Parent spelling workshop

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SPELLING @ STM Parent workshop All images displayed in this presentation were obtained from creative commons sources siting permission to use and modify content provided

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Transcript of Parent spelling workshop

Page 1: Parent spelling workshop

SPELLING @

STM

Parent workshopAll images displayed in this presentation were obtained from creative commons sources siting permission to use and modify content provided

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At STM our teaching is guided by research.

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What research

says about spelling...

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“The emphasis of a spelling program should be on developing independent spellers who have the necessary

skills to use resources to locate the correct spelling of words they are not familiar with .”

Shepherd, J. (1994). Spell it out: Success with spelling. Melbourne: Oxford University Press.

1) Focus needs to be on teaching spelling strategies not lists of words.

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“Learning to spell involves being able to

recognise non-standard forms in text. It is

important that teaching always focuses on words

in text, not words in isolation.”

Bean, W & Bouffler, C. (1997). Spelling: An Integrated Approach. Armadale, Vic. : Eleanor Curtain Publishing.

2) Spelling needs to be taught in context.

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3)There are problems with conventional phonics teaching.

“The letter ‘a’ is given the sound [a], as in ant and so on. The problem is when we come to read a word like baby the letter ‘a’ isn’t making [a] as in ant, but is representing the phoneme[A], heard in words such as tape, snail and tray. Similarly with words such as what and was, the letter ‘a’ represents the phoneme [A], as heard in words such as frog and swan.” This is both inconsistent and unsustainable.

http://www.thrass.com.au/infobrouch/Thrass%20InfomationBrochure%20.pdf

If we begin to teach children how to spell by starting with one sound per letter, we then have to reteach the exceptions to those rules e.g. for words such as rice,

swan, happy etc. This can be very hard for children to grasp as patterns relating to letters and sounds seem

to always change.

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3)Spelling is developmental

“ Spelling develops in clearly defined stages... Children revert to previous stages and strategies when attempting unknown spellings.”

Wing Jan, L. (1991). Spelling and grammar in a whole language classroom. Sydney: Ashton Scholastic.

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Spelling developmental stages1) Precommunicative spelling:- child uses symbols to represent writing

2) Semiphonetic spelling:- child attempts to apply letter sound correspondence

3) Phonetic spelling- child has a knowledge of sounds that allows writing to be understood but spelling conventions not applied

4) Transitional spelling:- child uses other spelling strategies, displays correct letters but not always in correct order

5) Correct spelling:

- child uses all strategies to spell words, can recognise incorrect spelling and uses generalisations to help with new spelling problems

Gentry, B (1982, cited in Wing Jan, L. (1991). Spelling and grammar in a whole language classroom. Sydney: Ashton Scholastic.

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How STM tackles spelling

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1) Through teaching spelling strategies

SoundStrategies

MeaningStrategies

- spelling choices based on what the word means ( eg. two/too/to- prefixes/ suffixes- word origin / original meaning of word(or part of word)

VisualStrategies

- Sounding out words - exploring the sounds of different letter patterns

- visualising letter patterns e.g. blends,

letter clusters, compound words,

Fountas, Irene and Pinnell, G.S. Guiding readers and Wr.iters, Grades 3-6. Portsmouth, NH: Heinemann, 2001

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Sounds Strategies

✤Some of the ways we address sound strategies include:

★Start from an oral language & sounds basis

★Utilising sounds charts

★Rhyme games/ activities/ nursery rhymes/ songs/ rhyming cloze/ rhyming tag/ rhyming words that are spelt the same and not spelt the same

★Forming generalisations about sounds

★Focusing on sounds in shared reading/ writing/ Literacy activities & sessions

★Cued articulation

★Online sounds based games/ blending games

★alliteration games

★Puppetry

★Word wheels

★Alliteration and tongue twisters

★Beats / claps and syllables

★Word sorts according to sounds

★homophones

★silent letters

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Visual strategies

★Utilising sounds charts

★Magnetic letters

★Forming generalisations about letter patterns

★Bingo games

★Onset and rime

★Online visual/ letter pattern based games

★word walls/ generalisation walls

★Dictation develops visual memory in context – seen dictation / unseen dictation

★M100W words and related games

★Flashcards

★Compound word snap

★Silent letters

★Break word into syllables / highlight difficult part (larger font, colour)★ Illustrate particular words or word parts that cause difficulty

★CH.I.M.P or Look Say Cover Write Check

★Create the word shape on grid paper

★Cloze exercises with patterns included e.g. - --ough- he was ---ough for I though he was through /Cloze exercises using big books (masking letters)

★Crosswords

★Word searches

★Write a sentence with vowels missing & fill in vowel

★Hangman

★Wordlinks – find the hidden words – mnksladyjuskluneighbourmjuiopsd

★Using cards with individual words – take one away – what is missing?

★Speed copying

★Proofreading

★mnemonics

✤Some of the ways we address visual strategies include:

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Meaning Strategies

★Word meaning investigations

★Word origin investigations

★Word walls

★ Forming generalisations about word meaning

★ Explicit identification of word meaning/ origin in shared reading/ writing/ inquiry/ literacy tasks

★Breaking words apart and looking at the meaning of sections of the word

★ Identifying word meaning when reading texts

★Activities

★Word origins – matching cards

★Acronym and abbreviation hunt

★Words with “ch” from English (hard ch), Greek (k) and French (sh) origins – what pronunciation?

