in any position Each, head, great y- say /ē/ in multiple syllable words only at the end of the word Baby, crazy

piece deceive key Pete radio
Other /ē/ Spellings piece deceive key Pete radio

Common /ā/ Spellings Open Syllable – letter a comes at the end of a syllable Favor, savor a_e- bossy e syllable Cake, make, take ai- at beginning or middle of words, never the end Paid, aim ay- used at the end of words Pay, gray

Other /ā/ Spellings vein eight they great

Common /ī/ Spellings Open Syllable – letter i comes at the end of a syllable Bicycle, primary i_e- bossy e syllable Mice, rice igh, in words of Anglo-Saxon origin Fight, right y- in words with a single syllable because English words cannot end in the letter i Pry, dry

toe mold most though soul
Other /ō/ Spellings toe mold most though soul the letter i when followed by two voiced consonants can make the /ō/ sound- usually only in –old and –ost word family

Common /ō/ Spellings Open Syllable – letter o comes at the end of a syllable Potion, motion o_e- bossy e syllable Stoke, broke oa that always comes at the beginning or middle of words Oat, boat ow- that comes at the end of words Mow, Grow

pie byte find wild Other /ī/ Spellings
the letter o when followed by two voiced consonants can make the /ī/ sound- usually only in –ind and –ild word family

Common /ū/ Spellings Open Syllable – letter u comes at the end of a syllable Music, gnu u_e- bossy e syllable Flute, brute ew-that always comes at the end words Few, new ue- that comes at the end of syllables Tuesday, blue

Other /ū/ Spellings suit euphonic

Common /aw/ Spellings au- never at the end of a word Applaud, vault
aw- in the middle or end of a word Saw, pawn aught- Anglo Saxon- very rare Fraught, daughter a- very rare Water, father

talk tall Other /aw/ Spellings
the letter L has an influence on how the /ă/ is pronounced

Common /oi/ Spellings oi- never at the end of a word Boisterous, boil
oy- in any position of a word Coy, toy

Common /ou/ Spellings ou- never at the end of a word saying /ou/-use ow instead Shout, ground, ow- before n and l and at the end of words Crown, crowd, owl

English words cannot end with …
ai ay oi oy au aw ou ow eu ew y ue I u

Long Vowels: ALL Open syllables are spelling with …
a, e, i, o, u

Long Vowels: ALL R- Controlled vowels are spelling with …
a, e, i, o, u

Vowels: Optional Medial Position Long Vowel Spelling
ee ea igh oa

Very uncommon spellings
ei ie ey eigh oe eu ui augh

We spell by letter pattern

Generalizations About Spelling Patterns
4/25/2017 The letters j, y, and i are almost never doubled. The letters j and v never end words. Many consonants are doubled before suffixes beginning with vowels. Consonant digraphs (sh, th, wh, ch, sh, ng, ph, gh) are never doubled. Some word families have unexpected long vowel sounds (e.g., bind, kind, cold, most). There are many spelling principles for participants to review on pages 47–48 of their manuals, so you might take a few minutes to review the main ideas listed on this slide before completing Exercise 5.1. Although this slide is congested and includes a lot of information, participants will become more familiar with these generalizations as they complete Exercise 5.1 on page 49. There are two additional jobs of the letter e: It can make /th/ voiced, as in bathe and soothe, and it can mark the letter s as /s/ in words such as nose and use.

Exercise 5.1: Explain the Spellings
4/25/2017 hatchet caught rind have cygnet fullest guest knapsack playground 10. chlorophyll We will review ideas on the following slide. Have participants work in small groups to complete Exercise 5.1. Ask each group to formulate an explanation of the spelling patterns of these words. If you are pressed for time, divide your participants into two groups; one group completes words 1–5, and the other group completes words 6–10. Answers appear on the following slide. p. 49

4/25/2017 1. hatchet -tch spells /ch/ directly after an accented short vowel. 2. rind A word family (ind) violates spelling rules for long vowel sounds that have a long vowel sound spelled with a single letter in a single syllable; others are: int, ild, old, and ost. 3. cygnet /s/ can be spelled with a c before the letters y, i, or e. 4. guest The letter u is a marker that makes the g say its hard sound /g/. 5. playground Two compound words keep their spellings as if they were individual words. This slide includes the spelling explanations for the first five words in Exercise 5.1. Do not read the slide word by word; rather, provide the highlights of each explanation one by one for participants. Answers are animated. Mention that all of these answers are included on pages 109–110 of the Module 3 participant's manual if participants need to refer back to them later; this will save you time from having to wait for participants to write down all of this information.

