Know Your Focus
This workshop is about spelling and vocabulary
•
• It is important not to confuse spelling and
vocabulary instruction, even though they do have
overlapping qualities
Linking Spelling and
Vocabulary–This Is How It Works in the Classroom •
–
–
PDE Conference 2014
Making a Difference:
Educational Practices That Work!
Linda Farrell
[email protected]
Michael Hunter
Hershey, PA
[email protected]
February 5, 2014
703.535.7355
The focus of spelling instruction is to teach English spelling
patterns, and their exceptions
Word meanings are important, but secondary
We will move to vocabulary
•
Presented at: Presented by:
We will start the workshop with spelling
–
The focus of vocabulary instruction is to teach word meanings
–
Spelling is important, but secondary
Morphology instruction is about both spelling and meaning
•
–
Unfortunately, we do not have enough time in this session to
address morphology
© 2011 Readsters, LLC
© 2011 Readsters,LLC 2
1.
2.
3.
The Moment Our Concern
with Spelling Instruction
Spurred Us to Action
orchestra
musician
instrument
4.
conductor
5.
concert
6.
7.
swing
thump
8.
9.
belong
s tud e nt
1. behind
2. faint
behand
orchestra
musician
3rd Grade
Spelling Test
instrument
conductor
councat
sfhump
10. husband
11. parent
12. trunk
sudence
Hudsen
13. paint
cruck
14. young
15. stamp
hack
16. thank
stape
17. friend
18. ink
© 2011
LLCLLC
©
2011Readsters,
Readsters,
thanht
Spelling Starts with Saying or Thinking
about the Sounds in Words
Incorporating Sounds
into Spelling Instruction
• Even teachers, college graduates, and
others who have strong spelling knowledge
rely on the sounds and oral syllables when
they spell unfamiliar words or words they
don’t often encounter.
• Many students don’t know to think about
sounds and syllables so they try to remember
the letters in a word without relating them to
sounds.
© 2011 Readsters, LLC 6
© 2011 Readsters, LLC
Spelling Lists
• Support reading instruction
Ð
Ð
Spelling Lists
Ð
Teach phonics patterns (closed syllables, r­controlled vowels, silent e, etc.) Include high frequency words ­ regular
and irregular
Include morphological families (atom,
atomic; heal, health; sign, signal)
• Support general knowledge (days of
week, numbers, months, states, etc.)
© 2011 Readsters, LLC
© 2011 Readsters, LLC 8
What Is Your Focus?
• Too often spelling lists focus on word
meaning, not on how to spell.
From a
1stgrade
spelling
list
Three Questions
© 2011 Readsters,LLC 9
Reading and Spelling Are
Linked
• Students need to be able to read
words they are spelling, and should
have learned decoding skills for words
on spelling lists.
• Some instruction we give students
for reading words is critical also for
spelling instruction.
© 2011 Readsters, LLC
Look for the Vowels!!!
• The nucleus of every spoken syllable is a
vowel sound.
• The nucleus of almost every written syllable
is one or more letters that spell the vowel
sound. These letters are almost always vowels: a –
e i o u y is always a vowel at the end of a word
u is not a vowel when it is after the letter q.
–
–
• Visually breaking words into syllables is
one of the critical skills.
© 2011 Readsters, LLC
© 2011 Readsters,LLC 11
© 2011 Readsters,LLC 12
Questions To Help Students Read
Multi­Syllable Words
The Questions in Action with Winning
Words from the National Spelling Bee
• canonical 1. Ask these questions:
• interlocutory How many vowels do you see?
Are they together or apart?
Do you see a silent e?
Ð
Ð
Ð
1. If all the vowels are apart,
each vowel will constitute a
syllable, unless there is a silent
e.
• sma ra gdine • esquamulose • shalloon • autochthonous • knaidel • prospicience © 2011 Readsters,LLC 13
© 2011 Readsters,LLC 14
About Schwa ­ /ə/
• Schwa is a “lazy” or “reduced” vowel. It has
no energy.
