DSC
Grades 1–6
Guided Spelling
2000 Embarcadero, Suite 305
Oakland, CA 94606-5300
800.666.7270 * fax: 510.842.0348
devstu.org
™
An Uncommon
Response to the
Common Core
Page 2
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Developing Thoughtful Spellers
DSC
GS-BROCH-2012
Cover photo © Ereloom Studios
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Table of Contents
2
Overview
An Uncommon Response to the Common Core—Spelling. . .
Developing Thoughtful Spellers. . . . . . . . . . . . . . . . . . . . . . . . . . .
What Is Guided Spelling? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What’s So Special? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Research Basis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Week at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What’s Included. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Grade-level Components. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Sample Content
24
Resources
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4
5
6
8
9
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Spelling Content, Grades 1–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Grade 1 Content Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Grade 2 Content Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Grade 3 Content Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Grade 4 Content Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Grade 5 Content Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Grade 6 Content Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
The Role of Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Partner Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Related Programs from DSC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
An Uncommon Response to the
Common Core—Spelling
The Common Core State Standards define what all students are expected to know and
be able to do, but “not how teachers should teach.”1 The Guided Spelling™ program is a
curriculum designed for grades 1–6 with the primary goal of developing knowledgeable,
independent, and thoughtful spellers. The program incorporates the CCSS vision for
language and writing standards that emphasize the accuracy of expression.
The Common Core State Standards expect students to:
• Gain control over conventions of grammar, usage, and mechanics to use language to convey
meaning effectively
• Know and apply grade-level phonics and word-analysis skills
• Write texts to examine and convey ideas and information clearly and accurately
• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach
Electronic Correlation Database
DSC offers an in-depth correlation to the Standards of DSC’s literacy programs to help
teachers create lessons that prepare students for success. This online database is searchable
by standard, program unit, and lesson. To access it, visit devstu.org/ccss.
Common Core State Standards Initiative, Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science,
and Technical Subjects, “Introduction,” June 2, 2010, 6.
1
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DEVELOPMENTAL STUDIES CENTER
Guided Spelling™
I practice words with my partner.
The Guided Spelling™ program creates thoughtful
spellers who develop the knowledge and understanding to spell and write many more words than they can
possibly memorize.
A thoughtful speller uses his or her understanding of
word parts and sounds deliberately and intentionally
when reading and writing independently.
Photo © Ereloom Studios
The Guided Spelling program provides:
• Differentiated spelling instruction that offers
students strategies to spell a variety of word
types in their writing
• Instructional support for phonemic segmentation
at primary levels
• Methods for memorizing sight words and developing study skills at upper levels
The Guided Spelling program invites
students to:
• Participate in discussions about spelling strategies
and challenges
• Segment and spell by sounds, recognize patterns
within words, add inflections, spell by syllables,
and add prefixes and suffixes to base words
• Guidance for spelling words that follow a consistent pattern
• Do the thinking and be aware of the decisions
they make when reading and spelling words
they encounter
• Guidance for students to ask themselves questions
about words, letters, and word parts
• Engage in frequent review of spelling words
and concepts
For orders, information, and samples, visit devstu.org or call 800.666.7270.
3
Developing Thoughtful Spellers
The Guided Spelling™ program asks more of students than just memorizing words
and passing tests. The program creates thoughtful spellers who develop the
knowledge and understanding to spell and write many more words than they
can possibly memorize.
Thoughtful spellers:
• Segment words and spell by sounds
• Know common spelling patterns and use
them correctly
• Apply generalizations when adding inflections
• Use strategies for spelling by syllables
• Add prefixes and suffixes to base words
• Know when they don’t know how to spell a word
and use resources to help them
• Apply their spelling knowledge as they read and
write independently
A thoughtful speller uses his or her understanding
of word parts and sounds deliberately and intentionally when reading and writing independently.
• Have memorized the spelling of many words
With the traditional basal program, students are given a
list, and they sort the words and write them in sentences.
But that’s about all the real thinking that they do with the
words. With Guided Spelling, they have to think through the
difficulties and how to solve them. I guide them through how
to break words into syllables and how to pronounce even
the syllables that they cannot hear. The guidance teaches
them to ask themselves questions about the words, letters,
and word parts. I like the thinking it trains the kids to do.
Traditional programs don’t do that.”
— Bobbi Williams, grade 5 teacher
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DEVELOPMENTAL STUDIES CENTER
Guided Spelling™
What Is Guided Spelling?
The Guided Spelling™ program is a method of learning to spell that invites students
to do the thinking and become increasingly aware of the decisions that need to be
made to read and spell words they encounter.
Applying Spelling Strategies
Students practice applying spelling strategies
by writing words as the teacher provides support
and guidance.
Guidance for spelling words follows a consistent
pattern:
1. The teacher introduces the word in context.
2. As students spell the word, the teacher guides
them to think about how to spell it correctly.
3. The teacher provides feedback.
4. The students correct any misspellings.
Spelling concepts and words are frequently reviewed
in the program. Each new spelling concept is emphasized during guided spelling for two weeks and appears in future lessons as well. Students revisit words
multiple times during subsequent review weeks.
The Guided Spelling program asks students to use
all of their spelling knowledge in a metacognitive
and deliberate manner. They anticipate the pitfalls
of the English language. They know which spelling
strategies to use in particular situations. They know
when they don’t know how to spell a word, and they
know what resources to consult for assistance.
With Guided Spelling it guides you along. You go step-bystep through each word. It’s easier. With the other spelling
programs they just say, ‘Write this word.’ And you have to
guess how the word is spelled.”
— Caroline, grade 5 student
For orders, information, and samples, visit devstu.org or call 800.666.7270.
5
What’s So Special?
The Guided Spelling™ program is a unique instructional tool that teaches students
how the English language works through the study of patterns, sounds, inflectional
endings, and word parts. Students develop personal confidence as they learn
through understanding, instead of conventional guessing and memorizing.
Strategies for Spelling Think, Pattern,
and Sight Words
The Guided Spelling program teaches strategies for
spelling the different types of words students will
encounter in their reading and that they will need
in their writing. They learn what they need to think
about before adding inflectional endings, prefixes, or
suffixes. They also learn various common spellings of
sounds, which gives them an advantage in spelling.
