INDIVIDUALIZED SPELLING INSTRUCTION

Christine LauberJessica Torres

Philip B. Stewart Jr.Cigdem Ahmet

“TRADITIONAL” METHODS OF SPELLING INSTRUCTION

• Write each word three times

• Write the words in alphabetical order

• Use each word in a sentence

• “Universal” spelling lists

WHAT CONSTITUTES INDIVIDUALIZED SPELLING INSTRUCTION AND WHY USE

IT?

• Instruction that addresses specific spelling needs of each student

• Students become better readers

• Teaches patterns and conventions of English

• Students compare and contrast word features

• Students attend to specific parts of words that give them trouble (features)

• Learning word features enables students to spell more words that contain similar patterns

BEAR, D. R., INVERNIZZI, M., TEMPLETON, S., & JOHNSTON, F. (2008). WORDS THEIR WAY (4TH EDITION)

SPELLING STAGES AND FEATURES

• Emergent

• Letter Name-Alphabetic

• Within Word Pattern

• Syllables and Affixes

• Derivational Relations

WE DO/YOU DO

• Materials• Sample student spelling word list• Spelling inventories• Spelling inventory feature guide(s)

ASSESSMENT AND PROCEDURE (WITH MODELING)

• Words Their Way Spelling Inventory Feature Guide• Begin with Primary Spelling Inventory• The administrator reads the word, reads the

respective sentence, and then rereads the word• Student writes the dictated word• Rule: If the student correctly spells at least 20 out

of 25 words then implement the succeeding spelling inventory. If the student spells less than 20 words correctly, discontinue the assessment.

WORD LISTS

SCORING (WITH MODELING)

• Determine correct features

• Calculate all totals

• Rule: If the student receives more than two incorrect features in a column, determine the spelling stage and the appropriate feature of which to commence instruction

• Error guide

W ords T h e ir W ay P r im a ry S p e llin g In v en to ry F ea tu re G u id e Student ________________________________ Teacher ____________________________ Grade____________ Date______________

Words Spelled Correctly: ____ / 26 Feature Points: ____ / 56 Total_______/ 82 Spelling Stage _________________________________

Stages and gradations →

Emergent Letter Name - Alphabetic Late Early Middle Late

Within Word Pattern Early Middle Late

Syllables & Affixes Feature

Points Words Spelled

Correctly Features → ↓Words

Beginning Consonants

Final Consonants

Short Vowels

Digraphs

Blends Long Vowel Patterns

Other Vowels

Inflected Endings

1. fan f n a 2. pet p t e 3. dig d g i 4. rob r b o 5. hope h p o-e 6. wait w t ai 7. gum g m u 8. sled e sl 9. stick i st 10. shine sh i-e 11. dream dr ea 12. blade bl a-e 13. coach -ch oa 14. fright fr igh 15. chewed ch ew -ed 16. crawl cr aw 17. wishes -sh -es 18. thorn th or 19. shouted sh ou -ed 20. spoil oi 21. growl ow 22. third th ir 23. camped -ed 24. tries tr -ies 25. clapping -pping 26. riding -ding

Totals /7 /7 /7 /7 / 7 / 7 / 7 /7 /56 /26

W ords T h eir W ay E lem en ta ry S p ellin g In v en tory F ea tu re G u id e

Student ________________________________ Teacher ____________________________ Grade____________ Date______________

Words Spelled Correctly: ____ / 25 Feature Points: ____ / 62 Total_______/ 87 Spelling Stage _________________________________

Stages and gradations →

Emergent Letter Name Late Early Middle Late

Within Word Pattern Early Middle Late

Syllables and Affixes Early Middle Late

Derivational Relations Early Middle

Fea

ture

P

oin

ts

Wor

ds

Sp

elle

d

Cor

rect

ly

Features → ↓Words

Consonants Begin. Final

Short Vowels

Digraphs Blends Long Vowels

Other Vowels

Inflected Endings

Syllable Junctures

Unaccented Final

Syllables

Harder Suffixes

Bases or Roots

1. bed b d e 2. ship p i sh 3. when e wh 4. lump l u mp 5. float t fl oa 6. train n tr ai 7. place pl a-e 8. drive v dr i-e 9. bright br igh 10. shopping o sh pping 11. spoil sp oi 12. serving er ving 13. chewed ch ew ed 14. carries ar ies rr 15. marched ch ar ed 16. shower sh ow er 17. bottle tt le 18. favor v or 19. ripen p en 20. cellar ll ar 21. pleasure ure pleas 22. fortunate or ate fortun 23. confident ent confid 24. civilize ize civil 25. opposition tion pos

Totals /7 /5 /6 /7 /5 /7 /5 /5 /5 /5 /5 /62 /25

INSTRUCTIONAL PLAN

• Word/ Picture/ Concept Sorts

• Word Notebook

• Word Games

• Create-a-word

• Word hunts

• Writing

CLOSED SORTS

Picture Sort

• Please take out envelope A.

