DOCUMENT RESUME

SD 249 489 CS 208 457

AUTHOR Fehring, Heather; Thomas, ValerieTITLE The Teaching of Spelling.INSTITUTION Victoria Edu motion Dept. (Australia).REPORT NO ISBN-0-7241- )0 -1

PUB DATE 84NOTE 34p.PUB TYPE Books (010) -- 'uides - Classroom Use - Guides (For

Teachers) (082)

SDRS PRICE MFO1 Plus Postage. PC Not Available from SDRS.DESCRIPTORS *Dictionaries; Ilementary Education; *Evaluation

Methods; Language Acquisition; Learning Activities;*Letters (Alphabets; Phoneme Grapheme Correspondence;*Spelling; *Spelling Instruction; *Teaching Methods;Writing Skills

ABSTRACTRecognizing that learning to spell is a complex,

active process of discovery, this book presents some suggestions forthe teaching of spelling that may be incorporated into diZfarbnttypes of language programs and adapted to suit the needs of childrenwith a range of spelling abilities. Following the introduction, asection on beginning spelling offers suggestions for introducingchildren to the purpose and structure of written language, activitiesfor learning about the letters of the alphabet, and a description ofchildren's spelling as they learn about the relationship betweensounds and letters. Further growth in spelling is discussed in thenext section, which covers topics such as teaching spelling throughchildren's writing, helping children to discover correct spelling,and teaching children to identify and correct the words they havemisspelled. Ways to extend the range of childrens' writing and topromote spelling are discussed in the next section. The last twosections offer ways for evaluating children's spelling andsuggestions for helping children learn to use a dictionary. (HOD)

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cp. THE TEACHING 4,! SPELLIMGH.*. Miring

Tor Wade Thomas.41ev Reward' and Development

U.S 01PARTMERIT OF FOISCAT1011NATIONAL INSTITIITE Of EDUCATION

Et) CATIoNA: HES.OU6ICIS INIURNIA IRACENTER (01C,

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'PERMISSION TO REPRODUCE THISMATERIAL IN INCROFICIIE ONLYHAS BEEN GRANTED pY

TO THE EDUCATIONAL RESOURCESINFOHMATION CENTER (ERIC)

Pubirahed by Matertabi Product/0n. C.4.mc uktfb anch Education-Mbar tmeret of Victot ta. 1984

The document reflect; the work cwried outby various members of the Spening ProcessProiect Team k; Reseed) andDevelopment: Curriculum Brwich. Inparticular, thanks are due to bone Elliott forher centrbution to the work of the team.

Editor Lathe de VriesGraphic Desim: Mark Wilson.

Published by Materials ProductionCurriculum Branch, Edication Departmentof Victoria. 1984

Resewch and Development, CurriculumBranch.

ISBN 0 7241 7400 1 3

Introduction

Beginning To Spell

Further Growth in Spelling

Towards Spelling Competence

&otionLearning To Use a Dictionmy

Referent=

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8

15

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Learnhv to spe0 is owl aspect ofwarning to write. The aim of any

spa n° pro wan shotgd be to WO childrenbecome confident compeftwft rafters.Laamkg tiv spa' Is not simply a matter oflearning bow to spell Nufividual words. Itentafts learnOy how our written languageworts. In order to Is tom, children needto be exposed to nil. activities that hvolvewrftten language: readily, word games andmdensive writing.Leming to ape is an active process, aprocess of discovery for the learner.Chikfren who use wads, who talk aboutthem and play with them, will cfiscover theregukuities and patterns of written English;and using this knowledge, they will team to

The role of the tauter is vital inestabliating a language program where thechildren have opportunities to learn aboutwords, and where they develop a positiveattitude to them. The chiklmn must discoverthat words are Witeresting, and that usingthem can be enjoyable and rewarding. Trleymust have the confidence to attempt towrite new words, as well as the desire toWnprove thelr speay.

There is no single, simple method which willachieve these goals. Good tem:hers use avariety of methods, adapting them to suitthe needs of the children. This cookpresents some suggestions for the teachingof spelfing which may be incorporated intodifferent types of language programs, andadapted to suit the needs of children with aram:, of spelling abilities.

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An easel and thick fist tip p Ins are usefulfor this activity.

Write skines dictakid by groups ofchicken onto large sheets of paper, andthan pin them the wall. During thewritkig, individual words may hediscussed, as well as such aspects as thedirection of the writing and the start ofnew seMences.Hold story books so that the children cansee the text, as well as the pictures.When relating, occasionally point to asignificant or repeated word, helpingchildren to widerstand that it is the wordsthat tell the stiry.

For fixther suggestions, see Beginning&Hiding (Infant Education Committee,1981).

At the same time, children should beencouraged to write. Some children willbecOn by scribbling and creating shapeswhich resembie letters, while others will beable to write most of the letters of thealphabet But whatever their stage ofdevelopment their own writing should beaccepted. This early writing is an impoilantpert of lanpage development, a skip atwhich the children learn facts about writtenlanguage. and an attitude towards it.In considering the process of learning tospell. it may be useful to think about the waychildren kern to speak. Their first attemptsare welcomed and accepted without

criticism, but a correct model is provided.The child who says "Dirk" is given a think,so the communication brings results, butthe parent may reply,'"Here's your drink'',supplying the child with the correct form ofthe word.

In the classroom, the children's contactwith written language will providemodels for their own writing. Thiscontact should bean varied ae poesthle,providing chikken with opportunities tolook, listen and experiment

9

.)