The program teaches students three kinds of words:
think words, pattern words, and sight words.
Think Words
Think words are words that can be spelled without
memorization. Students who know consonants
and short-vowel sounds can spell most short-vowel
words without memorizing them. After they learn
the generalizations for adding inflectional endings,
they can also spell hundreds of words like stops,
stopped, filled, ended, and dishes.
Pattern Words
Pattern words are words that include sounds that
have more than one common spelling. In Guided
Spelling, students learn which spelling is correct for
each word. For example, coat has the common spelling oa for the sound /ō/, but o_e and ow are also
common spellings for the sound /ō/.
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DEVELOPMENTAL STUDIES CENTER
Sight Words
Sight words are irregular words that have letters or
letter combinations that represent sounds in uncommon ways. Strategies for memorizing sight words,
such as been, are taught and practiced throughout
the program.
High-frequency Words
Students memorize the high-frequency words
that have been selected from research studies of
high-frequency words in school curriculum materials.
By the end of grade 3, students who understand the
spelling concepts and have memorized the weekly
words will be able to spell most of the single-syllable
words in the 1,000 most frequent words cited by
these studies (see page 8).
Guided Spelling™
Differentiated Instruction
The Guided Spelling program is designed for
whole-class instruction; the structure of the program
allows students at different levels to learn together.
Instruction may also be differentiated, beginning
in grade 2, to meet the needs of students struggling
with grade-level content and those who need an extra
challenge. Individual needs are met by varying the
number of words studied each week. In the “Words
Used This Week” list at the beginning of each week,
stars indicate words for below-grade-level spellers;
students who are struggling can concentrate on
studying just these words. Extra “challenge words”
are also provided for advanced spellers.
perceiving the sounds in a word. Students learn to
identify each sound (phoneme) in a word and learn
how to write the letters in sequence.
For example: The word sat consists of the sounds
/s/ + /ă/ + /t/.
Instruction in Memorization
Methods for memorizing words are taught explicitly
in the program through modeling, practice of memory
steps, and instruction in how to study. Beginning
in grade 2, students also learn to use mnemonics
(memory aids). Students keep records of words
they’ve missed so they’ll know which words they
particularly need to study.
Support for Phonemic Segmentation
Grade 1 of the Guided Spelling program includes
extensive instruction in phonemic segmentation.
Many beginning spellers have a difficult time
Memorizing for me is really hard, actually. I can barely
memorize anything. It’s easier to learn the syllables than
just practice writing words. The teacher helps you on that.
I like the Guided Spelling way because you don’t have
to memorize—you just know it is the right way ’cause you
learned it.”
— Mike, grade 5 student
For orders, information, and samples, visit devstu.org or call 800.666.7270.
7
Research Basis
The Guided Spelling™ program integrates elements from four researched principles—
developmental stages of spelling, word frequency, basal spelling instruction, and
explicit instruction.
Developmental Stages of Spelling1
Traditional Basal Approach3
Schlagal (2001), Henderson, Templeton (Henderson
and Templeton, 1986), and others have studied and
described six specific stages of increasing proficiency
for developing spellers—from nonphonetic to derivational constancy. Other investigators (for example,
Invernizzi and Hayes, 2004) strongly recommend that
spelling instruction facilitate progress through these
stages. The sequence of concepts introduced in
Guided Spelling is carefully aligned and structured to
support students at each stage of development:
The Guided Spelling program includes the
following familiar features from traditional
basal spelling instruction:
• A weekly word list to study
• Daily practice with the words
• A weekly test
• Frequent review
• Instruction in study methods
• Nonphonetic stage
Explicit Instruction4
• Semiphonetic stage
Based on the principles of systematic, explicit
instruction, the lessons include:
• Phonetic stage
• Within Word Pattern stage
• Syllable Juncture stage
• Derivational Constancy stage
Word Frequency
2
• Presentation of material in small steps
• Modeling
• Guided student practice
• Detailed explanations
• Regular feedback and correction
Students study words from the highest-frequency
words in school materials, taken from two studies that analyzed more than 22 million words from
6,000 school curricular materials to identify the
highest-frequency words encountered by students.
References
1. Henderson, E. H. 1990. Teaching Spelling. 2nd ed. Boston:
Houghton Mifflin.
Henderson, E.H. and S. Templeton. 1986. “A developmental
perspective of formal spelling instruction through alphabet, pattern,
and meaning.” Elementary School Journal 86: 305–16.
Invernizzi, M. and L. Hayes. 2004. “Developmental-spelling research: A
systematic imperative.” Reading Research Quarterly 39: 216–28.
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DEVELOPMENTAL STUDIES CENTER
2. Zeno, S. M., S. H. Ivens, R. T. Millard, and R. Duvvuri. 1995. Educator’s
Word Frequency Guide. Touchstone Applied Science Associates, Inc.
Carroll, J. B., P. Davies, and B. Richman. 1971. Word Frequency Book.
Boston: Houghton Mifflin.
3. Schlagal, B. 2002. “Classroom spelling instruction: History, research,
and practice.” Reading Research and Instruction 42: 44–57.
4. Rosenshine, B. 1995. “Advances in research on instruction.” Journal of
Educational Research 88: 262–68.
Guided Spelling™
Week at a Glance
The Guided Spelling™ program has a 5-day lesson plan for 15 minutes each day.
It uses a gradual-release model of guidance that moves from explicit, direct
instruction and guidance from the teacher on Monday to independent spelling
response by the student on Friday.
Five Days of Spelling Activities
Day 1
Introduction of spelling concepts and
new words
Days 2–4 Guided spelling activities with regular
and irregular words
Day 5
Spelling test on the words of the week
The weekly plan of the Guided Spelling program
includes multiple ways for students to learn and
apply spelling strategies:
Board/Projector Work
The teacher introduces each word in a sentence,
has students repeat the word, and then asks questions or provides other guidance to help them spell
it correctly. After students finish writing each word,
the teacher models the correct spelling using the
board or a projector. Students check their work and
make corrections.
