Specialized instruction in Written Expression: Spelling 1ObjectivesParticipants will be able to orally explain the three approaches to teaching spelling and the five linguistic principles of spelling using academic vocabulary afterReview of spelling instruction using visuals and graphic organizers

Spelling George Bernard Shaw

ghoti

cough

women

nationHow can this be a possible spelling for the word fish?4Continuum of Predictability RegularLittle OddVery Odd Ghost Bug Segue 3 Approaches to Teaching SpellingHow we teach spelling https://vimeo.com/57935735 Show the video link for this section7Analytical vs Synthetic On 2 sheets of paper list the pluses and delta of each types of approaches of spelling8Whole 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 9Meaningful Homework? 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?Whole Word Spelling Phonetic Spelling Morphemic 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. 10Spelling Words- how do I pick the words?Based on their stage of spelling development that follow a pattern for discoveryWords 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 dont 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 Orthography We spell by language of origin.We spell by phoneme-grapheme correspondence.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 1850sSome 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?14Layers of English

Eastern Europe

Angelo Saxon influence in EnglishDates back 20,000 years Starts with words from tribes in Eastern EuropeFound 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 EnglishUses vowel teams; digraphs; silent lettersirregular spellings mom, football, at, see, sky, moon, horse, finer, shoe, shirt, pants, sister, hate, touch, think, head, would, do

Norman French

10661300Norman (French) influence in EnglishWords related to culture, fashion and foodAbstract social ideas and relationshipsOu for // as in soup; soft c and g when followed by e, i or y; special endings ine, -ette, -elle, -iquebeef, couture, rendezvous, amuse, rouge, coupon, novice, croquet, debut, mirage, justice

Latin influence around the world

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.

21Latin based languages

FrenchItalian SpanishRomanianLatin influence in EnglishMulti-syllable words organized around a rootOften found in literature, social studies and scienceTypically found in upper elementary gradesMost roots contain short vowelsThe schwa if most found in Latin words Affixes

Latin influence in EnglishLatin roots can form hundreds of thousands of wordsRepresent more abstract concepts excellent, direction, interrupt, firmament, terrestrial, solar, stellar, aquarium, locomotion, hostility, reject, deceptionGreece

St. Augustine10th Century16th CenturyTudorsGreek influence in EnglishMostly found in science vocabularySome 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 EnglishLearning 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 _____ hemisphere_____ inducement_____ groundhog_____ gnocchi_____ arms_____ kaput_____ dealt_____ stadium_____ etymology_____ suffix_____ knight_____ wantedGLASOL- Latin/French; G- Greek; AS- Anglo Saxon; O-other ASOASLGLASAS Speech to Print Workbook, L Moats CH- sort these ch spellings; what is their language or origin chaufferchalkcharactermachinechairchaletcheekchestnutchagrin

cholesterolchateauchlorophylllunchchaoschuckchaseschoolchapstick

chuckcachechemicalchlorine

Speech to Print Workbook, L Moats Evolution of Spelling 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 EnglishPreviously the vowels sounds similar to Latin vowel production; The long vowel sounds were raised in the mouth; some turnedinto diphthongs Modern English has been fixed since the 17th Century English is heavily influencedEnglish 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?bungalow, dinghypistol, polka, robotammonia, ebony, ivorybard, golf, slogan, whiskyamen, gauze, kosherhusky, kayak, igloojudo, soy, tycooncocoa, llama

Bengali Czech Egyptian Scottish Hebrew Inuit Japanese Quechua Instruction Storytelling Lesson tell the story of the history of EnglishWorld map- find the locations on a map Use the online etymology dictionary http://www.etymonline.com/index.phpMake word origin a part of your homework (see the homework template)We spell by phoneme/graphemecorrespondence Phoneme/GraphemeGraphemeGraph= 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

a

// at // ate /aw/ wantThese can be found on the wiki spaces pages.37Phoneme 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 graphemeIf they have an X through the grapheme then they know the grapheme both expressively and receptively Any grapheme that doesnt have a slash must be taught. 38Lessons to Teach Phoneme/Grapheme Correspondence

Lessons to Teach Phoneme/Grapheme Correspondence

Lessons to Teach Phoneme/Grapheme Correspondence

2Example of Word Analysis Mark the syllable division with an astrick Mark the syllable types (o, c, r, e, l, vt) above the syllableUnderline diagraph, trigraphs, quadragraphs Mark the 2,3,4, 5, 6th sound a particular phonogram/grapheme makes with a number above the phonogramMark the job the silent e word makes with a double underline and a number for the jobPut a box around anything strange 42i n f o r m a t i o n ***croc2Word Analysis here is an example of a word analysis following the above procedure

