H11 -Teach Spelling Without Memorization

8/7/2019 H11 -Teach Spelling Without Memorization

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Teach Spelling

Without Memorization

Do

, , , ,

Cunningham et al (2000)

Introduce five new words each week!

Make words accessible.

Practice the words by cheering andwriting them.

Do a variety of review activities.

Make sure that Word Wall words are

spelled correctly in any writingstudents do.

Discovery

Employee

Encouragement

Hopeless

International

Nonliving

Performance

Replacement

Transportation

Unfinished


Dis

Em and -ee

En and -ment

Less

Inter and -al

Non and -ing (drop e)

Per and -ance

Re and -ment

Trans and -tion Un and -ed

If youre the coach, can you throw a ball your batter can hit?


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If you can spell transformation, you can spell:

transform, transformers, transfer, information, misinform, formation, formal,

inform, informer, informant, conform, conformity, performer, performance

Prefix Suffixa/ad (to, toward) er/est (more/most)

anti (against) en (to make)

com/con (with, together) ize (to make)

contra (against) ate (to make)

de (opposite, down) less (without)dis (not, do the opposite) ful (full of/having)

en (make) er/or (person or thing that )

im/in/ir (not) ist (person)

inter (between, among) ess (female person)

mis (wrong, badly) tion/sion (nouns from verbs)

pre (before, earlier) ance/ence (nouns from verbs)

re (back, again) ment (nouns from verbs)

sub (under, less) ness (nouns)un (not, opposite) ant/ent (adjectives)

under (under, beneath) al (adjectives)

Cunningham, P. (2003). Big Words for Big Kids: Systematic Sequential

Phonics and Spelling. Greensboro, NC: Carson-Dellosa Publishing, Inc.


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Do a Word Wall Dont Just Have One!

T E E

S

A

M

*Rotation Sparkle


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Be a Mind Reader Example

It is on the word wall. It has five letters in it.

It is a homophone.

The contraction theyre sounds justlike it.

It completes this sentence:

_____ animals are always trying to escape!

Be a Mind Reader1._______________

2._______________

3._______________4._______________

5._______________

Prefix RootWord

NewWord

Be a Mind Reader1._______________

2._______________

3._______________4._______________

5._______________


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Relationships

Act Word Sort/Transfer

art care dear

dart dare clear

cart [beware] smear

[depart] [square] [appear][outsmart] [nightmare] [reappeared]

act

art

dart dare

care

cart dear

clear

smear


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Its Your Turn!

Rock Word Sort/Transfer

rock


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Arens, Loman, Cunningham, and Hall,2005

Making Words

Make

Sort

Transfer


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feed bead

deed dead

greed gread

speed spead

reed read

agreed agread

succeed succead

*stole


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Sample Spelling List 4th Grade Example

The first three words are word wall words.

o Introduce each word. Visual (look at posted word) Auditory (cheer word) Kinesthetic (add a motion while cheering; students write word)

o Make students accountable for these words in every subject.The next two words are Nifty Thrifty Fifty words.

o Introduce each word. Start with the root word.

Cheer, write and check the root word like you do word wall

words.

Teach prefixes/suffixes. Transfer the spelling patterns to lots of other words. If you can spell

_______, you can spell _________.

The last five are words following a similar pattern.

o After teaching the spelling patterns, transfer the pattern to lots of otherwords. If you can spell _______, you can spell ________.

The first ten words may be sent home for students to practice at home, but the transfer

words should not be sent home to memorize. The transfer words are merely suggestions.

If other appropriate transfer words apply, feel free to substitute.

In addition to word study of weekly words, include spelling activities like What Looks

Right, Making Words, Word Sorts, etc.

~The Working with Words Block is multilevel because it provides instruction through the

use of simple and complex words, a focus on patterns and morphemes, and a focus on

transferring these words and patterns to reading and writing. Multilevel instructionfocuses on the multiple learning levels and needs of all students in the class in a single

lesson. A multilevel activity is so rich that students at different levels have something to

learn through the same activity (Cunningham, 2004).

~Arens, A., Loman, K., Cunningham, P. (2007). Month-by-Month Phonics and Vocabulary Grade 4.

Greensboro, NC: Carson-Dellosa Publishing Company , Inc.


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Week One

because

people

friends

composer

impossible

fruit

bruise

suit

cruise

juice

Transfer Words

Suffix -er

writer

teacher

reporter

singer

authorizer

Prefix im-

impatient

immature

improper

impersonal

immobile

ui words

quilt

biscuit

fluid

liquid

squishy

Week Two

said

have

theydiscovery

musician

honey

monkey

donkey

valley

hockey

Transfer Words

Prefix dis-

disappear

dishonest

disagree

distrust

disbelieve

Suffix -ian

magicianbeautician

librarian

comedian

electrician

ey words

obey

disobey

jockey

journey

parsley

Week Three

laugh

until

offencouragement

richest

trouble

couple

young

tough

cousin

Transfer Words

Prefix en-

endear

enclose

endanger

entrap

Suffix -ment

development

amusementgovernment

entertainment

Suffix -est

shortest

craziest

smartest

biggest

ou words

double

rough

couple

country

courage


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Research-Based Citations

Allen, R. (2010). High-Impact Teaching Strategies for the XYZ Era of Education.Boston, MA: Pearson Education, Inc.

Allen, R. (2008). Green Light Classrooms: Teaching Techniques that AccelerateLearning. Corwin Press.

Allington, R. (2006). What Really Matters for Struggling Readers: DesigningResearch-Based Programs. Second Edition. Boston, MA: Pearson Education, Inc.

Arens, A., Loman, K., Cunningham, P., Hall, D. (2005). The Teachers Guide to BigBlocks. Greensboro, NC: Carson-Dellosa Publishing.

Cunningham, P. (2003). Big Words for Big Kids: Systematic Sequential Phonics andSpelling. Greensboro, NC: Carson-Dellosa Publishing, Inc.Cunningham, P., Hall, D.,

Cunningham, J. (2000). Guided Reading the Four-Blocks Way. Greensboro, NC:

Carson-Dellosa Publishing

Cunningham, P., Hall, D. (1998). Month-by-Month Phonics for the Upper Grades: ASecond Chance for Struggling Readers and Students Learning English. Greensboro,

NC: Carson-Dellosa Publishing

Fisher, D., Frey, N. (2007). Checking for Understanding: Formative AssessmentTechniques for Your Classroom. Alexandria, VA: Association for Supervision and

Curriculum Development.

Kagan, S., Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: KaganPublishing.

Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting.Peterborough, NH: Crystal Springs Books.

Jensen, E. (2006). Enriching the Brain:How to Maximize Every Learners Potential.San Francisco, CA: John Wiley & Sons.

Jensen, E. (2003). Tools for Engagement: Managing Emotional States for LearnerSuccess. San Diego, CA: The Brain Store.

Jensen, E. (1997). Brain Compatible Strategies. San Diego, CA: The Brain Store. Marzano, R.J. (2007). The Art and Science of Teaching: A Comprehensive

Framework for Effective Instruction. Alexandria, VA: Association for Supervision

and Curriculum Development.

Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD.Alexandria, VA

Marzano, R.J. (2001). Classroom Instruction That Works: Research-BasedStrategies for Increasing Student Achievement. ASCD.

Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs ofAll Learners. Danvers, MA: Association for Supervision and Curriculum

Development.

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H11 -Teach Spelling Without Memorization

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