Choral Response
Throughout guided spelling, students respond in
unison to questions. Spelling is strongly influenced
by the writer’s pronunciation. As students repeat
the teacher’s pronunciation, it helps them spell and
provides feedback for the teacher.
Spelling-Sound Wall Cards or Chart
The wall cards at grades 1–2 and the chart at
grades 3–6 help students organize complex
spelling sounds and patterns. Each element represents a spelling-sound relationship and lists
the multiple common spellings for the same
sound. The students reference the wall information repeatedly throughout the week.
Student Spelling Book
The Student Spelling Book presents the new words
for each week and review words from the previous
week, provides pages for use during daily guided
spelling, and offers an optional enrichment activity
for applying and reinforcing the concepts learned.
(In grades 4–6, the optional enrichment activities
are found in the Blackline Masters book.)
Homework
Weekly homework provides support for memorizing
words in preparation for the weekly test.
For orders, information, and samples, visit devstu.org or call 800.666.7270.
9
What’s Included
Grade-level packages include:
• Teacher’s Manual
• Spelling-Sound Wall Cards (grades 1–2)
• Spelling-Sound Chart (grades 3–6)
• Blackline Masters
• Student Spelling Books (25 for grades 1–3,
30 for grades 4–6; consumable)
Grade-level Packages
Complete Guided Spelling
Program, Grades 1–6
Grade 1 Classroom Package
Grade 2 Classroom Package
Grade 3 Classroom Package
Grade 4 Classroom Package
Grade 5 Classroom Package
Grade 6 Classroom Package
GS-CP16
GS-CP1
GS-CP2
GS-CP3
GS-CP4
GS-CP5
GS-CP6
NOTE: For current pricing, please contact your local DSC representative, visit devstu.org/guided-spelling, or call 800.666.7270.
5
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Also Available
Guided Spelling™ CD-ROM
For subsequent years of Guided Spelling instruction, optional grade-level CD-ROMs contain all
the reproducible materials needed for teachers and students. The CD-ROM is an alternative to
purchasing consumable materials.
Katherine K. Newman
John Shefelbine
DEVELOPMENTAL STUDIES CENTER
Guided Spelling™
Grade-level Components
Grade
5
Teacher’s Manual
TEACHER’S MANUAL
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MASTERS
The Blackline Masters book includes all
the reproducible materials for the program,
including weekly homework pages for
the students and reduced versions of the
spelling-sound wall cards or chart. Some
grades also include a reproducible poster
that supports classroom instruction and a
transparency form for daily guided spelling.
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Guided Spelling
Weekly lesson material for students
is available in the Student Spelling
Books. A “Dictionary and Personal
Word List” is provided at the back of
the book in grades 2–6. In grades 4–6,
books also include generalizations for
adding suffixes and a list of frequently
misspelled words. Consumable.
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Guided Spelling Spelling-Sound Chart
The Teacher’s Manual includes support
and direction for a full year of spelling
work with word lists, background, advisory
notes, and extensive guiding.
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big book
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men’s dog
choo-choo train
Guided Spelling™ © Developmental Studies Center
Round: FINAL
Date: 11/20/08
File Name: GS-CHART3.indd
Page #: 1
Trim size: 4.25” x 11”
Spelling-Sound Wall Cards (Grades 1–2)
Spelling-Sound Chart (Grades 3–6)
Trim size: 32” x 42.75”
Artist: Roberta Morris
28
Project Name: Guided Spelling— Grade 1 Wall Cards
Project Name: Guided Spelling Wall Poster
Colors used: CMYK
Printed at: 25%
Round: FINAL
Date: 09/08/08
File Name: GS-WC1.indd
Page #: 28
Colors used: CMYK
Printed at: 100%
Artist: Roberta Morris
Editor: Krista Faries
Comments:
Editor: Krista Faries
Comments:
These visual resources play a critical role in helping students
organize the complexities of spelling and phonics. Each
illustration on the cards or chart represents one sound that
serves as a mnemonic to help students easily locate common
spellings for that sound.
NOTE: For a list of components available separately, please contact your local DSC representative, visit devstu.org/guided-spelling,
or call 800.666.7270.
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Page #: 1
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Round: Final pages
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Artist: Roberta Morris
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Project Name: Guided Spelling Grade 4 TM cover
Round: Final pages
Trim size: 8.375” x 10.875”
Artist: Roberta Morris
Comments:
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Round: Initial
Concept
Final pages
Trim size: 8.375” x 10.875”
Artist: Roberta Morris
Date: 05/08/09
File Name: GS-TM6_cover
Page #: 1
Colors used: 4/C
plus
PMS 485
485
CMYK
+ PMS
Printed at: 100%
Editor: Krista Faries
Comments:
For orders, information, and samples, visit devstu.org or call 800.666.7270.
11
Spelling Content, Grades 1–6
The Guided Spelling™ program content follows a developmental sequence,
progressing from alphabetic spelling to patterns to morphemic spelling. Each level
emphasizes high-frequency spelling patterns and irregular words. The following
charts show the developmental sequence over the entire program.
Overview of Guided Spelling, Grades 1–3
Grade 1
Phonemic Spelling Knowledge
Consonants
Short vowels
Consonant digraphs
Consonant clusters
Long vowel-consonant-e
Vowel digraphs
r-controlled vowels
Syllable types (constructions)
Syllable boundaries
Schwas
Morphemic Spelling Knowledge
Adding s
Adding es
Single-syllable doubling
Dropping e
Changing y to i
Polysyllabic doubling
Spelling possessives
Prefixes and suffixes
Greek and Latin roots
Spelling Strategies
Phonemic segmentation
Spelling words that do not require memorization
(called “think words” in grades 1–3)
Spelling words with common patterns
(called “pattern words” in grades 2–3)
Spelling irregular words
Polysyllabic spelling
Using related words
12
DEVELOPMENTAL STUDIES CENTER
Grade 2
Grade 3
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Guided Spelling™
Word Histories
Beginning in grade 4, the Teacher’s Manual provides notes on the history of some
spelling words. Students are introduced to ways words have changed over time as
well as the influences of other languages on English. For instance, crocodile came
from Greek words that meant pebble-worm. The Greeks noticed that this wormlike creature would lie in the sun on the pebbles by the side of the water.
