Spelling
Form
F, First Grade,
Merion
Devon
E, Second Grade,
Merion
Goals
Ideal Program
1. Gradually move from
phonetic to
conventional.
2. Use of tools: Quick
Word, word-walls,
‘guess and go’,
classroom print
3. Feel free to write
Spelling as part of
total literacy program.
Spelling as a window
into phonological
awareness
Visual, auditory,
kinesthetic word study
activities
High frequency
words, phonics, word
family patterns
Workbook for
homework and followup
1. Learn and transfer
high frequency words
2. Apply age
appropriate spelling
words
3. Incorporate phonics
1. All published work
with conventional
spelling (letters, stories,
bulletin boards)
2. “guess and go”
during writing
3. Word bank on the
board before writing
4. Try Sheet (3
columns)
5. Use Sitton and
Cunningham word wall,
four blocks
Workbook
Whole Class
Activities
Weekly tests
Enrichment
Activities
Includes Phonics and
investigating language
(Botel literacy strand)
Workbooks can defeat
the purpose, making
spelling seen separate
from the real world
Word Wall approach
included
Core words
established at each
grade level to help
students be accountable
6. Quick word
handbook
Devon
D, Third Grade,
Merion
1. Students will use
conventional spelling
2. Integrate spelling
into writing
3. Develop
proofreading, editing,
and mechanics
4. Use spelling tools
and resources
Devon
1. Apply spelling rules
to the writing process
2. Integrate with
reading and writing and
all aspects of the
curriculum
1. Balanced Literacy
2. Know spelling rules
3. Involve children in
word study (reading and
writing)
4. Integrate rules and
conventional spelling
independently in their
writing.
5. Student concern with
accurate spelling,
proofreading, and
C, Fourth Grade,
Merion
Communicate core
words between all
teachers and all grades
High Frequency
words
Word groupings
Sound patterns
Word sorting and
games or activities
Enrichment/Challenge
Pages
High frequency words
Spelling rules
Words grouped by
themes
Interdisciplinary
connections
Workbook as a
resource
Student accountability
Combine spelling rules,
phonics and vocabulary
development
High Frequency Words
Stated goal/skill of
each lesson
Words grouped by
skill or rule
Words grouped by
categories such as
frequently misspelled,
frequently written,
frequently confused,
etc.
Pages that are visually
appealing without
Devon
proper use of tools.
6. Students will strive
for accurate spelling for
final draft, letter,
publishable piece,
presentation, and home
and class work.
Self contained program
that makes connections
between the words,
rules and usage.
overwhelming the
student
Practice of cursive
tied into spelling in
some way.
Student accountability
Zaner- Bloser:
Combines spelling
rules, phonics,
vocabulary
development, reading
and writing activities
Blends well with ScottForesman Anthology
Phonics, skills
Rules
Emphasis on high
frequency words
B, Fifth Grade,
Merion
Devon
High frequency words
to supplement phonetic
awareness and rules, to
be used in writing.
Reading Specialist
1. Direct instruction to
provide a scaffolding
from early ages
2. Accountability of
students
Stresses spelling rules
Phonetic breakdown of
words in lessons
Home and class
exercises that use the
rules logically and
grade appropriately.
Zaner-Bloser does this.
Philosophy
Rough Draft
The Lower School teachers at The Episcopal Academy view
spelling as part of a complete literacy program. It is a vital
component of the reading and writing development of children.
We combine teaching approaches from both Whole Language and
Traditional methods of spelling. The program offers a gradual
development from phonetic to conventional spelling, appropriate
for the age and stage of the child’s development. We see spelling
as a window into the child’s level of phonological awareness, and
direct instruction as a way to encourage the child to progress
through the natural spelling stages. The goal of the Lower School
spelling program is to “produce visible evidence of spelling
competence in writing when random papers are selected from
across the curriculum (Sitton).”
“The goal of a spelling program should be to develop writers and
readers who have spelling consciousness (Hillerich, 1977) and
good spelling habits. (Gentry).”
Spelling Stages
Richard Gentry
Precommunicative
scribbles
around 3 years old
Semi-phonetic
letters
between 5 and 6 years old
Phonetic
inventive
around 6 years old
Transitional
inventive and
some rules
applied
around 7 years old
Conventional
follows rules
between 7 ½ and 8 years