Schwa
/ə/
• Schwa occurs in words with more than one
syllable.
• The schwa does not sound the way it is
spelled.
Ð
Ð
Ð
© 2011 Readsters, LLC
wagon Ð the o spells schwa. It does not sound like
short o.
avoid Ð the a spells schwa. It does not sound like
short a or long a.
mechanic Ð the e spells schwa. It does not
sound like short e or long e.
© 2011 Readsters,LLC 16
Schwa Is a Big Problem for Spelling
• Schwa is a big problem for spelling
because the schwa sound gives no clue
about the letter that spells it.
• Students have to remember the letter that
spells the schwa sound ‘by heart’.
• Marking the letter(s) spelling schwa can
make it easier for students to remember
the spelling.
Schwa in Words
• What letters spell schwa in these words?
ri b b o n
seven
Aruba
t u n a
© 2011 Readsters,LLC 17
© 2011 Readsters,LLC 18
You Find the Schwa
What letters spell schwa in these words?
t r e a s o n c onsp i r e ri val
Typical Spelling
Instruction
about vagabo n d sym b ol
ar e n a r i v e t t e l egr ap h
© 2011 Readsters,LLC 19
© 2011 Readsters, LLC
Spelling Instruction We Often See
Beginning of Week: • Students are given a list of words
–
sometimes a pre­test is given before the students see
the list of words
• Students read the words chorally or the teacher
reads them.
• Students write the words in a list.
During the Week: • Students complete fill­in­the blank sentences,
match definitions, write their own sentences, etc.
End of the Week: • Students take a test and get a score of how many
words they missed.
Characterization of “Typical”
Spelling Lesson
• Allows students who are strong spellers to
show off what they know.
• Reminds students who are poor spellers
that they are poor spellers.
• Essentially, expects students who don’t
automatically rely on sound­spelling
relationships to memorize letters for each word.
The changes we suggest will “teach” the poor
spellers how to rely on sound-spelling relationships to
strengthen their spelling skills overall.
© 2011 Readsters, LLC 21
© 2011 Readsters, LLC 22
Sample Spelling Instruction
Schedule
Day 1 – Introduce words
Spell more difficult words together
Teaching Spelling So Your
Students Remember How To
Spell Words
Day 2 – Practice spelling all words by sounds/syllables
Briefly review definitions of Tier 2 & 3 words (if any)
Day 3 ­ Complete Word Bank spelling practice
Identify difficult letters in all ‘heart words’
Day 4 ­ Sort words by spelling pattern
Day 5 ­ Give test, provide immediate explicit feedback
Students write missed words twice.
Day 6 or 7 ­ Give students a list of all missed words and a practice
page focusing on missed parts for students who didn’t
get 100% on test.
Include all missed words on the next spelling test.
© 2011 Readsters, LLC
© 2011 Readsters, LLC 24
Day 1.a. Briefly introduce the words
1. Show the word
1.b. Explore the Sounds of Each More Difficult
Word to Insure Correct Pronunciation
1. Walk away from the written word so that you focus on
sounds.
(e.g., write it on board).
2. Have students say the word.
2. Say the word.
3. Teacher and students count the syllables, say and fist
stomp the syllables, then blend them into the word.
3. Have students repeat the word.
4. Call on several students to say the first, last, second, etc.
syllable.
4. Quickly give a brief definition for
Tier 2 and Tier 3 words.
5. Have all students say and fist stomp each syllable, then
blend syllables into the word.
6. Students orally break the word into syllables, while
drawing a line for each syllable. Teacher draws lines on the
board.
5. Have students repeat the word.
7. Have students fist stomp syllables and say the word again.
© 2011 Readsters, LLC 25
1.c. Tie sounds and spellings
1. Walk back to near the written word.
2. Ask how many syllables students heard.
3. Ask how many syllables students
see. How many vowels do you see?
–
–
–
Are they together or apart?