Tie DEVELOPMENT OF SPELLIKI N4.1aumetrs WRITSP3

ChNeen who are encouragedio write, andwhose efforts we accepkid, wiN experimentwilh mitten language. When they beginschool, their "writing" may =insist ofscreble psdkrms. But as their kivolvernent'Wm %fatten language continues, theirtwilkva wW more closely resemble

10

conventional writing. Shapes whichresemble letters will be Introduced Into theacttbble, and these wtU later be replacedwith the actual letters. Then, as the childrenlearn about the relationshObetweenmolds and letters, they wM attempt torepresent the sounds of the words they arewriling.

Researchers have documented theprowess of clilldren who have "invented"Sy* own spellings.Typically, the children begin by using one ortwo letters to represent a word. Vowels areoften oniltted. Then, as the wrungdevelops, it will Include more of the sound;of the words, and an increasing number ofwortht which are correctly spelled, wordswhich have become part of the children'sgam.Some exampkos:A four-year-old wrote:I EM SRY TAT U R SIC.I am sorry that you we sick.A 5ib-yew-oh:1 wrote:I AM CNN DAOON STERS YES.I am coming davm stairs yes.A (Ph-year-old wrote:I WOOD UK YOU TOO GET UP BEKUSI WANT SMTHING.I why like you to get iv because I wantsometitng.From inverded SpeNng in the OpenClassroom" (Chrsity, 1975).

For more detailed descriptions of chikken'svetting development, see the referenceslisted on page 34.When ctthcken are encouraged to write, andtheir invented spotting& are accepted, it isimporgkd that parents be Wormed abuutthe aims of such an wproach. Parents whounftrstand the process will be more able toaccept their children's first attempts atwriting.

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When the lethire are discussed, it lekopottent that chlichen develop anunderstanding that many of the lettersnipresent many different sounds. C maybe for Catherine but it is also for Cynthia.and Kate begins with the smile sound asCatherine. ARYL always, about, acorn andSifter begin with the letter a, but they allbegki with a different sound. For thisreasmi, it is less confuskig to caN the letterby its name, and than taNt about the-different sounds it represents.

As children build up a store of letters theyare familiar with, they can join in with thedaily routine of meaningful writing. Forexample, the teacher who is writing: 'Wewent to the farm", may ask: "What doesfarm start with?" Some children may beable to hear the sound and identify theletter: those who are not yet at that stagewill be listeNng and learning. Later, thetewher may ask for the letter representingthe last sound, or the second sound, orsimply for any other letter the children cansuggest

An activity such as this provides theopportunity for children to begin to learn tospell. And, most Importantly, it allows fordiscussion of the fact that different lettersnay represent the same sound. If s issuggeshad as the first letter for circus, theteaohm is able to point out that both s and ccan represent the sound of s.

As children particOate in group and classwriting. and experiment hi their own writingvh the information they are acquiring, theywill learn about the spelling system.

Activities which are designed to directchildren s attention to the relationshipbetween sounds and letters can be useful.However, it is most Important, if children'sathmtion is *acted specifically to singleletters, that they barn about the differentsounds they represent.

Collect pictures, or let children drawpictures, of objects which begin with aparticular letter. Make them into a book.and label each picture with its name.Circus and cat would both be in the cbook.

Build up lists that begin with the samesound, but different letters: photograph,flag; snake, circus; jump, giraffe;kargaroo, cat; knee, nine.Spend a few minutes writing words whichend with a particular sound. as childrensuggest them. Again, for somevords thiswill require more than one letter or Whircombination: leaf, cough; farm, limb.Play I Spy. "I spy, with my little eye;something beginning with the samesound as dog."Choose a word the children are familiarwith - man - and ask: "How can wechange It to mattt mad? map? can? ran?fan?"Ask children to sort word cards intodifferent categories: those that begin orend with the same letter or group ofletters, or those that begin or end with thesame sound.

12

Such activities as these, which occupy justa few minutes, help to provide children withthe inforreation which theyneed for theirowl attemps at spelling. And, &wingactivities which focus on a particular letter,,the children should be shown how to write it.Those chadren who learn how to form theletters easily and confidently will be happylo continue to write, and free to concentrateon what they are writing.

Eleginnkig spellers deverop their spellingskits M many different ways:

As they learn more about the relationshipbetween sounds and letters, they willmore accarrately represent the sounds inthe words they write.

As troy learn more about the structure ofthe written language, they will learn aboutcarmen letter piAterns in Eriipish, andpurely phonetic spellings will be replacedby spellings which more closely reserr.*.!;,-,written English.

As they continue to read and write, theywill lawn the correct spelling for anincreasing number of words. The firstword children learn to spell correctly isoften their name. Then they will learn tospell words that they frermintly use inthee' writing. or which have a specialinterest for them.

Teachers can help children to build upinchrkkail collections of words they canspell correctly:

Write words that the children often use intheir writing on cards. Each chill keeps apersonal card file for easy reference. Asthe children learn the kitten? of thealphabet and build up a store of words,the cards May be arranged in*habities1 orthx. This word bank canalso be used for word sorts, where thechildren sort the cards according tocategories they choose, or into groupssuggested by the teacher.

Have frecsiently used words thsplayed inthe room, with an identifying picture, asclose to the children's eye level aspossible.When children write about a topic such asa class visit, make a list with the childrenof words they may want to use.

Develop a class dttionary, wherechildren may look for words they want towrite.Each chid may keep a personaldictionary.Children who ask the teicher how to spella word should be asked to try to Spell itfirst - to have a go. Each child may keep a"Have-a-go" card, which provides arecord of the child's attempt. The teacherwrites the correct spelling alongskk3 thechild's attempt, so that the child can

13

compare the two spellings, and this cardbecomes another resource. This cardmay also be used by the teacher to notethe child's development in spelling.