First mark the syllable with an asteriskIndicate the syllable types (c- closed, r- r controlled, o- open, l- for final stable, V- vowel pairs, E- Cve words)put a carrot on schwaunderline digraphsput 2,3,4, or 5 over the secondary sounds the grapheme makes

43Lessons to Teach Phoneme/Grapheme Correspondence

Lessons to Teach Phoneme/Grapheme Correspondence

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 placedWhat other sound comes before or after itbeginningmiddle end FOSS Rule We often double F, L,S and Z at the end of one-syllable words with a short stressed vowelspellchessstiffjazzFOSS Rule Why dont we double these words gasgelhisbaseThe 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.51/f/- f, ff, ph, gh Which /f/ spelling do we use when we hear /f/ in a word?Single letter F when you hear it at the beginning of a word. Never FF or GHFan Fun FF after a stressed short vowel CliffStaff PH is only used in words of Greek origin and can be in any position GH is only used in words of Anglo Saxon origin and can only be at the end of a wordTeach as a word sort52/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 uWe 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 patternWe the letters ck for /k/ after an accented short vowel /k/- c, k, ck, tch Why dont these words follow the rule?kayakkoalakangarooflakall are borrowed words from other languages54/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 /s/ S or C Why dont these words follow the rule?Cello CiaoWords that use the C to represent the /s/ sound come from what language of origin? French Italian words56/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 /ch/ CH or TCH Why dont these words follow the rule?muchsuchrichwhich The spelling follows the principle that short vowels really like to be protected by consonant guardians (closed syllables)- dont understand what this means but it is how Louisa explains it from page 108 in LETRS Module 3.61/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, GUEWhich /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, GEWhich /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.66Common // Spellings Open Syllable letter e comes at the end of a syllable Be, before ee always says // in any position (even been- we just say it wrong)See, bee, pee, seenea- says // // and // in any position Each, head, greaty- say // in multiple syllable words only at the end of the wordBaby, crazyOther // Spellings piecedeceivekeyPeteradioCommon // Spellings Open Syllable letter a comes at the end of a syllable Favor, savora_e- bossy e syllableCake, make, takeai- at beginning or middle of words, never the endPaid, aimay- used at the end of words Pay, grayOther // Spellings veineighttheygreatCommon // Spellings Open Syllable letter i comes at the end of a syllable Bicycle, primaryi_e- bossy e syllableMice, riceigh, in words of Anglo-Saxon originFight, righty- in words with a single syllable because English words cannot end in the letter i Pry, dryOther // Spellings toemoldmostthoughsoulthe letter i when followed by two voiced consonants can make the // sound- usually only in old and ost word family 72Common // Spellings Open Syllable letter o comes at the end of a syllable Potion, motiono_e- bossy e syllableStoke, brokeoa that always comes at the beginning or middle of words Oat, boatow- that comes at the end of wordsMow, GrowOther // Spellings piebytefindwildthe letter o when followed by two voiced consonants can make the // sound- usually only in ind and ild word family 74Common // Spellings Open Syllable letter u comes at the end of a syllable Music, gnuu_e- bossy e syllableFlute, bruteew-that always comes at the end wordsFew, newue- that comes at the end of syllablesTuesday, blueOther // Spellings suiteuphonic76Common /aw/ Spellings au- never at the end of a word Applaud, vaultaw- in the middle or end of a word Saw, pawnaught- Anglo Saxon- very rareFraught, daughter a- very rareWater, fatherOther /aw/ Spellings talktallthe letter L has an influence on how the // is pronounced 78Common /oi/ Spellings oi- never at the end of a word Boisterous, boiloy- in any position of a word Coy, toyCommon /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 wordsCrown, crowd, owlEnglish words cannot end with IuaiayoioyauawouoweuewyueLong Vowels: ALL Open syllables are spelling with a, e, i, o, uLong Vowels: ALL R- Controlled vowels are spelling with a, e, i, o, uVowels: Optional Medial Position Long Vowel Spellingeeeaighoa

Very uncommon spellings eiieeyeighoeeuuieuaughWe spell by letter patternGeneralizations About Spelling PatternsThe 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).6/16/201387There are many spelling principles for participants to review on pages 4748 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 Spellingshatchet 6. caughtrind 7. havecygnet 8. fullestguest 9. knapsackplayground10. chlorophyllWe will review ideas on the following slide.p. 496/16/201388Have 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 15, and the other group completes words 610.Answers appear on the following slide.Exercise 5.1: Explain the Spellings1. 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.6/16/201389This 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 109110 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.Exercise 5.1: Explain the Spellings 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. chlorophyllThis is a Greek word with ch- for /k/, ph for /f/, and y for //. It has two meaningful parts: chloro and phyll.6/16/201390This 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 English1. (cake) The e makes the vowel say its name2. (have)English words do not end in the letter V3. (chance; change) The e lets the c say /s/ or g say /g/4. (little) Every syllable must have one vowel; final stable5. (house) Indicates that this is not a plural6. (are) No jobhistorical spelling