✤Some of the ways we address etymological strategies include:

★Word webs e.g. from the Greek “aer” meaning air

★Word sorts according to etymology

★topic words e.g. food words and locate origin of words eg sushi

★Word derivation charts

★Root words are written on cards and task is to write as many words as possible that come from this root

★Create an animal using Greek or Latin roots e.g. punctata quadrocornisbiped (dotted four-horned two footed animal)

★Cartoons for word origins (eg Word for Word – Atchison)

★Explore different forms of etymology e.g.

★Words that sound like their meaning

EtymologicalWhere the word comes from

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Meaning Strategies

affixes – prefixes and suffixes / affix snap

base word families

homophone concentration

compound words / Compound word race (base word e.g. water – form as many compound words as possible

antonyms / synonyms

contractions / abbreviations

changing tense – “ed”, “ing” “s”/ Headlight vs. head light / changing f to v and adding es

plurals – adding “s” “es” / plurals – changing y to i and adding es or ed

nouns that change vowels eg foot to feet

word webs

word sorts according to common morpheme

using letter tiles to make new words

Palindromes

✤Some of the ways we address Morphemic strategies include:

MorphemicParts of words that have meaning

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2) Through tackling

Spelling in context

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Assessing your child’s individual writing pieces/ spelling assessments ( e.g. Peters Dictation)

Working one on one or in small groups with your children to identify spelling errors in their writing and

deliver explicit point of need teaching

Identifying spelling / letter patterns/ sounds/ word meaning etc. in shared texts during reading/ writing/

inquiry etc

Encouraging students to identify words from their own texts/ writing

Using analogy to teach words with similar letter/ sound patterns when a word in their work is identified

as a spelling error

We contextualise spelling by:

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3) Through integrating spelling into other curriculum areas and providing varied ways of learning to spell

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We integrate spelling into the curriculum by:

Identifying spelling choices, sounds, terminology across all subjects

linking spelling and vocabulary to our Inquiry units

Maintaining word walls which:- house words in sound categories- support matching explanations

- display word definitions- highlight letter patterns

Provide a range of hands on, written and online spelling activities

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So where do lists come in? •At STM, we don’t start our spelling teaching with lists

•Once a student’s writing piece or assessment has been analysed, one or two words/ letter patterns will be identified

•Once a focus point has been identified then other words containing that letter combination/ sound will be selected

•lists will not exceed 5 or so words

•children will engage in activities or tasks at school (and possibly as part of their homework)which help them to make connections with and memorise the spelling strategy/ letter choice

•assessment of spelling will be done in a variety of ways including analysis of children’s writing, small tests or through teacher observation/ note taking when in one on one or small group learning situations

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Things youcan do at

home

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Things you can do at home :Play spelling games

Play rhyming games/ sing rhyming songs

Spell out words when asking your children to do things

Point out the spelling of different words when children ask what they mean

Point out new or interesting words you see the media or on signs etc and break them up as you read them

encourage children to think of different words that mean the same thing and prompt them to have a go at attempting the

spelling of those words

Identify other words which have the same sound/ letter pattern as words they use

discuss the meaning of new words

Look up where words originated in the dictionary/ thesaurus

or online Play online spelling games

Play games like scrabble ( always with a dictionary handy)

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Spelling Websites:

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Spelling Websites:http://docs.google.com/viewer?url=http://www.decs.sa.gov.au/

barossa/files/links/thinkingspelling.pdf&chrome=true

http://www.primarygames.com/see-n-spell/see-n-spell.htm

http://www.elgweb.net/spell_act.html

http://www.gamesgames.com/games/spelling/spelling.html

http://www.theclassroomkit.com/word-families-games.html

http://www.gamequarium.com/spelling.html

http://www.spinandspell.com/

http://www.spellingcity.com/

http://www.superteacherideas.com/spelling.html

http://www.bbc.co.uk/schools/wordsandpictures/phonics/

postcard/

http://www.kidsspell.com/

http://www.kidspot.com.au/SpellingGames/wordscrambler-

index-kidspot.asp

http://www.bbc.co.uk/schools/wordsandpictures/phonics/

sandcastle/

http://roythezebra.com/

http://www.bbc.co.uk/schools/spellits/

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http://www.teachingideas.co.uk/english/contents08writingspelling.htm

http://www.bbc.co.uk/skillswise/words/spelling/

http://www.ezschool.com/EZSheets/index.html

http://www.tutpup.com/plays/new/2-word-game

http://www.primaryresources.co.uk/english/english.htm

http://www.toolsforeducators.com/

http://www.woodlands-junior.kent.sch.uk/interactive/literacy.html#7

http://www.bbc.co.uk/schools/spellits/index.shtml

http://www.worksheetworks.com/english/alphabetizing.html

http://www.edhelper.com/?gclid=CMaftZKFzZgCFQlrgwodsHnu1A

http://www.woodlands-junior.kent.sch.uk/interactive/literacy/index.htm

http://www.bbc.co.uk/hardspell/starspell_game.shtml

http://www.ezschool.com/Tutorials/index.html

http://www.ezschool.com/Spelling/index.html

Spelling Websites continued:

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Time to have a go at some

spelling activities