4/25/2017 6. caught The augh is a four-letter grapheme for /au/. It is an old Anglo-Saxon spelling when gh was used to represent guttural /ch/. 7. have No word in English ends in the letter v. 8. fullest The base word full follows the F, L, S doubling rule; -est is a morpheme with a stable spelling. 9. knapsack The kn- is a silent-letter spelling that occurs at the beginning of some old Anglo-Saxon words; the -ck occurs right after a short vowel. 10. chlorophyll This is a Greek word with ch- for /k/, ph for /f/, and y for /ĭ/. It has two meaningful parts: chloro and phyll. This slide includes the spelling explanations for the last five words in Exercise 5.1; review these explanations briefly with participants.

Silent E- six reasons in English
1. (cake) The e makes the vowel say its name 2. (have)English words do not end in the letter V 3. (chance; change) The e lets the c say /s/ or g say /g/ 4. (little) Every syllable must have one vowel; final stable 5. (house) Indicates that this is not a plural 6. (are) No job…historical spelling Small group activity List of silent e words. Sort them into the different categories.

charge little give alike are like come live late five house love
The letter E at the end of a word. time have chance blue charge little give alike are like come live late five house love some apple nine face ride white race page dance brave house wire tire side more mile care Use a chart divided into 5 sections. Go through each word to classify Time= Cve Have= ends in a v Chance= c when followed by e, i or y Blue= ends in a u Charge= g when followed by e, i, or y little= every syllable must have a written vowel Give= ends in a v Alike= CVe Are= History Like- CVe Come= History Live= ends in a v or CVe depending on the pronunciation Break into pairs and group by the reasons for the silent e then share out (Point that out More and Care are tricky ones as a group might want to classify the /or/ and /ar/ as r colored vowels but in these words they are CVe words as noted by the correct pronunciation

Why Teach Syllables? 4/25/2017 To “chunk” unfamiliar words accurately and quickly: reincarnation, accomplishment To distinguish similar words: scarred – scary ripping – ripening slimmer – slimy To remember spelling: written, writing grapple, maple misspelled, accommodate Review these three reasons why it is important to teach syllable types. p. 50

Spoken and Written Syllables Are Different
4/25/2017 The syllable breaks that seem natural in speech do not guide conventions for dividing written syllables. Say these words aloud. Where do you hear the syllable boundaries? bridle – riddle table – tatter even – ever Ask participants to say the words bridle – riddle aloud. Now, have them say these two words aloud syllable-by-syllable. Participants should note that the natural breaks in speech are the same for both words—bri–dle and ri–ddle. We do not say rid–dle. Oral-language syllabication is different from what we are discussing here—the written, orthographic patterns that govern syllable division. Explain that syllable types are an orthographic convention specifically designed by the Anglo-Saxon in order to assist in decoding multisyllabic words. The application of syllable conventions is helpful when breaking down written words to help with both spelling patterns and pronunciation of vowels. p. 50

Six Syllable Types teeth ap-ple 1. Closed pet, cats
4/25/2017 1. Closed pet, cats 2. Vowel-Consonant-e slide, scare, cute 3. Open ri-pen 4. Vowel Team teeth 5. Vowel-r car, bird, her 6. Consonant-le ap-ple Explain to participants that while there are sometimes oddities, most written syllables conform to one of these patterns. You will review each of these patterns in this order, which suggests the order in which these syllable types should be taught. pp

Discovery of Syllables
od ake toe saw no bay pop ber upe oot wort mit fle form bet dle war cap bee ote kle fur per gud gle oat tle so much ough pe few poi ta eap su paw ike di raph ipe oop ble tle los vow gle let wed car I am going to circle a set of syllable. I want you to look for something the circled syllables have in common.

Closed Syllable 50% of all syllables in the English Language
The vowel is closed off by another consonant, therefore it makes the short vowel sound yet, mind, cat, sim*ple

dod ake toe sa no ba po ber upe oot wort mit fle form bet dle war cap bee ote kle fur per gud gle oat tle so much ough pe few poi ta eap su paw ike di raph ipe oop ble tle los vow gle le wed car

Open Syllable The vowel is free to run off because a consonant isn’t blocking it, therefore it makes the long vowel sound me, he, de*sign, re*view

dod ake toe saw no bay pop ber upe oot wort mit fle form bet dle war cap bee ote kle fur per gud gle oat tle so much ough pe few poi ta eap su paw ike di raph ipe oop ble tle los vow gle let wed car I am going to circle a set of syllable. I want you to look for something the circled syllables have in common.