Word Sort

• Please take out envelope B.

OPEN SORT

• Please take out envelope C.

• Inside you will find a set of papers with papers clips. Do not open, but put this set of paper to the side.

• Now, see how you might want to sort the words from this envelope!!

• What did you notice about the words?

WORD MAPPING

a) Say the word and introduce its meaning. Say the syllables if more than one, using dictionary syllabication

b) Stretch the word. Work by syllables for steps 2-5.

c) Split up phonemes

d) Count the phonemes

e) Draw blanks to stand for phonemes. Put slashes between syllables. Steps f-I direct students to complete the word map and study the spelling

WORD MAPPING CONT.f) Record the spelling phoneme by phoneme. Format for

directions: On the (ordinal number) blank, write (letters). Have students caret in any silent letters.

g) Write the word

h) Study the spelling. Ask about the tricky parts. If applicable, ask how we can remember any part of the spelling

i) Check knowledge of meaning

WORD MAPPING EXAMPLE

• a) digraph. A digraph uses two letters to spell one phoneme. Di-graph

• b) /diii/grra-a-afff/

• c) /d/i/g/r/a/f

• d) 2 4

• e) _ _ / _ _ _ _

• f) d i / g r a ph

WORD MAPPING EXAMPLE CONT.

• g) digraph

• h) It’s di, not dia. Di means two. Ph spells /f/. Graph means write

• i) A two-letter spelling for a phoneme

HOW CAN WORD STUDY BE IMPLEMENTED IN THE CLASSROOM?

• Assessing• Initial instruction can be whole class• Post assessments can be provided:

• in groups• Student to student

• Instruction• Classroom Centers• Small Group• Classroom Helpers

RESOURCES• Alderman, G.L. & Green, S.K. (2011). Fostering lifelong spellers through

meaningful experiences. The Reading Teacher, 64, 599–605.

• Aram, R. & Powell D.A. (2008). Spelling in parts: a strategy for spelling and decoding polysyllabic words. The Reading Teacher, 61,

567– 570.

• Bear, D. R., Invernizzi, M., Johnston, F., & Templeton, S. (2010). Letter and picture sorts for emergent spellers (2nd ed.). Boston, MA: Allyn & Bacon.

• Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way (4th edition). Upper Saddle Ridge, NJ: Pearson.

• Bloodgood, J.W. & Pacifici, L.C. (2004). Bringing word study to intermediate classrooms. International Reading Association, 250- 263.

• Connor, C.M. et. Al. (2009). Individualizing student instruction precisely: Effects of child x instruction interactions on first graders’

literacy development. Child Development, 80, 77-100.

• Gates, L. & Yale, I. (2011). A logical letter–sound system in five phonic generalizations. The Reading Teacher, 64, 330–339.

• Griffiths, Y. & Stuart, M. (2013). Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties. Journal of research

in reading, 36, 96-116.

RESOURCES• Hilden, K. & Jones, J. (2012). Traditional spelling lists: Old habits are

hard to break. Reading Today, 19-22.

• Invernizzi, M., Johnston, F., Bear, D. R., Templeton, S. (2009). Word sorts for within word pattern spellers (2nd ed.). Boston, MA: Allyn

Bacon.

• Johnston, F., Bear, D. R., Invernizzi, M., Templton, S. (2009). Word sorts for letter name-alphabetic spellers (2nd ed.). Boston, MA: Allyn & Bacon

• Johnston, F., Invernizzi, M., Bear, D. R., Templeton, S. (2009). Word sorts for syllables and affixes spellers (2nd ed.). Boston, MA: Allyn & Bacon.

• Newlands, M. (2011). Intentional spelling: seven steps to eliminate guessing. The Reading Teacher, 64(7), 531–534.

• Strickland, D.S. (2011). Strategies for beginning readers and writers and those needing additional support and intervention. Teaching

Phonics Today: Word Study Strategies Through the Grades (2nd edition), 50-64.

• Templeton, S., Johnston, F., Bear, D. R., Invernizzi, M. (2009). Word sorts for derivational relations spellers (2nd ed.). Boston, MA: Allyn & Bacon.

THANK YOU FOR COMING!!