1:

AO of these resources provide the childrenwith °ow:Minikes to find the correo.1spelling. and to begin to ckivelop the *Nsruicessary to use a dictiomuy. However, it isImpotent that the children are not infObitedIn their wrung by the fear of making aqading mistake. They should beencouragedto try out different spellings andto attempt new and unusual words.

Degbudng openers we learning not onlyhew to soon they are horribly analtitude towards awMtg. They need toMoen that words are Interesting, and thatwolfing is enjoyable and useful. If theirbet scpariencee with written languageare succesehd and they =mean towrite with confidence, beginningspellers have made a promising start.

hfidren art ready to ; nake furtherprogress In the spelling when they:

understand that writing is forcommtkcation;know the names of the letters of thealphabet, and how to write them;have a concept of sound/left,relationships;have a vocabulary of some words theyknow how to spell.

Now, in order to progress:1. They need to learn that sound/letter

matchdig is often not sufficient kproduce correct spelling.

2. They need to learn the =ninon letterpatterns which occur in written English:Ight, don, MM.

3. They need to deveiop an understandingof the units of meaning --- in words. Such an understarcfing will

help film to spell:compound words someorxi,birthday, anythim, upon;words which have affixesdisappokftd, unnatural, soften,refreshkig;meaning- related words major,majority; native, nation, national;medckte, medical.

4 They need to develop the ability toconskier words they know, when theyare faced with writes new words. Thedild who wants to write shake mayknow how to spell make and cake.Presentation of words with similar letterpatterns will help the chitdren makethese types of connections.

5. They need to devekp a method forleaning to spell difficult words, such asthe Look, Say, Cover, Write, Check

15

method, which encourages them tomake use of a visual strategy.

6. They need to devebp a fluenthandwriting style which allows them toconcentrate on what they are writing,mew than how.

7. They need to ckivekip the day toproofread their own work, to see whichwords look as if they may be wrong, andto use a ddismary to check the correct

The focus of the speffing teaching will be thechikken'S own writing, but a good spellingprogram will Include a variety of activities,some of which may Involve groups of

, orThe whole class. The moreuse walks write them net

them, play with MINIM, talc about themthe more likely they are to develop intogood 'pailful'.

TEAMING SPELLING THROUGH THECHN.DREN'S WINING

The she of a spading promos should beto he* the (*lichen to becomecompetent, usofkkint writers. Therefore,the words the chikhoo need to learn toapall mods, wools they want to rate.Meat of the tosados at dths stage INNInvolve the child and the toadiesswift together to Improve the chit'sspsOing.If the ctdidrtm are to be encourmed tokrprove their spelling, they must feel thatthey are writing for some real purpose. andthat correct spelling is required. If they areto learn that the purpose of writthg is tooonmusticate, their writing should bedirected towards an audience.

Some suggestions:A class newspaper which is produced atregular intervals and distributed to otherclasses and to parents.

Stories which are &stated and madeNo boots. Some of these can bepresented to Infant classes as readingmaterial, and older students may help theyounger ones to read them.

3

Letters written to parents informing themof school matters. Thew can beunposed as group of class activities, aswell as indivkkial projects.

Materials written for a lass project, whichwe dsplayed in the scnool for others tomad.

Letters written to the teacher, or othermembers of staff, which receive a reply. Ifthe Wacher replies, speiHrig correctly anywords which the chlki mbispelled, this canbe an effective teaching strategy.Articles written for pubkation in localnewspapers, informing the community ofactivities at the school.

16

Letters written to invite visitors to theschool, or to thank people who haveworked with the class.Contributions to class books on varioustopics, with each page written by adifferimt child. At the beginning of theyear, this could be a book containing theatdobiograohies of each child, with aPaviegrapn or drawing.

For more ideas, see "100 Ways to PublishChildren's Writing'', m Better Reading/*Ring Now! (Waishe. 1977).

It Is important to remember that spellingis only one aspect of the writingprocess. If writing is viewed ascommtuticatIon, the content of thewriting and the intention of the writermust be the first considerations. Anemphasis on spelling nth:lakes mayteach the child that spelling and writingare 0/Own and unplesiamt. Writingshould be e*yable. Cl whosewriting receives a positive response,and who feel a some of achievement asthey continue to write, will have theconfidence to attempt new words, andelf constmtly extend their spellingvocabularies.

Teachers using the children's writing as thebasis of their spelling teaching have twoman concerns:

To help children discover the correctspeEing of the words they want to write.To help children identify and correct thewords they have misspelled in theirwriting.

Helping Children To Discover theCorrect Spelling of the Words They WantTo Write

At this stage many of the strategies usedwill be developments of those discussed inthe beginners' section.

The children's personal dictionary willbecome increasingly important. Thiscontains words that are used frequently,and can become the first reference. If thechildren enter the words, the dictionaryshould be checked regularly, to preventconstant use of misspelled words.Simple commercial dictionaries can beintroduced. and the teaching of dictionaryskills begun. Spellers at this stage will notdevelop into self - reliant spellers until theycan use a dctionary, and this is acomplex skill which requires carefulteaching. (See p. 31, "Learning To Use aDictionary.")

17

The ter*cher may produce a classdictionary, containing words the chi ireask for when they are writing. This needsto be simple. with a large double pagespread for each letter of the alphabet. Theteacher enters the words as the childrenneed them, so that the collection of wordsis steadily increased.Whenever a new word Is Introduced, inany area of the curriculum, it should bewritten and discussed: multiply, equals,pyramid, collage, comma. concert,energy.Words Aid' are common to thechildren's environment, such as thenames of teachers, classmates, localstreets and suburbs, should be readilyavailable:

on a wait chart, -

in a special book,on a card attached to writing fo:thirs.

