05 - c&m Writing Development 2

7/24/2019 05 - c&m Writing Development 2

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Does spelling supportreading?

Learning to spell and read rely on the sameunderlying knowledge => relationship betweenletters and sounds. The ability to read words by sight rests on the

ability to map letters and letter combinations tosounds (hri and !nowling"

!pelling and reading build and rely on the samemental representation o# a word (!now et al."

!pelling => print$ speech sounds and meaning.


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%hy spelling matters?

I had an interesting hike in the woods today. Ifound an old den under a tree stump. It couldhave been a wolf or coyote den, or even the

winter home of a small bear. There was ahawks nest high up in the fork of a tree. I sawthe white tail of a deer through theunderbrush as it leaped away. A rabbit ran

across the path, and later I spotted a fat troutswimming in the river. Overhead, an eaglesoared.!

&s the story belie'able?


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ut what i# the passage was writtenlike this?

I had an intresting hike in the woodstoday. I found an old den under atree stump. It coud have been a wolf

or cayote den, or even the winterhome of a small bare. There was ahawks nest hi up in the fork of a tree.

I saw the wite tail of a dear thru theunderbrush as it leeped away. A rabitran across the path, and later I

spotted a fat trout swiming in the !


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%hat would you think o# the writer?

)redibility?

*ge?

ducation?

&ntelect?

!o$ how we write is a direct re+ectiono# our intelligence$ knowledge$education$ e,perience$ andpersonality.

*s teachers$ we want to help children


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The 6unnel )oncept

%hen e,plaining new concept and teaching$it is easy to assume there is no unobstructedpipelines between you and the student.

ut when your student does not understand$you start to worry. %hy?


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The 6unnel )oncept

Three possible outcomes7 8o learning (nothing sticks to the child"

6ragmented learning (when your childremembered some in#ormation"

9eaning#ul learning(when your childremembers the in#ormation that you taught.


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The 6unnel )oncept

:'er the last ;< years$ educatorsha'e acknowledged the limitations o#short term memory$ yet they do not

integrate this understanding intotheir lesson plans.


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The 6unnel )oncept #orTeachers


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ecti'e !pelling !trategies


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%hat works in teachingspelling?


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ow to impro'e spelling with correct

pronunciation?

Lets say your students writes asentence and pronounce it like this7

Tommy will probly go to a di#rentlibrary on %ensday.

%hy does this happen? Discuss


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!uggested reasons


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0ronounce #or !pelling


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ow to use dictation to impro'e

spelling?


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ow to use dictation to impro'e

spelling?


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ow to use tactile acti'ities to

practise spelling?


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Tactile *cti'ities


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Tactile *cti'ities


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ow to use kinesthetic spelling

acti'ities?


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ow to use kinesthetic spelling

acti'ities?


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ow to teach spelling with letter

tiles?


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,ample o# using letter tiles


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ow to sol'e @ Dproblems?

esol'e con#usion ,plain that the letter b is made up o# a

bat and a ball. %hen you write theletter$ you Brst draw the bat part o# theletter. Demonstrate this.

*s you are tracing$ say batCballC2b2$like this7

Tell your student$ 6irst you grab the bat$

then you hit the ball.


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ow to sol'e @ Dproblems?

esol'e con#usion . )ut a large lowercase d out o# the chosen

tactile sur#ace. se the new sur#ace to tracethe letter d$ saying doorknobCdoorC2d2.

The doorknob represents the circle part o#the letter$ and the door represents thestraight line$ like this7

Tell your student$ 6irst you grab the rounddoorknob$ then you open the door.


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ow to teach silent ?


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ow to keep spelling lesson

moti'ating?


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Teachers 'iew


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!tudents 'iew


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E F *

Thank you---

05 - c&m Writing Development 2

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