Spelling

Stage 1- Emergent Spelling - 4 Stages

,

The Alphabetic Principle - Cont.

Invented Writing - Limited knowledge of phonemic awareness/alphabet knowledge to spell. (Random strings of letters) Invented Spelling - phonemic awareness and alphabet knowledge to spell.

English is

42 t0 44 sounds, and 26 letters

Stage 1 Emergent Spelling Four Characteistics

A. Early emergent stage - no designs that look like letters, writing is undecipherable from drawing - Pre-Phonetic B. After gradual progress - Begin to use "script" to "tell" about the picture. Sill no relationship between letter sound. Writing is generally linear. C. Continued exposure and progress - child learns to write letters, begins to attend to sounds in words. D. Towards the end - start to memorize some words and write them repeatedly. Able to make som letter-sound matches.

Stage 2- Letter Name -Alphabetic Spelling Writing 1. Early Period

Alphabetic principle applied to first and occasionally last consonant sound (McKenna/Stahl) Vowels Omitted Two-letter consonant blend represented by first sound only letter and spoken word matches found by articulation no spacing Semi-phonetic - Some sounds represented

Stage 2- Letter Name -Alphabetic Spelling Writing 3. Late Period

Consistently represent most regular short vowel sounds, digraphs and consonant blends. Firmly established alphabetic layer of English Orthography Begin to "use but confuse" long vowel makers full Phonemic Awareness

Stage 5: Derivational Relations Spelling Writing Characteristics Ages 11 - 14 -

Have internalized the alphabetic principle Basic spelling words have been learned Examine how various words may be derived from base words and root words. Discovery that meanings and spelling of meaningful word parts (morphemes) remain constant across different but derivationally related words Ability to generate knowledge of thousands of words!

g - Cont. @5 - 8 years old

Learn to match appropriate letters or letter pairs to sequences Writing is dived up into three periods: 1. Early letter-name-alphabetic spelling 2. Middle to late letter name-alphabetic spelling 3. Late letter name-alphabetic spelling Directionality still developing

Stage 2- Letter Name -Alphabetic Spelling Writing @5 - 8 years old

Letter name is dominant approach - Usually the names for the letters as cues for sounds they want to represent - (Bears) Beginning of analysis of words into phonemes - usually consonants (McKenna/Stahl) Learn to segment phonemes within words and write graphemes to represent sounds.

The Alphabetic Principle

Letteres Represent sounds in a systematic way - Words can be segmented into sequences of sound from left to right "Connecting letters to phonemes" (Graves) Children need phonemic awareness and knowledge of alphabet to write words.

Example of Stage 3: Within Words Pattern Spelling - Cont.

Many short vowel and high frequency words spelled correctly Some common long vowel patterns spelled correctly (CVCe) "Use but confuse" long vowel patterns Misspelling of less-common vowel patterns (CVCC, Mold) and ambiguous vowel patterns persist Ambiguous vowel patterns are most difficult because sound is neither long nor short and the same pattern may represent different sounds (cough, mouth, through, tough,) (Bear, et al)

Stage 2- Letter Name -Alphabetic Spelling Writing 2. Middle to Late period

Mastery of most initial and final consonants Many high-frequency words spelled correctly Consistent use of vowels Silent letters Short vowels "Used but confused" Begin to segment both sounds in consonant blend and represent correctly begin to use digraphs Phonetic - most sound sequences

Stage 3 - Within Word Pattern Spelling Writing Characteristics Typically 7 - 10 years old

Mastery of most single-syllable short vowel words, consonant blends, digraphs, and pre-consonantal nasals. Move away from linear, sound-by-sound approach Begin to include patterns or chunks of letter sequences Study words by sound, pattern, meaning (for correct homophone use) Focus on "vowel patterns within single-syllable words" (Henderson, as cited in Bear) Spelling represents all essential sound features spelling is relatively readable

Stage 4: Syllables and Affixes Spelling Writing Characteristics Ages 9 - 14

Most one-syllable short and long vowel words spelled correctly Spelling patterns where syllables meet and meaning units are considered Use but confuse conventions for preserving vowel sounds when adding Inflectional Endings Use but confuse doubling the consonant at the syllable juncture to keep the vowel short Difficulty with unaccented final syllables Apply many spelling rules and overgeneralize them

Importance of Knowing Learner's Stage Cont.

Must differentiate instruction to match the needs of the learner Must teach within each student's Zone of Proximal Development - Vygotsky to avoid frustration, boredom, lack of learning. When students are instructed within their ZPD they are able to build on what they already know, to learn what they need to know next and to move forward.

Stage 1 - Emergent Spelling Typically age 2 to 5 years old

Scribbles - pretend writing, random letters and numbers Most of the stage is pre-phonetic - little direct relationship between a grapheme and phoneme (Bears) Begin to attend to sounds that particular letters make Begin to write a word using its initial and final consonants

Stage 1 - Emergent Spelling - Cont. Typically age 2 to 5 years old

Show a preference for upper-case letters Write from left-to-right, right-to-left, top-to-bottom, circular, or randomly on the page Know that print carries meaning

Example of Stage 5: Derivational Relations Spelling Writing Characteristics - Cont.

Spell most words correctly Errors reflect a lack of knowledge about derivation (favorite doesn't show relationship to favor) Errors on final suffixes (divisun) Common errors on unaccented vowel/reduced vowel (compitition - not connecting root to derive spelling from root) Use but confuse consonant doubling in absorbed prefixes Changing adjectives to nouns Words that are related in meaning are often related in spelling as well, despite changes in sound.

Importance of Knowing Learner's Stage

Spelling is a developmental process - study of word features must match level of learner's word knowledge. Children advance through stages as their understanding f letter-sound relationships broadens AND at their own rate Word study is not one-size-fits-all program of instruction

Example of Stage 4: Syllables and Affixes Spelling - Cont.

Spelling of many words with more than one syllable Errors in two-syllable words fall at the places where syllables and affixes meet. Errors with inflectional endings Errors with doubling the consonant at the syllable juncture Error with unaccented final syllables because vowel sound is not clear and may be spelled different ways * The movement from this stage to Derivational Relations stage hinges on beginning to understand base words and affixes as meaning units