Teachers who work with themes Mil findthis a useful way to introduce new words.Many of the words which arise during aparticular theme may not be those whichthe children would use frequently, butmore common words may also bediscussed. For example, if the theme IsFood, spaghetti, hamburger andcauliflower may be used, but commonwords would also be presented:eat eaten atecook cooks cooking cookedapple orange banana pear

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The teacher's response to the attemrtShouki be positive:

There's only one letter wrong.

The test part of the word is right.

Yes, that's lust how it semis, but it'sspeiled like eds.

Tie "Have -a-go" card may also beexpanded to have three, or even four,columns. lite clVd has several attempts

the word, deckle3 which one looksNM, and then compares the attemptsWI the acct form. The camelcontaining the correct form may be cut offwhen the card IS completed, and used asan Incilvidual spoiling list

Whenever the children are provided with aword they want to wet they should beencouraged to write it as a whole, frommemory, rather than copying it. letter byteam The Look. Say, Cover, WOW Checkmethod is useful, and should become ahabit with the children. This method,devised by Ernest Horn (1919), anddeveloped by Charles CrOps (1978),consists of the foliating steps:

L at the word catehdly, trying tomemodee the spelling.

fi Say it.Covet itTry to write it from memory.Uncover it, and check to see if it is writtencorrecily.

A booklet with a covering flap may helpchildren with this procedure.

Helping children To identify and Correctthe Words They Have Misspelled In TheirWriting

Children who are to develop into competentspellers need to be efficient proofreaders.They must be able to identify words whichwe nOsspeNed. and those which may beniespelled, check the spelling, and correctany mistakes. Many children needconsicktmbko hekr in developkv these skills.

N the writing ki to be pubilshed to someway, and the children write a first draftwhich they then revh;e, they can be

19

encouraged to mark the words they areuncertain about, as they write. If theydick, these words, or write them in pencil,they can check the spelling later, as partof the revision process. Stch a methodallows the children to concentrab on thecontent of the writing as tiery arecomposing, and they ars also developingthe skills necessary for goodproofrimUng.When the teacher is abkrUi (Beetles thewriting with individual children, theirattention can be &acted to spellingrrdstakes, and alternative spellingsdiscussed:How eke could you spell that word?Which way do you It** looks right?They Can be given clues to help them ftndthe nVetakes thanseives.There is one spelling mistake in thesecond line. Can you find it?One of the Weis ki that word is wrong.Which one do you think it might be?Children can work in pairs, or In smallgrows, proofreadng each other's work.if writing i$ sometbries to be =reeledaway from the child, the type of correctionmuy depend on the speNktg thin* of thewriter.

For the good speller, with only a fewrrdstidces, the leader may simplykidcate with an X ilie line whichcontains a spelling mistake, ortmderline the misspelled words. It is

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The sarne applies to words with prefixes. AMw minutes sperd discussing thedr stnictufill

he chicken to spell such words as:disisatkdied and des/appointeduninecessdry and tin/use/idkeimoral and invposstle.

When words such as these occur, a fewminutes' discussion can be a vaktablespelling lesson. Other activities can also beplanned. perhaps in a special tkne-slot eachdw. These activitket can sometknes beinked to the chikken's writing, using wordsitellectedfrommistakes made in the writing,or words &sly to be used in a writing topic.

If some children are having difficulty witha partk:tiar letter pattern fg1H, hon.ough they corn conduct a word searchfor words cattaining that F -attn. Thiscan be a class or group activity. If thecokiction is written on a chart, it can beadded to as more words are dscovered.Words with particular Mier patterns canbe written on flash cards for the childrento sort according to some criteria. Forexample, if the chicken are havingtiffictity 8dt:big Ing to words, threewows of cards can be prepared:

Words where Mg is simply added tothe root word.Words which drop the finale befareadckig ing.Words where the final comonant isdocked before adding log.

When children have sorted the wordsinto the three groups. they may beasked to explain how they chose thewords, and from such a discussion,they may arrive at a rule for addingMg-

Children may collect a word "family".Using a word Re hand, they collectwords which contain the word hand, andwhich are related by meaning. This willerten some decussion. Why is it called ahendkerchief? underhand? handy? Thewords can be displayed within the outlineof a hand.

21

Some other interesting family words: house,play, fe, sun, head.

Collect words which are related bymeaning to help children spell a difficultword.

Some exarrples:Show that her there and wherebekmg together.For sign, use signature, sired, signetring.Meckal may he0 chikken spellmedicine.Muscle and muscular go together.Teach two with twenty, twin, twice.

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A word game like Hangman can be evakiable way of helping children to learnthe letters that go together in writtenEn h. If you have s-reng-h, what letterscould fit in the spaces? The childrenshoud be encouraged to try to work mitwhich letters would fit, rather than simplyguessing.

M a variation of Hangman, the childrenhave to guess the letters In order. They aregiven the first letter, and a dash for eachmissing letter. Count the number ofguesses, and discuss the suggestions.

T is the first letter, what could comenext?After Tr?After Tre?

Most children will soon begin to learn whichletters are possible.

A mnemonic an ski to memo y mayhelp a child to remember the spelling of adifficult or unusual word. Some coma=mnemonics have been helping spellersfor many years. However,-a mnemonicimmmted by the chili, or by the chikl andteacher towther, may be even moremen

Some popular mnemonics:I Nice to eat meat.Always smell a rat when you spellseparate.The principal is your pal.

