Carolyn GouldEEX 6061

Module 10Spelling

Title: Making and Writing WordsContent Area: Reading/Language ArtsGrade level: 2Standard Editing for Language Conventions - The student will edit and correct the draft for standard language conventions.  SSS Benchmarks: LA.2.3.4.1: The student will edit for correct use of conventional spelling for high frequency words and common spelling patterns and generalizations (e.g., word families, simple CVC words, regular plurals, simple suffixes and simple prefixes) to determine how to spell new wordsDescription of Practices: Making and Writing Words is a variation of Cunningham’s Making Words strategy and extends the original letter tile hands-on activity to a writing/spelling activity. The teacher may choose to emphasize phonograms, blends and digraphs, syllabic or final –e rules, or spelling lists with this strategy. Using an organizer template, the teacher either includes on the copies or tells the students to write the selected vowels and consonants at the top of the page; the teacher then says a word, or provides a definition of a word, and the students write the word in the appropriate box. Word selection progresses as consonants and vowels are manipulated to create different words; challenge words and transfer words finalize the activity. Students may use computer word processing instead of pencil and paper. The teacher may opt to write the letters on the board and have students use individual white boards and dry-erase markers for making/writing the words.Extensions for this strategy could include cutting apart the handout and sorting words by categories such as verbs, nouns, adjectives, or consonant blends, and practicing word recognition and oral spelling in study-pairs. For copy of blank word making template: http://www.readingonline.org/articles/words/rasinski_table.htmlService Delivery Models: Direct instruction in grade level, co-taught and inclusion classrooms.References: Rasinski, T. (1999). Making and writing words. Reading Online. Retrieved from http://www.readingonline.org/articles/art_index.asp?HREF=words/index.html  

Making and Writing Words Name:__________________________________________

Vowels:

Consonants:

1.

6.

2.

7.

3.

8.

4.

9.

5.

10.

Challenge word: Transfer words: ,

takes

Making & Writing Words

Vowels:

a, eConsonants:

b, c, k, l, m, s, t

Making and Writing Words

Name:________________________

Challenge word:

Transfer words:

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Prepare a handout, gather individual whiteboards/markers, or use word processingInform students of the learning objective: word families, silent -e rule, blends, etc.Identify vowels and consonants to be usedSay the wordGive a definition or synonymSpell the word if needed

Vowels:

a, eConsonants:

b, c, k, l, m, s, t

Making and Writing Words

Name:________________________

Challenge word:

Transfer words:

1. make 6.

2. 7.

3. 8.

4. 9.

5. 10.

Say the word: makeGive a definition or synonym;to build, to form, to shapeSpell the word if needed:m-a-k-e

Vowels:

a, eConsonants:

b, c, k, l, m, s, t

Making and Writing Words

Name:________________________

Challenge word:

Transfer words:

1. make 6.

2. take 7.

3. cake 8.

4. lake 9.

5. 10.

Proceed with additional words with same phonogram or word family

Vowels:

a, eConsonants:

b, c, k, l, m, s, t

Making and Writing Words

Name:________________________

Challenge word:

Transfer words:

1. make 6. lame

2. take 7. same

3. cake 8. tame

4. lake 9. lakes

5. came 10. tames

Change to a different phonogram or word family May choose to include affixes: plural -s, third person singular –s in this example

Vowels:

a, eConsonants:

b, c, k, l, m, s, t

Making and Writing Words

Name:________________________

Challenge word: baste

Transfer words: black clams

1. make 6. lame

2. take 7. same

3. cake 8. Tame

4. lake 9. lakes

5. came 10. tames

Challenge word could be from reading vocabulary, topic of discussion: Thanksgiving preparation- baste the turkeyGive definition, synonyms, and spelling for challenge word Transfer words: students create new words using what they know about digraphs, blends, affixes, spelling conventions

Title: Assessing Spelling Using a Writing RubricContent Area: Reading/Language ArtsGrade level: 5Standard Phonics/Word Analysis - The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text.Editing for Language Conventions - The student will edit and correct the draft for standard language conventions.   SSS Benchmarks: LA.5.1.4.1: The student will understand spelling patterns.LA.5.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary.Description of Practices: This spelling assessment strategy is used alongside the writing process, helping students develop skill in detection and correction of their spelling errors. At the beginning of the school year, the teacher introduces the spelling rubric and models finding misspelled words in a sample essay. These are words that “don’t look right” (Loeffler, 2005, p. 25). Students are instructed to look for and circle those words and keep writing; they are taught self-check strategies in error correction, such as sounding out the words, using tools like dictionaries or spell-checkers, or asking a peer for assistance. In order to maintain student enthusiasm and motivation for writing, the spelling rubric is used to assess only selected compositions, and students are informed beforehand. Students turn in a rough draft with errors circled and corrected, and a final draft which is assessed with the rubric. Using the rubric instead of relying on weekly spelling tests supports differentiated spelling instruction, self-awareness of effective spelling strategies, context connection to spelling, and bolsters self-esteem.The four rubric categories used by the author are: circle all misspelled words, correct all misspelled words, use self-check strategies, and spell all words correctly in writing (Loeffler, 2005, p. 25).Service Delivery Models: Direct instruction of process and independent practice in upper elementary grade level, inclusion, and resource classrooms. References: Loeffler, K. (2005). No more Friday spelling tests? An alternative spelling assessment for students with learning disabilities

[Electronic Version]. Teaching Exceptional Children, 37(4), 24-27.

Make Your Own Rubric

http://rubistar.4teachers.org/

Rubric adapted from Loeffler, 2005, p.25.

Title: Spelling In PartsContent Area: Reading/Language ArtsGrade level: 4Standard: Phonics/Word Analysis - The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. SSS Benchmarks: LA.4.1.4.1: The student will recognize knowledge of spelling patterns.Description of Practices: Spelling in Parts is a strategy that helps students to chunk polysyllabic words into individual syllables, thereby making the word more manageable in achieving a correct spelling of the word. The student will first say the word, next say and spell each syllable, and then identify and circle which syllable could be problematic. For example: when the word location is divided into lo-ca-tion, the final syllable sounds like /shun/ but is spelled t-i-o-n. The student identifies that this syllable would present a spelling difficulty. The student covers this syllable, says it and writes the syllable; the student repeats saying the syllable and writes it again. Students check their work and repeat the steps as necessary. Instruction and practice with derivational morphology using graphic organizers or visualizing analogies with similar endings, like the location of the station for vacation would aid in recognizing the -tion affix. Service Delivery Models: Direct instruction and modeling of the strategy, with formative teacher feedback for upper elementary grade level and content classes, inclusion, and resource classrooms.References: Powell, D. & Aram, R. (2008). Spelling in parts: a strategy for spelling and decoding polysyllabic words [Electronic

Version]. The Reading Teacher, (61)7, 567-570.

Spelling in PartsSteps in Process

1.location2. lo-ca-tion *l-o/c-a/s-h-u-n/3.lo- ca-tion

4. station vacation

5. -tion -tion tion

6. -tion tion

7. location

Teacher models process & examples

Student says the wordSay and clap the syllablesSay each syllable and spell itCircle problem syllablesExamine problem syllables:

develop mnemonic, visual, or analogous clue to aid with spelling

Cover syllable; say it; write itSay the syllable; write itCheck for correctness; repeat

steps as necessary