Vowel Team Syllable The vowel is a vowel diagraph, trigraph or quadrigraph say, sign, view, room

dod ake toe saw nor bay pop ber upe oot wort mit fle form bet dle war cap bee ote kle fur per gud gle oat tle so much ough pe few poi ta eap su r paw ike di raph ipe oop ble tle los vow gle let wed car I am going to circle a set of syllable. I want you to look for something the circled syllables have in common.

Bossy R Syllable The vowel is controlled by an r
R colored phonogram er, ir, ur, wor, ear, or and ar her, first, nurse, works, early, car, or

dod ake toe saw no bay pop ber upe oot wort mit fle form bet dle war cap bee ote kle fur per gud gle oat tle so much ough pe few poi ta eap su paw ike di raph ipe oop ble tle los vow gle let wed car I am going to circle a set of syllable. I want you to look for something the circled syllables have in common.

Final Stable Syllable -le ending little, puddle, middle

dod ake toe saw no bay pop ber upe oot wort mit fle form bet dle war cap bete ote kle fur per gud gle ote tle so much ough pe few poi ta eap su paw ike di raph ipe oop ble tle lose vow gle let wed car I am going to circle a set of syllable. I want you to look for something the circled syllables have in common.

Magic E Syllable The vowel is followed by a single consonant and a silent e cake, lake, make

Leftovers: Odd and Schwa Syllables
4/25/2017 A syllable with a schwa (empty) vowel sound is found in the unaccented syllable, typically in an affix (prefix or suffix). Sample words with schwa: gar-bage a-bove ac-tive wag-on Sample words with “odd” spellings: con-science par-tial fur-ni-ture Frequent review, word walls, and multisensory techniques are needed to teach these syllables. Although many of these syllables are taught in upper-elementary grades and middle school, they can occur in texts for young children. Teachers need to know why these spellings appear odd in order to correctly explain them to their students. These syllables take on sounds that are not expected by looking at their letter patterns. Learning these spellings takes much orthographic memory.

Some Accent Guidelines
4/25/2017 Accent: The stress/vocal emphasis placed on one or more syllables in a multisyllabic word. Accent the first word of an Anglo-Saxon compound. Accent the root in a Latin-based word. Accent the syllable before -tion. Accent the syllable two syllables before suffixes -ate, -age, or -ity. Accent the first syllable to make a noun; second syllable to make a verb in some words. Review the concept of accented syllables with participants. This is a particularly important concept for students to understand, as the accented syllable is the syllable that is most true to the sound-spelling correspondences. Unaccented syllables typically include a schwa vowel sound, either /u/ or /i/, and can be spelled with an a, e, i, o, or u. The readings and spellings of unaccented syllables are particularly challenging for students and demand a strong orthographic memory. p. 58

Spelling Rules for Adding Endings: Consonant Doubling
4/25/2017 double the final consonant before adding suffixes that begin with a vowel ends in one consonant one-syllable word, one vowel Rule 1 snap snapped, snapping Consonant Doubling Rule (1-1-1 Rule): • 1-syllable word • 1 vowel • Ends in 1 consonant Double the final consonant when adding a suffix that begins with a vowel. Review the consonant doubling rule, sometimes referred to as the Rule, listed on page 61 of the LETRS Module 3 participant’s manual. You may want to ask participants to give you another word that follows each of these ending rules as you explain them. p. 61

Spelling Rules for Adding Endings: Drop Silent e
4/25/2017 silent e suffix begins with a vowel Rule 2 scare, extreme scaring, scared, scary extremely silent e suffix begins with a consonant Base word ends with a silent e. Drop that final e when adding a suffix that begins with a vowel. Review this ending rule. Have participants come up with additional words that follow this rule. p. 61

Spelling Rules for Adding Endings: Change Y to I
4/25/2017 root ends in y before a consonant change y to i before adding a suffix (except -ing) Rule 3 dry prey dried preyed drying preying root ends in y before a vowel Base ends in y. The y is preceded by a consonant. Change the y to i before adding a suffix (except -ing). Review this ending rule. Have participants come up with additional words that follow this rule. p. 61