Small group activity

List of silent e words. Sort them into the different categories.91The letter E at the end of a word.timehave chancebluechargelittlegivealikearelikecomelivelatefivehouselovesomeappleninefaceridewhiteracepagedancebravehouse wiretiresidemoremilecare

Use a chart divided into 5 sections. Go through each word to classifyTime= CveHave= ends in a vChance= c when followed by e, i or yBlue= ends in a uCharge= g when followed by e, i, or ylittle= every syllable must have a written vowelGive= ends in a vAlike= CVeAre= HistoryLike- CVeCome= HistoryLive= 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

92Why Teach Syllables?To chunk unfamiliar words accurately and quickly:reincarnation, accomplishmentTo distinguish similar words:scarred scaryripping ripeningslimmer slimyTo remember spelling:written, writinggrapple, maplemisspelled, accommodatep. 506/16/201393Review these three reasons why it is important to teach syllable types.Spoken and Written Syllables Are DifferentThe syllable breaks that seem natural in speech donot guide conventions for dividing written syllables.

Say these words aloud. Where do you hear the syllable boundaries?bridle riddletable tattereven everp. 506/16/201394Ask 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 wordsbridle and riddle. We do not say riddle.Oral-language syllabication is different from what we are discussing herethe 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.Six Syllable Types1. Closedpet, cats

2. Vowel-Consonant-eslide, scare, cute

3. Openri-pen4. Vowel Teamteeth

5. Vowel-r car, bird, her

6. Consonant-leap-plepp. 52-536/16/201395Explain 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.od aketoesawnobaypopberupeootwortmitfleformbetdlewarcapbeeoteklefurpergudgleoattlesomuchoughpefewpoitaeapsupawikediraphipeoopbletlelosvowgleletwedcar

Discovery of Syllables I am going to circle a set of syllable. I want you to look for something the circled syllables have in common. 96Closed Syllable 50% of all syllables in the English LanguageThe vowel is closed off by another consonant, therefore it makes the short vowel soundyet, mind, cat, sim*ple

dod aketoesanobapoberupeootwortmitfleformbetdlewarcapbeeoteklefurpergudgleoattlesomuchoughpefewpoitaeapsupawikediraphipeoopbletlelosvowglelewedcar

Discovery of Syllables 98Open Syllable The vowel is free to run off because a consonant isnt blocking it, therefore it makes the long vowel soundme, he, de*sign, re*view

dod aketoesawnobaypopberupeootwortmitfleformbetdlewarcapbeeoteklefurpergudgleoattlesomuchoughpefewpoitaeapsupawikediraphipeoopbletlelosvowgleletwedcar

Discovery of Syllables I am going to circle a set of syllable. I want you to look for something the circled syllables have in common. 100Vowel Team Syllable The vowel is a vowel diagraph, trigraph or quadrigraph say, sign, view, room

dod aketoesawnorbaypopberupeootwortmitfleformbetdlewarcapbeeoteklefurpergudgleoattlesomuchoughpefewpoitaeapsurpawikediraphipeoopbletlelosvowgleletwedcar

Discovery of Syllables I am going to circle a set of syllable. I want you to look for something the circled syllables have in common. 102Bossy R Syllable The vowel is controlled by an rR colored phonogram er, ir, ur, wor, ear, or and arher, first, nurse, works, early, car, or

dod aketoesawnobaypopberupeootwortmitfleformbetdlewarcapbeeoteklefurpergudgleoattlesomuchoughpefewpoitaeapsupawikediraphipeoopbletlelosvowgleletwedcar

Discovery of Syllables I am going to circle a set of syllable. I want you to look for something the circled syllables have in common. 104Final Stable Syllable -le ending little, puddle, middle

dod aketoesawnobaypopberupeootwortmitfleformbetdlewarcapbeteoteklefurpergudgleotetlesomuchoughpefewpoitaeapsupawikediraphipeoopbletlelosevowgleletwedcar

Discovery of Syllables I am going to circle a set of syllable. I want you to look for something the circled syllables have in common. 106Magic E Syllable The vowel is followed by a single consonant and a silent ecake, lake, make