Overview of Guided Spelling, Grades 4–6
Phonemic Spelling Knowledge
Consonants
Short vowels
Consonant digraphs
Consonant clusters
Long vowel-consonant-e
Vowel digraphs
r-controlled vowels
Syllable types (constructions)
Syllable boundaries
Schwas
Morphemic Spelling Knowledge
Adding s
Adding es
Single-syllable doubling
Dropping e
Changing y to i
Polysyllabic doubling
Spelling possessives
Prefixes and suffixes
Greek and Latin roots
Spelling Strategies
Phonemic segmentation
Spelling words that do not require memorization
(called “think words” in grades 1–3)
Spelling words with common patterns
(called “pattern words” in grades 2–3)
Spelling irregular words
Polysyllabic spelling
Using related words
Grade 4
Grade 5
Grade 6
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For orders, information, and samples, visit devstu.org or call 800.666.7270.
13
Grade 1 Content Examples
In grade 1 of the Guided Spelling™ program, students learn how to segment and spell
short vowel words. They learn strategies for memorizing the spelling of high-frequency
irregular words. They study and memorize 30 high-frequency irregular words.
Phonemic Spelling Knowledge
• Consonants, for example, sat, pin, dug, mix
• Short vowels, for example, back, fed, sit, on, hug
• Consonant digraphs, for example, shut, chip, that, when, sing
Morphemic Spelling Knowledge
• Adding s, for example, gets, socks
Spelling Strategies
• Phonemic segmentation, for example, /făn/→/f/+/ă/+/n/
• Spelling think words, for example, /s/+/ă/+/t/→sat; /sh/+/ĭ/+/p/→ship
• Spelling irregular words by letter name, for example, do, d-o; what, w-h-a-t
14
DEVELOPMENTAL STUDIES CENTER
Guided Spelling™
Grade 2 Content Examples
In grade 2 of the Guided Spelling™ program, students focus on complex vowel
patterns in single-syllable words. They also learn to add inflectional endings and
recognize when to double the final consonant or drop the final e before adding
endings. Students learn strategies for spelling and memorizing regular and
irregular words. They master 100 regular words and 100 irregular words.
Phonemic Spelling Knowledge
Spelling Strategies
• Short vowels, for example, back, went, will, not, just
• Spelling think words, for example, /ă/+/s/+/k/→ask;
stop+ed→stopped
• Consonant digraphs and clusters, for example, fish,
thing, next, much, when
• Long vowel-consonant-e, for example, made,
these, use
• Vowel digraphs, for example, green, rain, road, food
• r-controlled vowels, for example, far, short, her,
girl, turn
• Spelling pattern words, for example, determining
which spelling of /ā/ to use in wait or which
spelling of /ō/ to use in own
• Spelling irregular words by letter name, for
example, could, c-o-u-l-d; eight, e-i-g-h-t
Other Spelling Knowledge
Morphemic Spelling Knowledge
• Adding s, for example, helps, parts
• Adding -es, for example, wishes, classes, inches
• Doubling the final consonant, for example,
stopped, running, getting
• Homophones, for example, here/hear, their/there/
they’re
• Compound words, for example, weekend, rainbow
• Contractions, for example, it’s, isn’t, I’ll
• Numbers from one to ten
• Adding -ed and -ing to final-e words, for example,
named, taking
For orders, information, and samples, visit devstu.org or call 800.666.7270.
15
Grade 3 Content Examples
In grade 3 of the Guided Spelling™ program, students learn vowel patterns in both
single-syllable and polysyllabic words. They spell endings that involve doubling
the final consonant, dropping the e, changing y to i, and forming possessives.
Students learn strategies for spelling and memorizing single-syllable, polysyllabic,
and irregular words. They master 200 regular words and 100 irregular words.
Phonemic Spelling Knowledge
Spelling Strategies
• Consonant digraphs and clusters, for example,
kept, drip, match, bridge
• Spelling think words, for example, scratches,
clapping, stayed, cat’s, tries
• Short vowels, for example, flat, fresh, which,
box, must
• Spelling pattern words, for example, determining
which spelling of /ā/ to use in main or which
spelling of /ē/ to use in team
• Long vowel-consonant-e, for example, phone,
nine, strange
• Vowel digraphs, for example, mean, stood,
south, wait
• r-controlled vowels, for example, under, bird,
burn, large, forty
• Introduction to types of syllables, for example,
under, October, inside, during, fifteen, simple,
operation
• Polysyllabic spelling, for example, fifty→fif-ty;
over→o-ver
Other Spelling Knowledge
• Homophones, for example, tail/tale, knew/new,
week/weak
Morphemic Spelling Knowledge
• Compound words, for example, anywhere,
thunderstorm
• Adding s and -es, for example, facts, passes, dishes
• Contractions, for example, who’s, she’ll
• Doubling the final consonant before adding
endings, for example, planned, sitting
• Abbreviations, for example, St., Wed., Aug.
• Adding s, -ed, and -ing to final-e words, for example, shapes, chased, writing
• Months, for example, February, December
• Adding endings to words that end with consonant-y,
for example, puppies, cried, flying
• Spelling possessives, for example, boy’s, girls’, men’s
• Introduction to prefixes and suffixes: re-, un-,
-ly, -ful
16
• Spelling irregular words by letter name, for
example, guess, g-u-e-s-s; climb, c-l-i-m-b
DEVELOPMENTAL STUDIES CENTER
• Weekdays, for example, Wednesday, Saturday
• Numbers, for example, fourteen, twenty
Guided Spelling™
Grade 4 Content Examples
In grade 4 of the Guided Spelling™ program, students learn strategies for spelling
polysyllabic words that include various types of syllables, syllable boundaries, and
schwas. They learn the generalizations for adding suffixes, and they spell words
with common prefixes and suffixes. They spell possessives, unusual plurals, and
frequently misspelled words. They master 375 high-frequency words.