How do we teach these concepts
Controlled Word Lists Word Sorts Words their Way Word analysis

We spell by meaning

Classes of Morphemes Free Bound roots content function prefixes
4/25/2017 Classes of Morphemes Free Bound roots content function prefixes suffixes base words and compounds grammatical glue words Take a minute to have participants review the types of morphemes found in the English language. The focus will be on free morphemes, or those morphemes that are easier for students to read and spell and are typically taught in the earlier grade levels. inflections derivations

Free and Bound Morphemes
4/25/2017 Free Morphemes Base words that stand alone without another morpheme: people, coffee A compound is two free morphemes combined into one word: daylight, firefighter Bound Morphemes Prefixes, roots, suffixes, and combining forms: un-re-pen-tent Bound morphemes must be in combination with other morphemes to make a word. They can’t stand alone. Review the difference between free and bound morphemes with participants. You might ask them to come up with examples of each in order to quickly check their understanding of these concepts. pp

What to Teach? Most common prefixes: in un mis dis fore re de pre a
4/25/2017 Most common prefixes: in un mis dis fore re de pre a Most common roots: duct fic fer tent tend tens mit miss cap ceit ceive cep cept cip ten tain tim sist sta stat stit pon pose pound plic ply graph ology (these roots account for more than 100,000 multisyllable words) Most common suffixes: hood ion ship y s es ed ing er or ible able From Henry, M. (2003). Unlocking Literacy. Baltimore, MD: Brooks Publishing Company. Review these prefixes, roots, and suffixes, explaining that teachers should focus more time on those that are most prevalent in our language. Refer participants to Appendix B in their manuals for a complete list of the most commonly found prefixes, roots, and suffixes. Henry, M. (2003). Unlocking literacy. Baltimore, MD: Brookes Publishing Company.

Historical Layers of English
4/25/2017 Morpheme Structures Anglo-Saxon Layer (grades 1–3) compounds inflections base words suffixes odd, high-frequency words Latin, French (Romance) Layer (grades 4–6) prefixes roots Latin plurals Greek Layer (grades 6–8) combining forms plurals Review these morphological patterns, based on Marcia Henry’s work on the orthographic patterns of English, noted in Henry (2003). Henry, M. (2003). Unlocking literacy. Baltimore, MD: Brookes Publishing Company.

Two Types of Suffix Morphemes
4/25/2017 inflectional: learned early do not change a word’s part of speech a fixed set or class of words change tense, number, and degree (-ed, -s, -er) derivational: added to a root (usually from Latin) mark part of speech or grammatical role (compare, comparison, comparative, comparatively) Briefly review both inflectional and derivational suffixes with participants. Explain to participants that inflectional endings do not change a word’s part of speech, but a derivational suffix can change the word from a verb to a noun to an adjective or an adverb. Say: You will be focusing mainly on inflectional endings, as they are the first to be taught and are the easier of the two types of suffixes to understand. Past tense and plural inflected endings will be the focus of your work during the following two activities.

Past Tense Inflections
4/25/2017 /d/ /t/ /əd/ New syllable? moved vowed stalked hissed shifted mended Direct participants to say these words and check which sound corresponds to the -ed past tense morpheme. Additionally, have them check the column when the morpheme -ed creates a new syllable. The answers are found on the following slide; show these once participants have had a minute to think about these words. We will check answers on the following slide.

Past Tense Inflections
4/25/2017 /d/ /t/ /əd/ New syllable? moved X vowed stalked hissed shifted mended Briefly review these answers with participants. Do not take the time to explain the rule that governs the sounds of -ed here, as the following activity explores this relationship.

Identify the Ending Sound(s) of Plurals
4/25/2017 /z/ /s/ /əz/ New syllable? moves vows sticks maps kisses pitches Direct participants to say these words and check which sound corresponds to the -s or -es plural morpheme. Additionally, have them check the column when the morpheme -s or -es creates a new syllable. The answers are found on the following slide; show these once participants have had a minute to think about these words. garages networks hairbands We will check answers on the following slide.