Do you see a silent e?
1. Have students tell you what to write for
each syllable on the lines you put up for oral
syllables.
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© 2011 Readsters,LLC 26
1.d. Identify Potentially Difficult
Spellings
1. Mark letters that are not spelled as expected.
–
Schwa
Sounds with two spellings (e.g., /f/ = ph; /ĭ/ = y)
Difficult vowel teams (e.g., ’ea’ spells /ĕ/ in bread)
Silent letters (e.g., final /b/ in comb).
–
–
–
–
Syllables not pronounced (e.g., ‘o’ in laboratory)
© 2011 Readsters,LLC 28
1.e. Study the Spelling (for difficult
words only)
1.f. Students Spell the Word in Writing
1. Teacher erases word on the board.
1. Teacher erases word on the board.
2. Teacher draws lines for each syllable.
3. Teacher points to a line and asks a student to
spell the syllable aloud (without the written word)
–
–
2. Students get a clean sheet of paper, or use a whiteboard.
3. Students repeat word.
4. Teacher and students draw a line for each syllable.
5. Students spell each syllable.
Point to syllables in random order
Point to each syllable at least once, and more if spelling is
difficult.
6. Teacher writes spelling for each syllable on board.
7. Students check their spelling for each syllable.
1. Teacher points to each line in order and asks
students to chorally spell each syllable, one at a time.
8. Teacher erases word.
9. Students cover word spelled by syllable.
10.Students write word as a whole.
11.Teacher writes word on board.
12.Students check their spelling.
© 2011 Readsters, LLC 29
Day 2.a. Briefly Review Definitions of Tier 2
© 2011 Readsters,LLC 30
2b. Students Practice Spelling All Words
& Tier 3 Words
1. Teacher erases all words on the board.
For each word:
1. Show the word and definition (with a picture, if appropriate).
2. Students use practice sheet teacher has prepared.
Left side of paper 2. Say the word.
3. Students repeat the word.
1. Students chorally read word.
4. Give the definition.
2. Students draw a line for each syllable.
5. Ask one or two students to say the definition (great if they use
their own words!)
6. Point to the word as students chorally read the word.
3. Students spell each syllable.
4. Students check their spelling as teacher shows spelling.
Right side of paper 1. Students cover left side of paper
(with word spelled by syllable).
2. Students write word as a whole.
3. Students check their spelling against left side of paper.
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© 2011 Readsters,LLC 32
Day 3. Word Bank Spelling Practice
Day 4. Sort Words
1. Give students a practice page with a word bank.
1. Sort words by spelling of target sound
2. Call on individual students to read each more difficult
word, then all students chorally read the word.
2. Sort words by number of syllables
3. Students complete the Word Bank Spelling Practice
by finding words that match:
–
the number of syllables in multi­syllable words
–
the number or sounds in single syllable words.
1. Teacher checks the papers to identify problem spellings
and talks about them with individuals or in small group the
next day.
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© 2011 Readsters,LLC 34
Day 5. Spelling Test & Practice Missed
Other Activities
Words
If you give spelling homework, these activities might be
appropriate because they are writing the words, but not
focusing on spelling patterns or matching sounds or
syllables to letters:
• Students practice spelling words with someone
at home
•
Write words to match definitions
•
Write words to fill in the blanks in sentences
•
Write new sentences using words
TIP: Students write the spelling words. They do not circle them or
draw lines from a word to a picture or definition.
1. Give the spelling test.
•
For multi­syllable words, students write the word in the column
showing the number of syllables.
2. Dictate one to three short sentences using one or more
spelling words.
1. Immediately check students’ spelling.
•
Mark the place where the spelling error occurred.
4. Grading lists with multi­syllable words:
•
Two points for each word. One point for writing word in
correct column, and one for spelling correctly.
•
One point for every word in the sentences.
5. Students write any missed words twice:
•
First, by sounds or syllables, highlighting the letters that
were spelled incorrectly previously.
•
Second, writing the word as a whole.