-a! A car is stationery.Paper is stationery.Apiece of pie.I am your friend to the end.You hear with your ear.

For an extensive collection of activitiesand games, see Spelling: A Teacher'sGuide (Hudson, 1983).

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When spelling is taught in this way, efficientclassroom organisatxxi is essential.Children need time to draft and revise theirwritkig, and to discuss it with the teacherand with other children. There should beopportunities for children to write regularly,

and ko teachers to work with individualchildren, and with small groups of children.One way of fallitating this may be to set upactivity centres in the classroom , such as alanguage corner with a class library.storage for writing folders, a writing table

with paper, pens and dictionaries, andperhaps a blackboard on an easel, withchalk and magneft letters. Thisarrangement would enable children to goand work on their writing individually, in pair:or in a small group at any time of the day.

24

Concrete poetry, where the shame of thepoem is significant. in this example, theshape of the poem is the shape of thestied. The

tree,sin pretty,

its lights allsparkling brightly

its green needes hiddenby a cloud of silver and gold tkisel

and coloured bids and lighted cams.Underneatha big basketof wonderfulpresents forall the fan*.

For more tkras on using poetry to extendthe chikfren's writing, see Chaildace, Vol 3,No. 3 (Education Department of Victoria,1983),

FI-7 Language Arts (R-7 LanguageArts Committee, S.A.. 1979), pp.160-8,

andEvery Mid Can Write/ L ling andTeaching Written Expmssion in the 1980's(Walshe, 1981), pp.75-84.When diikken write poetry like this, andtido pride in the finished work as a work ofart, the desire to spell the words correctlybecomes part of the creative process. Thechildren become aware that spiAingntstakes would spoil the poems, and sotake care to see that all words are spelledcorrectly.

They can write advertisements.Advertisers use words In special ways,and children can examine advertisementsfor. exandes of the way words are usedto persuade. Childrui can write theiradvertisements fr r school functions orpubNcatkins, as well as for imaginaryproducts.

They can write stories in the styleof fairy striae,

lectEmds.fables,detective stories,diaries.

As the ctacken continue to experiment intheir writing, and feel the sense ofachievement that comes from doingsomething well, they will learn that correctspelling Is one aspect of good writing.

Games and Aothiftles

Spellers at this stage need game: andactivities which direct their attention to thespelling of words, and which present achallenge.Some suggestions:

Children write a sentence, or even a shortstory, without using a certain letter orletters.

Without a: Two dogs ran wildly alongour roe, barking furiously.

Without a i o u: There where thecreeper grew, the tree seemedgreener.

Commercial games such as Scrabble aridPoggle can be useful, as long as theplayers are of 3pproximatety the same,ability.Crosswords. Competent spellers may beable to create crossword puzzles, as wellas solve them.

More advanced work on collecting wordswhich have unusual origins:

words which are derived from people'snames, places, other languages.(See "Further Growth in Spelling", p.15.)

Children can collect palindromeswords that are spelled the same waybackwards:

WWIrefercivicnoon

Some children may be ab:6 to supply two-word palindromes a toyota,or a sentence Madam I'm Adam.

They can collect words which makeanother word when written backwards:

lived - de ,1iwer reward

26

Pote-alepcietw-needmftd-cteMmw

igen/Ana thus RitmoofResouress

linnoneloYeS(*feilmtdbillingi'"clit;ZaviskuoinsPelkftlummile:aus.474sivesabiestagtofuseta..._ecOonerieso end to the t° "vie c°8"Pku(

Mee 'imrabg ratUsfiemilatebnandictb7".3t.)

useful resoleta, or thesatinis have eextend their which will he°814300n9076correct wel as*he are imeeffitinabourigths Children

uneen-- tocatelftwitett "Paninnemalk.-8P641794"anafbeaa by

Djegonaries_

01 words can be

wwwwiton.a..,_many 77eLithesP°411roiewar_aid. For

usetwnvOre 100calboati SeePagestingforePPearaof

.91,44(41p 44.141,4

ii.4L181 0:16% hAki

U(144P8 174'1.'844;'.gc, 111,4

up" 'eV,. Custv. Pee !lite

4 4,71 frn.°41 Oft; 4441iftei 4;Z:3 /143

leotard

-----------is named A" "enthwat* arusArsieftedf "ceonoY wh°and awe

goodbye

queue

is a cbatraatiasiCod be with you

has foulsyssrls,and only onec mat. Meanstad in Fressch

malariabatten for b44

.tr it

M

411f..k .st

ira ciZal hr

the bad air around

isreaps.instead u1 ,hr

ST COPYAVAILIRE 27

e".

him speffing is taught as part of

the wattling process, evakidion of

dildren's spelling Is most useful If it

le based on their smiths w

edn Utak

By observing and ciestA

yktg theem

irs the chilcken make, the teacher can

draw conckssions about the strategies the

children have used In spOng pa:O

cularw

ords, and can design appropriateteachkrg activilies. H

owever, there is no

point in ooh am exharstive N

M of

categories of epee" mistakes if this

infomration does not lead to conclusions

idiom! the Pipe of teaching recp.dred.

There can be no hard and L

ast rules abouterror analysis. C

hildren's errors may vary

from one piece of w

riting to another, and

28

some m

istakes may be due to "slips of

the pen". gut there am som

e types oferrors w

hich do reveal infornxition aboutthe drildren's sage of develo pm

ent, andw

hich suggest ways d helping the

children to improve their speN

ing.