Leftovers: Odd and Schwa SyllablesA 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-onSample words with odd spellings: con-science par-tial fur-ni-tureFrequent review, word walls, and multisensory techniques are needed to teach these syllables.6/16/2013108Although 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 GuidelinesAccent: 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.p. 586/16/2013109Review 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. Spelling Rules for Adding Endings: Consonant DoublingRule 1snapsnapsnapped,snappingConsonant Doubling Rule (1-1-1 Rule): 1-syllable word 1 vowel Ends in 1 consonantDouble the final consonant when adding a suffix that begins with a vowel.ends in one consonantone-syllable word,one voweldouble the final consonant before adding suffixes that begin with a vowelp. 616/16/2013110Review the consonant doubling rule, sometimes referred to as the 1-1-1 Rule, listed on page 61 of the LETRS Module 3 participants manual. You may want to ask participants to give you another word that follows each of these ending rules as you explain them.Spelling Rules for Adding Endings: Drop Silent eRule 2scare,extremescaring, scared, scaryextremelyBase word ends with a silent e.Drop that final e when adding a suffix that begins with a vowel.silent esuffix begins with a vowelsuffix begins with a consonantsilent ep. 616/16/2013111Review this ending rule.Have participants come up with additional words that follow this rule.Spelling Rules for Adding Endings: Change Y to IRule 3drypreydriedpreyeddryingpreyingBase ends in y.The y is preceded by a consonant.Change the y to i before adding a suffix (except -ing).root ends in ybefore a consonantchange y to i before adding a suffix (except -ing)root ends in ybefore a vowelp. 616/16/2013112Review this ending rule.Have participants come up with additional words that follow this rule.How do we teach these conceptsControlled Word Lists Word Sorts Words their WayWord analysis We spell by meaning Classes of MorphemesFreeBoundcontentfunctionprefixesrootssuffixesinflectionsderivationsbase words and compoundsgrammatical glue words6/16/2013115Take 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. Free and Bound MorphemesFree Morphemes

Base words that stand alone without another morpheme:people, coffee

A compound is two free morphemes combined into one word: daylight, firefighterBound 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 cant stand alone.pp. 65-666/16/2013116Review 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.What to Teach?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.6/16/2013117Review 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 EnglishMorpheme StructuresAnglo-SaxonLayer(grades 13)compoundsinflectionsbase wordssuffixesodd, high-frequency wordsLatin, French(Romance) Layer(grades 46)prefixesrootssuffixesLatin plurals

Greek Layer(grades 68)combining formsplurals6/16/2013118Review these morphological patterns, based on Marcia Henrys 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 Morphemesinflectional: learned earlydo not change a words part of speecha fixed set or class of wordschange 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)6/16/2013119Briefly review both inflectional and derivational suffixes with participants.Explain to participants that inflectional endings do not change a words 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/d//t//d/New syllable?movedvowedstalkedhissedshiftedmendedWe will check answers on the following slide.6/16/2013120Direct 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. Past Tense Inflections/d//t//d/New syllable?movedXvowedXstalkedXhissedXshiftedXXmendedXX6/16/2013121Briefly 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/z//s//z/New syllable?movesvowssticksmapskissespitchesWe will check answers on the following slide.garagesnetworkshairbands6/16/2013122Direct 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.Identify the Ending Sound(s) of Plurals/z//s//z/New syllable?movesxnovowsxnosticksxnomapsxnokissesxyespitchesxyesgaragesxyesnetworksxnohairbandsxno6/16/2013123Give 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 /z/ sound for their plural forms. Derivational Suffix MorphemesNounsAdjectivesAdverbs-ment-ity-tion-ful-ous-al-lyCan you think of words that fit into these categories?6/16/2013124Review 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. Distinguishing Syllables From MorphemesWordMorphemes# Syllablespreventpre-vent (2)2televisetele-vise (2)31. biography2. unable3. rented4. smiled5. chairs6. received7. assist8. commentary9. antidemocraticWe will check answers on the following slide.6/16/2013125Direct participants to complete Exercise 6.3: Distinguishing Syllables From Morphemes on page 71 of their manuals. Distinguishing Syllables From MorphemesWordMorphemes# Syllablespreventpre-vent (2)2televisetele-vise (2)31. biographybio-graph-y (3)42. unableun-able (2)33. rentedrent-ed (2)24. smiledsmile-ed (2)15. chairschair-s (2)16. receivedre-ceive-ed (3)27. assistas-sist (2)28. commentarycom-ment-ary (3)49. antidemocraticanti-demo-crat-ic (4)66/16/2013126Review these answers.Sample Spelling LessonsPrincipals 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 principlesOrthography We spell by language of origin.We spell by phoneme-grapheme correspondence.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. Spelling Words aimtodaygraymayor awaybraingrainstrayexplaindrain

make sure they have meaning around the words 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)132Listen and Look for the pattern aimtodaygraymayor awaybraingrainstrayexplaindrain

aimtodaygraymayor awaybraingrainstrayexplaindrain

What is the one sound that all these words have? //I am going to circle 5 of these words. What do all five of these words have in common? ai spelling for //What is the position of the ai spelling in the words? beginning, middle or end? beginning &middle but neverthe end!Discovery of the patterns

