Spelling in Context: Directions for Teaching and Learning
Table of Contents
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Guiding Principles for Spelling Development . . . . . . . . . . . . . . . . . . . . . . .
Stages of Spelling Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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1
3
5
11
Spelling Development in the Primary Classroom . . . . . . . . . . . . . . . . . . . .
Classroom Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Role of the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
17
18
Spelling in the Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mini-Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using a Poem to Teach Spelling Concepts . . . . . . . . . . . . . . . . . . .
19
21
22
Concept of Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Word Sorts, Wordo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Compound Word Match-ups, Word Webs . . . . . . . . . . . . . . . . . . .
Word Banks, Word Links, Alternate Word . . . . . . . . . . . . . . . . . . .
Text Searches, Word Task Cards, Word Detective . . . . . . . . . . . . .
25
26
27
28
29
30
Developing Graphophonemic Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sound Ball, I Spy, Word Wheels . . . . . . . . . . . . . . . . . . . . . . . . . . .
Word and Letter Ladders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Family Words and Word Families . . . . . . . . . . . . . . . . . . . . . . . . . .
Syllable Strips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
33
35
36
36
37
Developing Visual Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Developing Strategies Based on Meaning . . . . . . . . . . . . . . . . . . . . . . . . . .
39
43
Developing Resource Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Environmental Print, Using a Dictionary . . . . . . . . . . . . . . . . . . . . .
Computers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
45
45
47
Parents As Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Practical Suggestions for Parents . . . . . . . . . . . . . . . . . . . . . . . . . . .
Information for Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49
50
52
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Spelling in Context: Directions for Teaching and Learning
Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Process and Product . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Checklist: Spelling Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sources of Data for Assessment and Evaluation . . . . . . . . . . . . . . .
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Authorized Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Recommended Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Spelling in Context: Directions for Teaching and Learning
Acknowledgements
T
@
@
he Department of Education acknowledges and appreciates the contribution of
the following principle writers
Ruth Davis, Program Coordinator, Exploits Integrated School Board
Linda Coles, Primary Program Development Specialist, Division of
Program Development, Department of Education
The feedback provided by the members of the Primary English Language Arts
Working Group (1995-96), is acknowledged and appreciated
@
Linda Coles (Chair), Primary Program Development Specialist, Division
of Program Development, Department of Education
@
Judy Bartlett, Program Coordinator, Bay d’Espoir Integrated School
Board
@
Marie Biggin, Teacher, Exploits Roman Catholic School Board
@
Ruth Davis, Program Coordinator, Exploits Valley Integrated School
Board
@
Ruth Down-Robinson, Teacher, Pentecostal Assemblies School Board
@
Christine Gosse, Program Coordinator, Conception Bay South Integrated
School Board
@
Eileen Harrold, Teacher, Green Bay Integrated School Board
@
Beverley May, Program Coordinator, Vinland-Strait of Belle Isle
Integrated School Board
@
Patricia Ryan, Teacher and Principal, Notre Dame Integrated School
Board
@
Florence Samson, Teacher and Vice-Principal, Avalon Consolidated
School Board
The Department of Education also acknowledges and appreciates the efforts of
Mrs. Rosalind Priddle, Word Processing Equipment Operator II, for her work in
preparing this document for printing.
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