For example:

The did w

ho writes

muss - once

GW

OW

30 any- w

hatbeam

- becauseis relying on one speerg strategy - that oftrying to m

atch sounds and letters.T

his child needs to be directed toalternative studegies. hi particular, theL

ook Say, Cover, W

rite, Check m

ethodcould be he

ht.T

he child wino w

rites stoptm

oodstartld

is also trying to represent dm sound of the

words, W

I In this case needs help inteam

ing about the spelling of the pasttense encikrg

ad.B

ut note that the child who w

rites keepedfor kept or fooled for fen is in the processof (R

ecovering the way to spigl the past

Wee of verbs. T

his type of error revealsan understanding of the spelling system

.T

he child now has to team

that thesew

ords are axceptions to the general rule.E

rrors such as burgde onberella andM

ary may be caused by m

ispronuncation

of the words. In this case it m

ay benecessary to discuss thepronunciation as w

ell as the spelling.

Some rgrparent spelfing errors m

ay arisefrom

a confusion of two sim

ilar words:

them - their

with - w

hichw

eather whether

Often, sknple m

nemont devices can be

used to help children rementrer the

correct usage of such words.

The w

itch had an itch.T

each why? w

hich? where? together.

This is helpful for w

here-were confusbri,

too.

Errors such as cU

ssappokfled orw

iecesswy intlicahr that the children

have not undmstood the structure of the

words. It m

ay be sufficient to show them

dislappointed and tin/ necessary, andduxes

the meanings of the prefixes.

Drikken w

ho write gra for gins or brid for

bird have not paid eufficient attention tothe kilter order. C

hildren who m

ake thistype of error m

ay be able to correct thew

ords if they are asked so read what they

have written.

When the teacher is diecusskig a child's

writing, it m

ay be helpful to ask the childG

aut the spelling strategy used fa prodwe

a particular spoiling. The reason for the

error may then becom

e apparent to bothteacher and child.

28

MI ling Folders

A fokter containing sautes of each child'swriting provides a comprehensive record ofthe development of speffing skills. Arepresentative sample of writing can beselected, the date recorded, and anyrelevant comments added. This can also beused M discussing0.3aching methods andthe child's progress with parents.

Speen Check Lists

A check list may also be used to record thechildren's progress. This notes thestrengths and weaknesses of each child,with commends on teaching activitiesrequired.For example, a check list for beginningspellers may record:

knowledge of the alphabet;hanchwitMg ability;

any words the child knows how to spell;attitude to spelling.

For older chicken:common errors, and types of errors;abifity to use a dictionary;areas of progress;ability to locate and correct misspellings.

Evaluation technicpres such as theseprovide not onty a record of thechildren's progress; they also revealInformation about the strategies thedtddren are using In their speldng, andsuggest suitable teschkeg activities.This type of isdonvestion is nigh moreusehd to the teacher than Is 6/10, 87 percent or 7 yaws 9 months, the type ofscore which Is often produced by otherforms of evaluation.

LOMTATIONS OF STANDARDISEDSPELUNG TESTS

There are several spelling assessmenttechniques available for use in theclassroom, but the most common is aspelling test, where the teacher reads out aNet of words for the children to rafts. Thewords may be those tauWit during theweek, a sekoction of words which contain aparticular letter pattern, or even words froma standardised spelling test. Tests likethese all result in the children receiving ascore, a mask for spelling.Care must be taken in interpreting thesescores.For exempts, in a Met of five wordswhich had been taught during the week.

29

John and Betty received the same score -0/5 John

cart - kart*Pie ePleMonday - Mundayswim - swimmbad -tab

Bettycart - yploapple abinMonday - Mswim - slaslambad - dno

But, althotgh they received the same score,John and Betty are clearly at differentstages of spenkig development, and requiredifferent teachhg activilkm to assist them.The score gives very Me ktforrmdlon abouttheir progress or their needs.Standardised spelling tests also produce ascore for each child. Ms 1955 SchorteNGraded Word SpeMng Tests produceresults in the form of a Spelling Age midSperling Quotkont. The Spelling Age Isobtained by cNviding the number of wordscorrxtly speed by ten, and addng fiveyears. However, there Is no explanation ofthe concepts of Spelling Age or SpellingQuotient, and no suggestions for suitableteaching activities for children who score atparticular levels. To discover that a childhas a Spelling Age of 8.9 years Is of noassistance to a teacher planning a spellingprogram to cater for the children's spellingneeds.Another standardised test, the ACERSmaling Test Years 3-6 IS &reigned tomeasure levels of achievement in wax,"(ACER, 1976, p.1). The child's raw score isconverted into a percentile rank. This

means that, tor example, a child whose rawscore is equivalent to a percentile rank of 49his performed as well as, or better than, 49per cent of the sample used to standardisethe test.

But such a measurement gives noinformation about the strategies a childused when attemptIng to spell thewords, nor any MO:aeon of appropriateteaching methods.

Another form of spelling assessment isprovided by the New Zealand ProofReacung Tests of SpeNng (PRETOS).these tests a child reads severalParafingrhs, underlining the wrors andattempting to write the correct spelling. Thetests "...are essentially measures ofspelikig achievement within the context of aproofreading task..." (Croft et 1981,p.3). PRETOS has been standardised anddass norms are provichici for the two taskstested.

"Class percentile ranks are provided forboth production and recognition scores.The production score is a measure of thechild's ability to spell a wird correctlyafter Identifying it as Incorrect and alsoto locate the error-free Therecognition score is a measure of theability to recognise misspelt words,irrespective of whether they have beencorrected successfully or not." (Croft atal., 1981, p.3.)