133Phoneme and Grapheme Mapping

Practice spelling by sounds 134Phoneme and Grapheme Mapping

Phoneme and Grapheme Mapping

aimbraingraineplaindrainxLine SpellingaimainbraingrainexplaindrTransition to line spelling, add the syllable types137Sample Lesson- focus on 3 principlesOrthography We spell by language of origin.We spell by phoneme-grapheme correspondence.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. Spelling Words casecastcoastcoldcubecelerycementcindermercyounce

make sure they have meaning around the words

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)139/s/ word sort- sort the words by how the /s/ sound is spelled (c, s). What is the pattern you see?casecastcoastcoldcubecelerycementcindermercyounce

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

intermediatemiddlehigh school

Remember English now has over 1,000,000 words!!!!!!!!!!!!!!Emergent

Letter name

Within Word Pattern

Syllable and Affixes

Derivational Relations The next slide has resources for teaching the spelling Resources for teaching this class/f/ word sort- sort the words by how the /f/ sound is spelled (f, ff, gh and ph). What is the pattern you see?funhalfpuffgraphphonegruffphotolaughcoughfakefirmdrift/k/ word sort- sort the words by how the /k/ sound is spelled (c, k, ck). What is the pattern you see?coatkettleknackclearKyledeckcuddlesneakpickcoverhookkindsquawkcatchflockstuck/s/ word sort- sort the words by how the /s/ sound is spelled (c, s). What is the pattern you see?circuscyclecyclonecentsuitsocksadsacksimplesunsimpleset/j/ word sort- sort the words by how the /j/ sound is spelled (j, g). What is the pattern you see?gymgentgin gemjumpjockjadeJackjerkjunejokerjet/ng/ word sort- sort the words by how the /ng/ sound is spelled (n, ng). What is the pattern you see?fingerlongwrong lengthtinkleminkEnglishunclehunkangerwrinklemustang/ch/ word sort- sort the words by how the /ch/ sound is spelled (ch, tch). What is the pattern you see?munchlatchgulchsmoochbenchpitchbelchbotchpitchfilchclutchstarch/n/ word sort- sort the words by how the /ch/ sound is spelled (n, kn, gn). What is the pattern you see?knight knifegnatreignnotenibbleknotgnubenignknocknitnob/g/ word sort- sort the words by how the /g/ sound is spelled (g, gh, gue). What is the pattern you see?ghost ghastlyghoulishintriguefatigueleaguegetgogumgeekgoatgut/j/ word sort- sort the words by how the /j/ sound is spelled (j, dge, ge). What is the pattern you see?dodgefudgesledgewagescroogevillagejustjokerjadejigglejotjut// word sort- sort the words by how the / / sound is spelled (e, ee, ea,y). What is the pattern you see?feverseeseababyseedpeebeavercleavergreedangrytreeseasonbebeforepeacrazy// word sort- sort the words by how the / / sound is spelled (a, a_e, ai, ay). What is the pattern you see?savordatebailpaypaidmakesailorsaygradehaymaidgraypaverfavorlaylaid// word sort- sort the words by how the / / sound is spelled (i, i_e, igh, y). What is the pattern you see?bicyclericefightcryprytricycletripemightdryrighttrysightprimarymicelicelight// word sort- sort the words by how the / / sound is spelled (o, o_e, oa, ow). What is the pattern you see?potionstokeboatflowmotionbrokecoatgrowmoatmowlotionspoketokenlocalcrowtotal// word sort- sort the words by how the / / sound is spelled (u, u_e, ew, ue). What is the pattern you see?rubymusicflutecutechewfewbluenewTuesdaybrutecluegnu/aw/ word sort- sort the words by how the / aw/ sound is spelled (au, aw, a, augh). What is the pattern you see?applaudpawcrawlpawnwatercaughtfawnvaultcausedaughterfatherfraught/oi/ word sort- sort the words by how the / oi/ sound is spelled (oi, oy). What is the pattern you see?boisteroustoilsoiloilroyalcoytoyloyalemployvoyagehoistmoist