Identify the Ending Sound(s) of Plurals
4/25/2017 /z/ /s/ /əz/ New syllable? moves x no vows sticks maps kisses yes pitches Give participants time to identify the principle of phonology that governs the pronunciation of the plural ending. Notes: Base words that end with an unvoiced sound correspond to the unvoiced plural morpheme sound, /s/. Base words that end with a voiced sound correspond to the voiced plural morpheme sound, /z/. Base words that end with sibilant sounds (/s/, /z/, /sh/, /zh/, /ch/, /j/) require the /əz/ sound for their plural forms. garages x yes networks no hairbands x no

Derivational Suffix Morphemes
4/25/2017 Nouns Adjectives Adverbs -ment -ity -tion -ful -ous -al -ly Review the general principles of derivational suffixes: More numerous than inflected endings. Most are Latin in origin. Mark part of speech. Ask participants to brainstorm examples of words that fit into the categories listed on this slide. Remind participants that the English spelling system tends to preserve morpheme spellings in spite of pronunciation changes. Can you think of words that fit into these categories?

Distinguishing Syllables From Morphemes
4/25/2017 Word Morphemes # Syllables prevent pre-vent (2) 2 televise tele-vise (2) 3 1. biography 2. unable 3. rented 4. smiled 5. chairs 6. received 7. assist 8. commentary 9. antidemocratic Direct participants to complete Exercise 6.3: Distinguishing Syllables From Morphemes on page 71 of their manuals. We will check answers on the following slide.

Distinguishing Syllables From Morphemes
4/25/2017 Word Morphemes # Syllables prevent pre-vent (2) 2 televise tele-vise (2) 3 1. biography bio-graph-y (3) 4 2. unable un-able (2) 3. rented rent-ed (2) 4. smiled smile-ed (2) 1 5. chairs chair-s (2) 6. received re-ceive-ed (3) 7. assist as-sist (2) 8. commentary com-ment-ary (3) 9. antidemocratic anti-demo-crat-ic (4) 6 Review these answers.

Sample Spelling Lessons

Principals for a Research Based Spelling Lesson
Spelling taught every day (not on Mondays and Fridays) Spelling is purposefully transferred to all writing (when a child asks “how do you spell” sound it out) All spelling starts by activating the phonological processor first then the orthographic processor (sounds before letters/graphemes) All spelling words follow a pattern (save trick words for something else like vocabulary or word of the day)

10, 15, or 30 How much time should be spent on Spelling? - Actual skill part can be done in as little as 10 minutes a day if … - the classroom has established strong rituals and routines -strong systems of instruction are established (same routine every day) -clear goals are established -entire schools is on the same page

Model a lesson Before I model a lesson, lets make sure we have some rituals and routines established - discovery - echo - developing meaning - tapping out - phoneme/grapheme mapping - line spelling

Sample Lesson- focus on three principles

make sure they have meaning around the words
Spelling Words aim today gray mayor away brain grain stray explain drain Procedure Say the word See if everyone has an image of this word in their mind (thumbs up or down) Show the picture and explain for those with a thumbs down Sound out the word (finger tap, slinky pull, blocks, bingo blotter) make sure they have meaning around the words

Listen and Look for the pattern
aim today gray mayor away brain grain stray explain drain aim today gray mayor away brain grain stray explain drain I am going to circle 5 of these words. What do all five of these words have in common? ai spelling for /ā/ What is the position of the ai spelling in the words? beginning, middle or end? What is the one sound that all these words have? Discovery of the patterns beginning & middle but never the end! /ā/

Phoneme and Grapheme Mapping
Practice spelling by sounds

ai m b r ai n g r ai n e x p l ai n d r ai n

Line Spelling ai m b r ai n g r ai n e x p l ai n d r ai n
Transition to line spelling, add the syllable types e x p l ai n d r ai n

Sample Lesson- focus on 3 principles

make sure they have meaning around the words
Spelling Words case cast coast cold cube celery cement cinder mercy ounce Procedure Say the word See if everyone has an image of this word in their mind (thumbs up or down) Show the picture and explain for those with a thumbs down Sound out the word (finger tap, slinky pull, blocks, bingo blotter) make sure they have meaning around the words

case cast coast cold cube celery cement cinder mercy ounce
/s/ word sort- sort the words by how the /s/ sound is spelled (c, s). What is the pattern you see? case cast coast cold cube celery cement cinder mercy ounce

Homework Needs to focus on the logical spelling process
What do you hear? Write what you hear? Does it look right? activate the phonological processor first then activate the orthographic processor second

Spelling is pre – 12 grade skill

pre- kindergarten primary elementary intermediate middle high school Emergent Letter name Within Word Pattern Syllable and Affixes Derivational Relations Remember English now has over 1,000,000 words!!!!!!!!!!!!!!