STUDENTS DO NOT WRITE A DEFINITION FROM THE
DICTIONARY, EVER!!!! THIS IS NOT PRACTICING
© 2011 Readters, LLC 35
SPELLING.
© 2011 Readsters,LLC 36
Day 6 or 7. Provide a List of All Missed Words
1. Give students a teacher­prepared list of all missed
words, with the missed parts highlighted.
2. Give students who did not get 100% on the test a
practice page for the missed words.
Next Spelling Test
• Include all missed words from previous week.
3. Practice the missed words with individual students or in
a small group.
© 2011 Readsters, LLC 37
© 2011 Readsters, LLC 38
When a Student Asks for Help
with Spelling
Suggestions for Helping
Students When They Ask
for Help with Spelling
• For single syllable words:
–
Ask the student “What are the sounds in the
word?”
• For multi­syllable words:
–
Ask the student “What are the syllables in the
word?”
• Then guide the student to spell the word
either sound­by­sound or syllable­by­syllable.
© 2011 Readsters, LLC
© 2011 Readsters, LLC 40
Focus Is Word Meanings
• When teaching vocabulary, the primary
focus is on word meanings.
Vocabulary: Know Your
Focus
• Spelling is included because knowing a word’s
spelling helps cement the meaning.
© 2010 Readsters,LLC 42
© 2010 Readsters, LLC
Objectives
1. Demonstrate an effective way to introduce
words before teaching definitions
1. Introduce student­friendly and student­
created definitions
Introducing Vocabulary
Words While Engaging
Students
1. Show an innovative way to reinforce difficult
words
© 2010 Readsters,LLC 43
© 2010 Readsters, LLC
Step 1. Cement Student’s
Pronunciation of the Word
Steps for Teaching Vocabulary Words
Step 1. Cement Student’s Pronunciation of the Word • Same as spelling
Step 2. Tie Pronunciation to the Word’s Spelling • Same as spelling
Step 3. Present the Word’s Meaning • State the meaning using a student­friendly
definition. ­ NEVER ASK STUDENTS IF THEY KNOW
WHAT THE WORD MEANS.
Step 3. Teach the Lesson • This can be quick or lengthy, depending on the
difficulty and importance of the word.
Step 4. Students Create Their Own Definitions • Students show mastery of a word’s meaning
when they can create their own definitions.
1. Show the word in print and say the
word.
2. Walk away from the print.
3. Ask students to say the word.
–
–
–
Ask all students to repeat the word.
Ask a few individual students to say the
word.
Ask all students to say the word.
1. Orally break the word into
syllables. Ask all students to “whale
What’s different from
introducing spelling
words?
• Focus only on
pronunciation and do
not give any
definition.
–
talk” the word. – Ask how many syllables
the word has. – Ask all students to
“stomp” each syllable. – Ask individual
students: What is the
(first, last, middle, second, third) syllable?
1. Ask all students to say the word.
© 2010 Readsters,LLC 45
Step 2. Tie Pronunciation to the
Word’s Spelling
© 2010 Readsters,LLC 46
Step 3. Present the Word’s
Meaning
1.Walk back to the word in print.
1. Point to the word.
2.Ask students to read the word.
3.Ask how many syllables the word looks like it
has.
–
–
–
–
– Show a picture or other illustration if appropriate.
How many vowels do you see?
Are they together or apart?
Do you see a silent e?
How many syllables does the word look like it has?
What’s different from
introducing spelling
words?
Guide students to match orally pronounced
syllables to written syllables.
–
–
Draw a line on the board for each syllable.
Call on individual students to orally say and spell
each syllable as you write it on a line.
5.Ask all students to orally spell each syllable:
Erase the the word and draw a line for each syllable
In random order, point to a line and ask a student to
spell the syllable. (You do not write anything.)
– OPTIONAL: Ask one student to orally spell the word
backwards, then frontwards.
–
• Teach step 5 only
for words that might be
difficult to pronounce or
spell.