Neither production nor recognitionpercentile ranking scores inform a teacherof the strategies the chikiren used in theirindividual spelling attenpts or of lwtealikv they require krspelikig. The section of PRET n -z where ananalysis of respcnses to the Items isdescribed provides some asisistance inthese areas. However, assessment of thechildren's errors In the* own writing willprovide more useful information for theteacher.

30

IIIIR

MIti

G T

OR

ISE

vicu

nioR

y

Chi

ldre

n w

ho a

re to

dev

elop

Mt°

com

pste

ntsp

eile

rsne

ed!o

beab

leto

use

a di

eSon

ary.

Thi

s kr

a r

esio

inte

that

isac

cess

ible

whe

n te

ache

rs a

nd w

ord

gets

are

not a

vaila

ble,

and

is th

e pr

inci

pal

reso

urce

of

acks

it w

rite

rs.

How

ever

, lea

rnin

g to

use

a d

ictio

nary

orat

es le

arni

ng a

var

iety

of

com

plex

sid

es,

and

thes

e re

quir

e ca

refu

l tea

chin

g if

the

elec

tron

are

to f

eel c

onfi

dent

of

thei

r ab

ility

to I

nd th

eir

way

aro

und

a di

ctio

nary

.Fi

rst,

they

nee

d to

und

erst

and

the

conc

ept

of a

lpha

betic

al o

rder

, and

they

mus

t be

able

to f

ind

lette

rs w

hich

are

arr

ange

d in

that

code

r.

Som

e su

gges

tions

for

hel

ping

beg

inne

rs:

Hav

e a

copy

of

the

alph

abet

for

the

chik

ken

to u

se a

s a

refe

renc

ia: o

n th

e to

pof

thei

r ta

bles

, or

at e

ye le

vel a

roun

d th

ero

om.

Giv

e ch

ildre

n al

phab

et c

ards

, blo

cks

ortil

es to

tam

p In

alp

habe

tical

ord

er.

Ray

a g

arne

whi

me

tie c

hfir

ken

have

tosu

pply

the

next

lette

r to

a O

m le

tter,

or

the

one

befo

re.

Chi

ldre

n ar

ange

pie

ties

In a

lpha

betic

alor

der

cat,

dog,

hor

se, N

on, m

onke

y,ze

bra.

Com

pile

an

alph

abet

with

a p

ictu

re.

sugg

este

d by

the

child

ren,

for

eac

h le

tter.

A g

roup

of

child

ren

arra

nge

then

seiv

es in

alph

abet

ical

ord

er, a

ccor

ding

to th

eir

nam

es.

As

the

child

ren

begi

n to

tae

thei

r pe

rson

aldi

ctio

nari

es, t

hey

will

beg

in to

use

thei

rkn

owle

dge

of a

lpha

betic

al o

rder

to f

ind

the

corr

ect ;

me.

At t

his

stag

e, o

nly

the

firs

tle

tter

of th

e w

ords

is u

sed

for

listin

g th

em:

all w

ords

beg

inni

ng w

ith a

par

ticul

ar le

tter

will

be

wri

tten

as r

equk

ed o

n th

e re

leva

ntPe

aA

fter

bec

omin

g ac

cust

omed

to u

sing

thei

rpe

rson

al d

ictio

nari

es, t

he c

hild

ren

will

be

able

to b

egin

to u

se s

impl

e co

mm

erci

aldi

stio

nwie

s. N

ow, t

hey

mus

t lea

rn th

atw

ords

we

orga

nise

d at

:con

:Ong

to th

eal

phab

etic

al o

rder

of

all t

heir

lean

s, n

otju

st th

e fi

ra T

his

conc

ept I

s be

st le

arne

d

31

thro

utp

usin

g th

e di

ctio

nary

, but

man

ych

ildre

n w

ill n

eed

help

and

=am

assm

ent.

If th

e te

ache

r an

d a

grou

p of

dec

ken

look

at

the

dict

iona

ry to

geth

er, t

he *

Etc

her

can

lead

the

disc

ussi

on o

f th

e w

ord

met

erW

hy is

car

bef

ore

cat?

Cow

is o

n th

is p

age.

Will

we

turn

for

war

ds o

r ba

ckw

ards

tofi

nd c

up?

Que

stio

ns s

uch

as th

ese

will

dir

ect t

hect

ikke

n's

atte

ntio

n to

the

way

the

wor

ds w

ear

rang

ed, a

nd w

ith p

ract

ice

they

will

cor

mto

und

erst

and

the

syst

em.

How

ever

, as

wel

l as

lear

ning

abo

ut th

e w

ayw

ords

we

RO

W a

kiha

belic

ally

, chi

ldre

nne

ed to

lear

n m

any

othe

r te

chni

ques

to h

et,

them

use

a d

ictio

nary

.

3

The

y ne

ed to

team

abo

ut th

e fu

nctio

n of

the

guid

e w

ords

Id th

e to

p of

the

page

s of

the

dict

iona

ry.

The

y ne

ed to

und

erst

and

that

man

yw

ords

we

liste

d un

der

the

rose

wor

d. If

they

wan

t to

find

plan

ting,

for

exam

ple,

they

may

hav

e to

look

und

er p

aint

,ne

twor

k m

ay b

e un

der

net.

Plu

mb

con

also

be

a pr

oble

m. S

ome

dict

iona

ries

give

'mor

tar

Oxi

de, a

nddd

dmn

at a

mor

e ad

vanc

ed le

vel c

an b

eta

ught

to r

ecog

nise

thes

e en

trie

s, b

ut a

child

who

is lo

okin

g fo

r W

ise,

and

find

sai

dy fe

by, t

vd n

eed

the

teac

her's

hei

p.