Phonemic Spelling Knowledge
Other Spelling Knowledge
• Review of vowels, for example, tracks, complete,
corner, fright, drew, amount, destroy
• Frequently misspelled words, for example, though,
field, of course
• Schwas and other unaccented vowels, for example,
second, open, thousand, button
• Homophones, for example, through/threw
• Syllable boundaries, for example, un.til, fin.ish, i.de.a
• Unusual plurals, for example, halves, teeth, potatoes
• Syllable types (constructions), for example,
hundred, pilot, complete, better, approach, example
• Word history, for example, squirrel comes from
words meaning little shadow-tail
Morphemic Spelling Knowledge
Spelling Strategies
• Generalizations for adding suffixes, including
inflectional endings such as -ed and -ing:
• Polysyllabic spelling, for example, remember→
re-mem-ber, sudden→sud-den
• Single-syllable doubling, for example,
dropped, quitting
• Contractions, for example, can't, won't, it's
• Using related words, for example, act→action,
discuss→discussion
• Dropping e, for example, dividing, excited,
believable
• Changing y to i, for example, replied, activities,
easiest
• Polysyllabic doubling, for example, beginning,
controlled, unforgettable
• Spelling possessives, for example, today's, nations',
women's
• Common prefixes, for example, un-, re-, dis-, non-,
mis-, pre• Common suffixes, for example, -ful, -less, -ness, -er,
-or, -est
For orders, information, and samples, visit devstu.org or call 800.666.7270.
17
Grade 5 Content Examples
In grade 5 of the Guided Spelling™ program, students extend their knowledge of
polysyllabic spelling and the generalizations for adding suffixes. They utilize the strategy
of using related words as spelling clues; for example, operate is a clue for operation.
They spell possessives, prefixes, suffixes, Greek and Latin roots, and unusual plurals, and
review frequently misspelled words. They master 375 high-frequency words.
Phonemic Spelling Knowledge
•
Prefixes, for example, fore-, sub-, semi-, in-, super-, co-
•
Review of vowels, for example, knock, twice, goal,
concern, choice
•
Suffixes, for example, -er, -or, -eer, -ness, -y, -ful, -eth
•
Schwas and other unaccented vowels, for example,
buffalo, magnet, opposite, cotton
•
Syllable boundaries, for example, in.tend, de.tail,
shad.ow, li.on
•
Syllable types (constructions), for example, twenty,
paper, extreme, record, county, gentle
•
Word parts, for example, -ive, -ture, -age, -able, -ous,
-ent, -ance
Morphemic Spelling Knowledge
•
Generalizations for adding suffixes, including
inflectional endings such as -ed and -ing:
• Single-syllable doubling, for example, skidded,
swimmer, muddy
• Dropping e, for example, requiring, supposed,
smoky, guidance
• Changing y to i, for example, satisfied, colonial,
hungrier
• Polysyllabic doubling, for example, permitting,
preferred, flatten
•
Possessive nouns and pronouns, for example,
sister’s, nurses’, children’s, its, ours
18
DEVELOPMENTAL STUDIES CENTER
•
Greek and Latin roots, for example, port, uni, part,
medic, micro
Other Spelling Knowledge
•
Frequently misspelled words, for example, sense,
thought, piece
•
Homophones, for example, its/it’s
•
Contractions, for example, who’s, o’clock, that’ll
•
Unusual plurals, for example, wolves, oxen, mice,
tomatoes
•
Word history, for example, English cheese and Spanish queso both come from the Latin word caseus
Spelling Strategies
•
Polysyllabic spelling, for example, immediately→
im-me-di-ate-ly
•
Using related words as spelling clues:
• Clues for unaccented vowels, for example,
colony→colonial
• Clues for -tion or -sion, for example,
operate→operation; divide→division
Guided Spelling™
Grade 6 Content Examples
In grade 6 of the Guided Spelling™ program, students review polysyllabic spelling,
generalizations for adding suffixes, and the strategy of using related words as
spelling clues. They expand their knowledge of prefixes, suffixes, and Greek and
Latin roots. Frequently misspelled words and possessives are reviewed. They
master 375 high-frequency words.
Phonemic Spelling Knowledge
•
Review of vowels, for example, graph, rice, claim,
absorb, doubt
•
Schwas and other unaccented vowels, for example,
common, private, citizen, college
•
Syllable boundaries, for example, ex.tend, vol.ume,
de.mand, re.al.ize
•
Syllable types (constructions), for example, expand,
climate, concentrate, absorb, compound, principle
•
Word parts, for example, -ment, -ive, -ture, -ible,
-ant, -ence
•
Prefixes, for example, in-, ir-, im-, mid-, post-,
over-, en•
Suffixes, for example, -ity, -dom, -ize, -some,
-ship, -ward
•
Greek and Latin roots, for example, ject, rect, press,
offic, soci, gress
Other Spelling Knowledge
•
Frequently misspelled words, for example, used to,
might have, since
•
Homophones, for example, council/counsel
•
Contractions, for example, we’ve, she’d’ve
Morphemic Spelling Knowledge
•
Generalizations for adding suffixes, including
inflectional endings such as -ed and -ing:
• Single-syllable doubling, for example, dripped,
foggy, dimmer, flatten
• Dropping e, for example, comparing, purest,
scary, desirable
• Changing y to i, for example, identified,
companies, cloudiness, angrily
• Polysyllabic doubling, for example, occurring,
forbidden, propeller
•
Possessive nouns and pronouns, for example,
prince’s, ladies’, women’s, theirs
•
Word history, for example, long ago the k in knot
was pronounced
•
Words from other languages, for example, pajamas
comes from a Hindi word
Spelling Strategies
•
Polysyllabic spelling, for example, alphabetize→
al-pha-bet-ize
•
Using related words as spelling clues:
• Clues for unaccented vowels, for example,
industrial→industry
• Clues for -tion or -sion, for example,
conclude→conclusion; pollute→pollution
For orders, information, and samples, visit devstu.org or call 800.666.7270.