1. Tell students what the word means.
– Use a student­friendly definition that you have
created.
Notes
• This step is brief. • Do not ask students if they know what the word means or what they think it means. –
1.Ask all students to spell the word on paper or a
whiteboard and have them show their spelling.
© 2010 Readsters,LLC 47
© 2010 Readsters,LLC 48
Step 4. Teach the Lesson
Step 4. Teach the Lesson
1. Discuss the word the way you normally do.
�
�
1. Discuss the word the way you normally do
This might be simply saying they will encounter the word in
text.
It also may be an entire lesson in science or social studies for
words such as cosmos or immigration.
1. More extended vocabulary discussions might involve:
�
Pictures
�
�
�
�
This might be simply saying they will e n
text.
It also may be an entire l r
words such as orbit
1. More extend ve:
�
Pic t
Looking at the word in context
Giving examples and non­examples
Discussing the word’s morphemes (root or base word, prefix,
suffix)
1. Be sure students are using the word when it is being
discussed. (Too often the teacher does all the talking.)
�
�
Students remember words that they use.
mples
morphemes (root or base word, prefix,
students are using the word when it is being
cussed. (Too often the teacher does all the talking.)
Students remember words that they use.
© 2010 Readsters, LLC 50
© 2010 Readsters,LLC 49
Step 5. Students Create Their
Own Definitions
1. Develop student­created definitions. This can be
a whole class or individual activity, or it can be
done in small groups or by student pairs.
2. If appropriate, use a graphic organizer to write
the student­created definition, along with
synonyms, antonyms, examples & non­examples,
etc.
• When the students develop a student­created
definition after you have taught and they have
learned, they show that they know the meaning and
they synthesize their knowledge into a definition.
© 2010 Readsters,LLC 51
Research Base for
Connecting Spelling and
Pronunciation to
Meanings
© 2010 Readsters, LLC
�
Research Base for Connecting
Spelling and Pronunciation (2 & 5
nd
th
grades)
Comparison of higher and lower
readers on memory for the
pronunciations of words:
Student­Friendly and Student­Created Definitions
Little difference on memory for
pronunciation.
Comparison of higher and lower
readers on memory for
pronunciations of words with
spelling:
Huge difference in memory for
pronunciation favoring higher
readers.
Source: Ehri & Rosenthal, 2007
© 2010 Readsters, LLC 53
Teachers Prepare Definitions
BEFORE the Lesson Is Taught
A Different Approach
• Student­friendly definitions are developed and used by
teachers (Beck et al.)
Ð
Ð
Teachers present the definition of a word using concepts,
ideas, examples, and words that students understand.
This happens at the beginning of the lesson.
• Our approach for student­created definitions adds to
the concept of student­friendly definitions.
Ð
© 2010Readsters, LLC
Student­created definitions happen after students have
discussed, used, and learned the word.
• The same template is used for creating both
types of definition.
© 2010 Readsters, LLC 55
• Teachers prepare a student­friendly definition
before the lesson is taught.
Ð
Students never see the definition.
Ð
The teacher’s definition helps guide the way they teach
the word.
• This preparation insures the teacher has:
1.
thought about the word
2. selected the definition that fits the story or purpose
for the vocabulary lesson
3.
found specific words to convey the meaning.
© 2010 Readsters, LLC 56
Students Create Definitions AFTER
the Meaning Has Been Taught
• Students develop a student­created definition after
the lesson about the word’s meaning is complete.
Ð
Ð
Students develop a definition using their own words.
Students may use exactly the words the teacher
used to explain the definition, which is just fine
because if they generate the words themselves, it means
they know the definition.
• When student can create their own definitions,
they show that they own the word.
Different Templates for
Different Parts of Speech
• Nouns
without examples
with examples
Ð
Ð
• Verbs
without objects
with objects
Ð
Ð
• Adjectives almost always need
Ð
an example
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© 2010 Readsters, LLC 58
The Student Friendly Definition below is
the first one a 5th grade class at KIPP
Blytheville in Arkansas created
• Noun without examples
Templates for Nouns
A commitment is an oath or promise that
you’ll never give up on.