Resources for teaching this class
The next slide has resources for teaching the spelling

fun half puff graph phone gruff photo laugh cough fake firm drift
/f/ word sort- sort the words by how the /f/ sound is spelled (f, ff, gh and ph). What is the pattern you see? fun half puff graph phone gruff photo laugh cough fake firm drift

coat kettle knack clear Kyle deck cuddle sneak pick cover hook kind
/k/ word sort- sort the words by how the /k/ sound is spelled (c, k, ck). What is the pattern you see? coat kettle knack clear Kyle deck cuddle sneak pick cover hook kind squawk catch flock stuck

circus cycle cyclone cent suit sock sad sack simple sun set
/s/ word sort- sort the words by how the /s/ sound is spelled (c, s). What is the pattern you see? circus cycle cyclone cent suit sock sad sack simple sun set

gym gent gin gem jump jock jade Jack jerk june joker jet
/j/ word sort- sort the words by how the /j/ sound is spelled (j, g). What is the pattern you see? gym gent gin gem jump jock jade Jack jerk june joker jet

finger long wrong length tinkle mink English uncle hunk anger wrinkle
/ng/ word sort- sort the words by how the /ng/ sound is spelled (n, ng). What is the pattern you see? finger long wrong length tinkle mink English uncle hunk anger wrinkle mustang

munch latch gulch smooch bench pitch belch botch filch clutch starch
/ch/ word sort- sort the words by how the /ch/ sound is spelled (ch, tch). What is the pattern you see? munch latch gulch smooch bench pitch belch botch filch clutch starch

knight knife gnat reign note nibble knot gnu benign knock nit nob
/n/ word sort- sort the words by how the /ch/ sound is spelled (n, kn, gn). What is the pattern you see? knight knife gnat reign note nibble knot gnu benign knock nit nob

ghost ghastly ghoulish intrigue fatigue league get go gum geek goat
/g/ word sort- sort the words by how the /g/ sound is spelled (g, gh, gue). What is the pattern you see? ghost ghastly ghoulish intrigue fatigue league get go gum geek goat gut

dodge fudge sledge wage scrooge village just joker jade jiggle jot jut
/j/ word sort- sort the words by how the /j/ sound is spelled (j, dge, ge). What is the pattern you see? dodge fudge sledge wage scrooge village just joker jade jiggle jot jut

fever see sea baby seed pee beaver cleaver greed angry tree season be
/ē/ word sort- sort the words by how the / ē / sound is spelled (e, ee, ea,y). What is the pattern you see? fever see sea baby seed pee beaver cleaver greed angry tree season be before pea crazy

savor date bail pay paid make sailor say grade hay maid gray paver
/ā/ word sort- sort the words by how the / ā / sound is spelled (a, a_e, ai, ay). What is the pattern you see? savor date bail pay paid make sailor say grade hay maid gray paver favor lay laid

bicycle rice fight cry pry tricycle tripe might dry right try sight
/ī/ word sort- sort the words by how the / ī/ sound is spelled (i, i_e, igh, y). What is the pattern you see? bicycle rice fight cry pry tricycle tripe might dry right try sight primary mice lice light

potion stoke boat flow motion broke coat grow moat mow lotion spoke
/ō/ word sort- sort the words by how the / ō/ sound is spelled (o, o_e, oa, ow). What is the pattern you see? potion stoke boat flow motion broke coat grow moat mow lotion spoke token local crow total

ruby music flute cute chew few blue new Tuesday brute clue gnu
/ū/ word sort- sort the words by how the / ū/ sound is spelled (u, u_e, ew, ue). What is the pattern you see? ruby music flute cute chew few blue new Tuesday brute clue gnu

applaud paw crawl pawn water caught fawn vault cause daughter father
/aw/ word sort- sort the words by how the / aw/ sound is spelled (au, aw, a, augh). What is the pattern you see? applaud paw crawl pawn water caught fawn vault cause daughter father fraught

toil soil oil royal coy toy loyal employ voyage hoist moist boisterous
/oi/ word sort- sort the words by how the / oi/ sound is spelled (oi, oy). What is the pattern you see? boisterous toil soil oil royal coy toy loyal employ voyage hoist moist

Specialized instruction in Written Expression: Spelling

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