19
The Role of Homework
In the Guided Spelling™ program, weekly homework helps students in memorizing
the spelling of the current and previous weeks’ words by applying the memory
steps practiced in daily guided spelling. Weekly homework sheets are provided in
the Blackline Masters book for duplication.
Knowing and Memorizing
Unlike traditional spelling programs that rely
completely on memorization and routine drill
activities, the Guided Spelling program combines an
understanding of sounds, patterns, prefixes and
suffixes, and root words with guidance and spelling
strategies applied in class and at home. Memorization
is only one of the strategies that students use.
Memory Steps
Homework provides the opportunity to practice
the memory steps learned in class on new and
review words, further reinforcing the student’s list
of known words. The memory steps are especially
helpful with irregular words to which the other
spelling strategies do not apply.
20
DEVELOPMENTAL STUDIES CENTER
Practice the memory steps for each word.
Step 1: Read, spell out loud, and study.
Step 2: Cover, say, spell out loud, and check.
Step 3: Cover, say, write, and check.
This practice is essential in helping students memorize
the high-frequency words they’ll use in combination
with their spelling knowledge to read or correctly
spell words they’ll encounter in the future.
Guided Spelling™
Week 8 Homework
Name
________________________________
Practice the memory steps for each word.
Step 1: Read, spell out loud, and study.
Step 2: Cover, say, spell out loud, and check.
Step 3: Cover, say, write, and check.
NEW WORDS
*1. fifty
*2. plenty
*3. happy
*4. quickly
5. body
6. empty
7. funny
8. judge
*9. gold
*10. push
11. floor
12. break
REVIEW WORDS
*13. wrong
*14. cross
*15. edge
*16. match
17. sticks
18. bridge
1.
13.
2.
14.
3.
15.
4.
16.
5.
17.
6.
18.
7.
19.
8.
20.
9.
21.
10.
22.
11.
23.
12.
24.
19. scratch
20. felt
*21. would
*22. head
23. school
24. should
Challenge Words: hungry, angry, sorry, industry
© Developmental Studies Center, Katherine K. Newman, and John Shefelbine
GUIDED SPELLING™
11
Homework Sheet, Week 8, Grade 3
For orders, information, and samples, visit devstu.org or call 800.666.7270.
21
Assessment
Teachers assess students’ spelling progress by interpreting students’ daily
progress and weekly test performance and by adapting instruction for group
and individual needs that arise.
Daily
Six-week Reviews
As the teacher provides the guidance in guided
spelling, students are engaged as they respond
chorally, providing the teacher with auditory
feedback to interpret student understanding
of the concepts being taught.
Every sixth week is a review week in the Guided
Spelling program. Each review week includes:
Weekly
Weekly tests provide another look at student
performance, especially the application words,
which are fresh words that have not been memorized
and which provide the students with an opportunity
to apply the concepts they have learned to new words.
• A pretest
• A proofreading activity
• Partner study time
• Whole-class spelling discussion
• An end-of-week test
In this highly participatory week, the teacher
observes written and oral examples of student
spelling proficiency.
Transferring Spelling Knowledge
to Writing
The impact of spelling instruction is evident in
student writing. Students must be able to apply the
concepts they have learned in the spelling lessons
to words that they have not encountered in class.
Every day in the program, students practice using
the spelling strategies on words beyond the weekly
word list. Students’ spelling power shows up in their
writing as they become increasingly self-sufficient.
22
DEVELOPMENTAL STUDIES CENTER
Guided Spelling™
Partner Study
Though the Guided Spelling™ program uses direct and regular guidance from the teacher,
the importance of partner work is evident across grade levels. In grade 1, students share
drawings and complete word-building activities with a partner. Beginning in grade 2,
students regularly study review words with a partner. Students in grades 4–6 engage in
frequent partner work to practice expressing the reasoning behind English spelling, such
as explaining to each other why they dropped the final e in a word before adding a suffix.
Week 6
Day 3
Partner Study
u
Teacher Background
During partner study time, the students will study for the review
test with a partner. Have the students work with their partners
from Day 2. First model the procedure with a partner. Then
have a few pairs model the procedure for the class. As partners
practice the procedure for partner study, circulate and help pairs
as needed.
The pre-spelling activities this week prepare the students
for spelling contractions in Week 8 by helping them hear
contractions and identify the words they come from.
u Partner Study
Open your spelling books to page 33. Today you will work with a
partner to study the spelling words.
Select a student to act as your partner. Explain and model the
procedure for working with a partner as described below.
Choose a word to study, and tell your partner the number and
word, for example, “Number 4: will.” Then ask your partner to
put his finger under number 4, will.
Cover the word and spell it out loud: w-i-l-l. Ask your partner
to check as you spell the word and to say whether it is spelled
correctly.
If you did not spell the word correctly, cover the word and spell it
together.
If you missed the word, write S in front of the word to remind
you to study it.
u Switch roles and have your partner choose a word to study;
model the partner study procedure with the new word. Then have
the students work with their partners and take turns choosing
and spelling words. Circulate as partners work, observe the
students, and help them as necessary to study the words together.
Encourage the students to choose words that are hard for them.
u
GUIDED SPELLING™
Teacher’s Manual Sample, Grade 3
For orders, information, and samples, visit devstu.org or call 800.666.7270.
23
Related Programs from DSC
SIPPS®
Caring School Community®
Systematic Instruction in Phoneme Awareness, Phonics,
and Sight Words. The SIPPS program is a flexible and
powerful program for grades K–12 that can make
a difference in a single year. Teachers work in small
groups with students who require intervention to
build decoding and spelling skills as well as fluency.
A streamlined placement assessment allows the
teacher to place students exactly where they need
to be and teach them only what they need to know.
Students progress as quickly as they are able to go.
The Caring School Community (CSC) program is
a nationally recognized, research-based K–6
program that builds classroom and school
community. It focuses on strengthening students’
connectedness to school—an important element
for promoting academic motivation and achievement,
and for reducing drug use, violence, and deliquency.
A positive school culture gives students the
academic edge and the prevention edge.
Being a Writer™
The Being a Writer program is a yearlong writing
curriculum—the first program of its kind to bring
together the latest research in teaching writing
with support for students’ social and ethical
development. The program provides a curriculum
for grades K–6 that uses trade books, genre units,
and models of writing to teach the craft of writing.