© 2010 Readsters, LLC
© 2010 Readsters, LLC 60
Let’s create a student­friendly definition together:
Noun with examples immigrant :
Create your definition in preparation for introducing the word
before teaching a history lesson on the potato famine in Ireland.
An isawho
word
Your Turn to develop a student­
friendly definition. Keep it
simple.Noun without examples:
buffalo A buffalo is a that
word
categoryor synonym characteristics
categoryor synonym characteristics
.
,
such as .
one or moreexamples
© 2010 Readsters, LLC 61
© 2010 Readsters, LLC 62
Your Turn: Create a student­friendly
definition for a science lesson about planets.
Noun with examples:
An orbit is a
word
orbit that
categoryor synonym characteristics
,
Templates for Verbs
such as .
one or moreexamples
© 2010 Readsters, LLC 63 © 2010 Readsters, LLC
Create a student­friendly definition
w i t h
e x a m p l e s
Verb without object: trudge Example of student­friendly definition
Verb with object: pummel
This is a transitive verb and requires an object.
To trudge means to
To pummel something means to hit it over and over
synonym characteristics
synonym characteristics
.
again, such as a boxer pummeling his opponent.
one or more examples
one or more examples
© 2010 Readsters, LLC 65
© 2010 Readsters, LLC 66
Lets create a student­friendly
definition together
Adjective: delectable Delectable means
synonym or simple definition
Template for Adjectives
such as which .
sample phrase characteristics
© 2011 Readsters, LLC
© 2010 Readsters, LLC 68
Free Sources to Prepare
Student­Friendly Definitions
Which Grades?
1. Use the entire procedure from about the middle
of 2nd grade through high school.
• Wordsmyth
http://www.wordsmyth.net
Has beginner, intermediate, and advanced definitions
Ð
2. For students in kindergarten through middle
of first grade, show the spelling of the word.
Ð
• Collins Co­Build Dictionary
Ð
http://www.collinslanguage.com/
• Longman Dictionary
•
If the students know the phonics rules for
decoding the rule, follow all the steps.
•
If the students do not have the skills to decode
the word, focus on Step 1 (Cement the
Pronunciation) and do little or nothing with Step 2
(Relate the Pronunciation to the Spelling).
Ð
http://www.ldoceonline.com/
© 2010 Readsters,LLC 69
© 2010 Readsters,LLC 70
Clever Teachers Created
Vocabulary Views Helping Students
Understand and
Remember Meanings
• Students in a Detroit school were having
extreme difficulty with the vocabulary in one
story.
• Teachers developed a “looping” slide show
that they showed at the beginning of the day,
after recess, and after lunch.
• Scores skyrocketed on the post­test after
using this technique.
Slides used with permission from Mary Dahlgren.
© 2010 Readsters, LLC
© 2010 Readsters,LLC 72
Looping slide show compliments o
Detroit teachers who worked with Mary Dahlgren
lurk
Unit 2 Lesson 6
Vocabulary
'
To hide in or about
a place.
The Story of
Three Whales
© 2010 Readsters,LLC 73
© 2010 Readsters,LLC 74 surface
'
trudged
To rise to the top
of any liquid.
© 2010 Readsters,LLC 75
'
Walked or marched steadily with great
effort.
© 2010 Readsters,LLC 76
invincible
plight
• A bad condition or situation
• Impossible
to defeat.
© 2010 Readsters,LLC 77
ordeal
© 2010 Readsters,LLC 78
Reference
• Something that
is difficult to do.
© 2010 Readsters, LLC 79
Ehri, L.C. & Rosenthal, J. (2007). Spelling of Words: A neglected
facilitator of vocabulary learning. Journal of Literacy Research, 39(4),
389–409.
© 2011 Readsters, LLC 80