Pro

blem

s su

ch a

s th

ese

we

best

ove

rcom

eby

mod

e/ p

racb

ce M

usk

og a

dc:

tiona

ry.

Chl

icke

n ca

n be

ask

ed to

find

som

e w

ords

whi

ch c

reat

e a

part

icul

ar p

robl

em, a

nd th

eso

lutio

n ca

n be

dis

cuss

ed. H

owev

er, i

t is

Impo

rt e

nt th

at c

ilcdo

nary

pra

ctic

e do

es n

otao

ncer

drat

e on

pro

blem

s. C

hild

ren

need

tofe

el th

at th

ey c

an fi

nd m

ost w

ords

In th

edi

ctio

nary

with

out t

oo m

uch

burb

le.

At t

he e

arly

sta

ge o

f dic

tiona

ry p

ract

ice,

whe

n ci

ddre

n w

e le

arld

ng h

ow th

edi

ctio

nary

Is o

rgan

ised

, mos

t of t

he w

ords

thei

r se

arch

kx

shot

dd b

e pr

esen

ted

krw

ridng

. The

y w

e le

arni

ng h

ow to

find

a w

ord

In th

e di

ctio

nary

, and

this

pro

blem

sho

uld

beap

nea!

from

the

prob

lem

of h

ow to

find

aw

ord

whe

n th

e sp

eiM

g is

unk

now

n.O

nce

child

ren

have

und

erst

ood

the

syst

emof

wor

d or

der

In th

e dc

Oon

ary,

dic

tiona

rypn

wfic

e ca

n co

ncen

trat

e on

find

ing

wor

ds

whi

ch w

e pr

esen

ted

oral

ly. W

hen

child

ren

use

a di

ctio

nary

to c

heck

the

spra

ng o

f aw

ord,

they

are

usu

ally

rel

ying

on

the

soun

dof

the

wor

d.

"How

can

I lo

ok it

up

in th

e di

ctio

nwy

if 1

crof

t spo

il kr

is a

frag

rant

ot4

ectio

n,an

d on

e th

at h

as s

ome

'.aild

ity.

Chi

ldre

n ne

ed e

xten

sive

pra

ctic

e ht

tidni

ckra

of d

tem

ativ

e pa

ssag

e sp

ellin

gs,

and

this

kr

also

a v

skra

ble

spel

alg

exer

cise

.w

hisi

fe is

not

um

ler

wis

,w

here

els

e m

k.id

It b

e?ph

ysic

al is

not

und

er fi

s, w

here

els

e w

illw

e lo

ok?

Whe

re c

ould

we

look

for

heav

y? ',

fold

? br

oaer

?B

ut d

ictio

nary

pra

ctic

e sh

ould

not

be

rest

ricte

d to

Irre

coda

r w

ords

. !t i

s Im

port

ant

for

child

ren

to le

arn

the

com

mon

ly o

ccur

ring

leift

r pa

ttern

s.

Whe

n th

e ch

ildre

n ha

ve u

rder

stoo

d th

eba

sic

prin

cipl

es o

f usi

ng a

dic

tiona

ry, a

ndar

e ha

ndlin

g it

with

con

fiden

ce, t

hey

can

begi

n to

exp

lore

the

man

y O

ther

type

s of

Mfo

rmai

lon

It =

tain

s.T

he s

yste

m u

sed

to in

ckat

e th

epr

onun

ciat

kr o

f wor

ds c

an b

e di

scus

sed.

The

se v

ary

from

dct

iona

ry to

dic

tiona

ry,

and

som

e ar

e ve

ry c

ompl

ex, b

ut th

ech

ildre

n sh

ould

be

able

to u

nder

stan

d be

purp

ose

of th

e pr

omm

datio

n gr

*kr,

and

appl

y it

to s

ome

wor

ds :

chef

(sh

-), c

horu

s(k

-) (

from

the

Aus

tnth

an P

ocke

t Oxf

ord

Dic

tiona

ry).

32

The

var

iety

of m

erm

krgs

for

a pa

rtic

ular

wor

d ca

n be

inte

rest

ing,

as

can

the

min

ima

of w

ays

in w

hich

the

wor

d ca

nbe

use

d. A

gla

nce

at a

*no

te w

ont k

eho

rse,

In th

e C

onci

se O

xfor

d D

ictim

ay,

show

s th

e sc

ope

for

disc

ussi

on: l

ook

agi

ft ho

rse

in th

e m

outh

; hor

sepo

wer

;ho

rse-

laug

h; h

ome-

rads

h; p

ut th

e ca

rtbe

fore

the

hors

e.

The

info

rmat

ion

on th

e or

igin

of w

ords

can

also

be

Inte

rest

hg:

fort

rdgh

tfr

om th

e O

ld E

nglis

h,fo

urte

en n

ight

s.m

uscl

efr

om th

e La

tin m

us-m

ouse

(app

wen

tly b

ecau

se o

f Its

sha

pe).

pani

c fr

om th

e G

reek

god

Pan

,re

pute

d to

cau

se p

ares

.

Chi

ldre

n w

ho a

re c

onw

eten

t in

usin

g a

dict

iona

ry, a

nd w

ho w

e en

cour

aged

tous

e It

whe

n th

ey a

re h

i dou

bt O

W th

esw

ang

of a

wor

d, h

ave

a va

habl

esp

ellin

g ai

d.C

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ren

who

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n th

at tt

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a s

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fasc

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ing

and

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ul In

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and

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and

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are

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the

way

to d

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g th

at In

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st In

wor

ds w

hich

is s

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ten

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of a

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For

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utto

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suita

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use

in S

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catio

n D

epar

tmen

t, 19

82).

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34

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34