In the writing community, students work in pairs,
groups, and as a class to listen to and discuss
writing, brainstorm ideas for writing, and share
their own writing with one another.
Making Meaning®
This yearlong K–8 read-aloud program combines
the latest research in reading comprehension with
support for students’ growth as caring and principled
people. The program teaches students to use comprehension strategies to make sense of text. Academic
and social learning are seamlessly integrated in the
program, each reinforcing the impact of the other.
For grades K–6, Making Meaning® Vocabulary is an
optional supplement that provides daily 15-minute
lessons featuring engaging, interactive activities that
teach high-utility words found in Making Meaning
read-aloud texts.
24
DEVELOPMENTAL STUDIES CENTER
Words in Action™
The Words in Action program is based on the latest
research about word work. The 15-minute daily
lessons combine direct instruction in word meaning
and independent word-learning strategies with
engaging activities that teach student to think deeply
about words and use them in conversations in and
outside the classroom.
AfterSchool KidzLit®
The AfterSchool KidzLit program is an academic
reading-enrichment program for grades K–8. It is
designed to excite students about books and big
ideas while building literacy skills and character.
Students hear great books read aloud and then
make connections to their own lives through
discussions, dramatics, art, movement, and writing.
For more information, please visit our website
at devstu.org.
Our Mission
Developmental Studies Center (DSC) is a nonprofit educational publisher dedicated to
children’s academic, ethical, and social development. Since 1980, DSC has developed
school-based and after-school programs that help children develop capacities to think
Foundation Funding for
Developmental Studies Center
The materials and services of Developmental Studies Center are made possible by the
generous support of the following institutions:
deeply and critically so they will continue learning throughout their lives and strengthen
The Annenberg Foundation, Inc.
The MBK Foundation
their commitment to such values as kindness, helpfulness, personal responsibility, and
The Atlantic Philanthropies (USA) Inc.
Mr. and Mrs. Sanford N. McDonnell
respect for others.
Booth Ferris Foundation
Mendelson Family Fund
The Robert Bowne Foundation, Inc.
MetLife Foundation
The Annie E. Casey Foundation
Charles Stewart Mott Foundation
Center for Substance Abuse Prevention
U.S. Department of Health and Human Services
National Institute on Drug Abuse,
National Institutes of Health
The Danforth Foundation
National Science Foundation
The DuBarry Foundation
New York Life Foundation
The Ford Foundation
Nippon Life Insurance Foundation
Google Inc.
NoVo Foundation
William T. Grant Foundation
Karen and Christopher Payne Foundation
Evelyn and Walter Haas, Jr. Fund
The Pew Charitable Trusts
Walter and Elise Haas Fund
The Pinkerton Foundation
The Horace Hagedorn Foundation
The Rockefeller Foundation
In Preparing Teachers
J. David and Pamela Hakman Family Foundation
Louise and Claude Rosenberg, Jr. Family Foundation
• With materials that scaffold their learning
Hasbro Children’s Foundation
The San Francisco Foundation
• With tools and strategies that build gradually in complexity
Charles Hayden Foundation
Shinnyo-en Foundation
• With assessment and reflection activities to improve teacher practice
The William Randolph Hearst Foundations
Silver Giving Foundation
Clarence E. Heller Charitable Foundation
The Spencer Foundation
The William and Flora Hewlett Foundation
Spunk Fund, Inc.
The James Irvine Foundation
Stephen Bechtel Fund
The Robert Wood Johnson Foundation
W. Clement and Jessie V. Stone Foundation
Walter S. Johnson Foundation
Stuart Foundation
In the Power of the Principal
Ewing Marion Kauffman Foundation
The Stupski Family Foundation
• To provide resources and support for ongoing instructional leadership
W.K. Kellogg Foundation
The Sulzberger Foundation, Inc.
• To use tools that model the values and set the vision and expectations
John S. and James L. Knight Foundation
Surdna Foundation, Inc.
• To play a key role in effective program implementation
Lilly Endowment, Inc.
John Templeton Foundation
Longview Foundation
U.S. Department of Education
Louis R. Lurie Foundation
The Wallace Foundation
The John D. and Catherine T. MacArthur Foundation
Wells Fargo Bank
We Believe
In Building Community
• By giving students a voice, encouraging their confidence and autonomy
• By engendering a sense of belonging and attachment to school
• By teaching students to work cooperatively and responsibly
• By developing cross-age buddy relationships and activities for families
In Academic Rigor for All Students
• That invites students to construct meaning
• That demands that students do the thinking
• That partner work deepens the understanding and learning
In Professional Development
• That reflects the constructivist pedagogy of our materials through interactive workshops
• That facilitates the effective use of cooperative structures to support thinking and interaction
• That engages participants in building the skills and understanding to implement our work
A.L. Mailman Family Foundation, Inc.
Our Mission
Developmental Studies Center (DSC) is a nonprofit educational publisher dedicated to
children’s academic, ethical, and social development. Since 1980, DSC has developed
school-based and after-school programs that help children develop capacities to think
Foundation Funding for
Developmental Studies Center
The materials and services of Developmental Studies Center are made possible by the
generous support of the following institutions:
deeply and critically so they will continue learning throughout their lives and strengthen
The Annenberg Foundation, Inc.
The MBK Foundation
their commitment to such values as kindness, helpfulness, personal responsibility, and
The Atlantic Philanthropies (USA) Inc.
Mr. and Mrs. Sanford N. McDonnell
respect for others.
Booth Ferris Foundation
Mendelson Family Fund
The Robert Bowne Foundation, Inc.
MetLife Foundation
The Annie E. Casey Foundation
Charles Stewart Mott Foundation
Center for Substance Abuse Prevention
U.S. Department of Health and Human Services
National Institute on Drug Abuse,
National Institutes of Health
The Danforth Foundation
National Science Foundation
The DuBarry Foundation
New York Life Foundation
The Ford Foundation
Nippon Life Insurance Foundation
Google Inc.
NoVo Foundation
William T. Grant Foundation
Karen and Christopher Payne Foundation
Evelyn and Walter Haas, Jr. Fund
The Pew Charitable Trusts
Walter and Elise Haas Fund
The Pinkerton Foundation
The Horace Hagedorn Foundation
The Rockefeller Foundation
In Preparing Teachers
J. David and Pamela Hakman Family Foundation
Louise and Claude Rosenberg, Jr. Family Foundation
• With materials that scaffold their learning
Hasbro Children’s Foundation
The San Francisco Foundation
• With tools and strategies that build gradually in complexity
Charles Hayden Foundation
Shinnyo-en Foundation
• With assessment and reflection activities to improve teacher practice
The William Randolph Hearst Foundations
Silver Giving Foundation
Clarence E. Heller Charitable Foundation
The Spencer Foundation
The William and Flora Hewlett Foundation
Spunk Fund, Inc.
The James Irvine Foundation
Stephen Bechtel Fund
The Robert Wood Johnson Foundation
W. Clement and Jessie V. Stone Foundation
Walter S. Johnson Foundation
Stuart Foundation
In the Power of the Principal
Ewing Marion Kauffman Foundation
The Stupski Family Foundation
• To provide resources and support for ongoing instructional leadership
W.K. Kellogg Foundation
The Sulzberger Foundation, Inc.
• To use tools that model the values and set the vision and expectations
John S. and James L. Knight Foundation
Surdna Foundation, Inc.
• To play a key role in effective program implementation
Lilly Endowment, Inc.
John Templeton Foundation
Longview Foundation
U.S. Department of Education
Louis R. Lurie Foundation
The Wallace Foundation
The John D. and Catherine T. MacArthur Foundation
Wells Fargo Bank
We Believe
In Building Community
• By giving students a voice, encouraging their confidence and autonomy
• By engendering a sense of belonging and attachment to school
• By teaching students to work cooperatively and responsibly
• By developing cross-age buddy relationships and activities for families
In Academic Rigor for All Students
• That invites students to construct meaning
• That demands that students do the thinking
• That partner work deepens the understanding and learning
In Professional Development
• That reflects the constructivist pedagogy of our materials through interactive workshops
• That facilitates the effective use of cooperative structures to support thinking and interaction
• That engages participants in building the skills and understanding to implement our work
A.L. Mailman Family Foundation, Inc.
DSC
Grades 1–6
Guided Spelling
2000 Embarcadero, Suite 305
Oakland, CA 94606-5300
800.666.7270 * fax: 510.842.0348
devstu.org
™
An Uncommon
Response to the
Common Core
Page 2
Nonprofit. Mission Driven. Research Based. Since 1980.
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Developing Thoughtful Spellers
DSC
GS-BROCH-2012
Cover photo © Ereloom Studios
devstu.org
Guided Spelling
™
Grades
1–6
Prices and Ordering Information
Complete Guided Spelling™ Program,
Grades 1–6
GS-CP16
$1,550
One classroom package per grade level
Grade 1 Classroom Package
GS-CP1
$265
Includes Teacher’s Manual, Blackline Masters book,
25 Student Spelling Books, and Spelling-Sound Wall Cards.
Also available:
Grade 1 Student Spelling Book 5-pack
Grade 1 CD-ROM of Reproducible Materials
GS-SSB1-Q5
GS-CDR1
Grade 2 Classroom Package
GS-CP2
Includes Teacher’s Manual, Blackline Masters book,
25 Student Spelling Books, and Spelling-Sound Wall Cards.
Also available:
Grade 2 Student Spelling Book 5-pack
Grade 2 CD-ROM of Reproducible Materials
GS-SSB2-Q5
GS-CDR2
Grade 3 Classroom Package
GS-CP3
Includes Teacher’s Manual, Blackline Masters book,
25 Student Spelling Books, and Spelling-Sound Chart.
Also available:
Grade 3 Student Spelling Book 5-pack
Grade 3 CD-ROM of Reproducible Materials
GS-SSB3-Q5
GS-CDR3
$16
$95
$265
$16
$95
$265
$16
$95
(continues on back)
Guided Spelling, Grades 1–6
™
Prices and Ordering Information
Grade 4 Classroom Package
GS-CP4
Includes Teacher’s Manual, Blackline Masters book,
30 Student Spelling Books, and Spelling-Sound Chart.
Also available:
Grade 4 Student Spelling Book 5-pack
Grade 4 CD-ROM of Reproducible Materials
GS-SSB4-Q5
GS-CDR4
Grade 5 Classroom Package
GS-CP5
Includes Teacher’s Manual, Blackline Masters book,
30 Student Spelling Books, and Spelling-Sound Chart.
Also available:
Grade 5 Student Spelling Book 5-pack
Grade 5 CD-ROM of Reproducible Materials
GS-SSB5-Q5
GS-CDR5
Grade 6 Classroom Package
GS-CP6
Includes Teacher’s Manual, Blackline Masters book,
30 Student Spelling Books, and Spelling-Sound Chart.
Also available:
Grade 6 Student Spelling Book 5-pack
Grade 6 CD-ROM of Reproducible Materials
GS-SSB6-Q5
GS-CDR6
$265
$16
$95
$265
$16
$95
$265
$16
$95
Prices are in effect through August 2013. Some components are available separately. There is a 15% restocking fee for all returns. For more information, please
visit devstu.org or call 800.666.7270, option 5.
Shipping:
California residents please add local sales tax.
Orders under $30—add $5.00
Orders from $30 to $100—add $7.00
Orders over $100—add 8% of the materials subtotal
Orders over $10,000 shipping to one location—
add 4% of the materials subtotal
Orders over $25,000 shipping to one location—
free shipping
Orders outside the U.S.—varies by location,
minimum $10.00
Ordering Information:
To order call 800.666.7270
fax 510.842.0348
log on to devstu.org
e-mail [email protected]
Or mail your order to:
Developmental Studies Center
Publications Department
2000 Embarcadero, Suite 305
Oakland, CA 94606
Nonprofit. Mission Driven. Research Based. Since 1980.
MKT0611