“The goal of effective spelling instruction is to create fluent writers, not perfect scores on the spelling test.”- Gladys Rosencrans
Seven Principles for Understanding Word Knowledge
1. Know the Rules: Teach students common spelling patterns as they are encountered.
(Williams, Philips-Birdsons, Hufnagel, Hungler, and Lundstorm, 2009)o Word studies can be completed with students to teach spelling instruction, without focusing on memorization.
2. Observe Patterns and Trends: Give students the opportunity to explore words because it increases their critical skills of inquiry.
o Spelling tests should include words with similar spelling patterns.
o Increase patterns by using words that have the same sound but different spellings, and homophones.
3. Apply a strategy: There are numerous strategies that can be taught to students to support independent spelling skills.
o Visualize the word – think about what the word looks like.
o Think of a similar word, to aid the spelling of a new word
o Use an analogy
4. Analyze Errors and Correct Them: Memorizing words for a spelling test creates a problem because students will not be able to retrieve the word in the future. This is because students need many exposures to the information before it can be quickly retrieved.
o Stress created by the spelling tests, can also interfere with retrieval of the words.
5. Try New Strategies: Using mnemonics can be an effective way for students to gain mastery of spelling words based off of the relationship between letters and words.
o Students enjoy creating their own mnemonics to support their spelling abilities.
6. Use Your Instincts: As student’s spelling skills progress, they will develop the ability to use their instincts to approach new words with confidence and accuracy.
7. Have Fun: Use alliteration, orthography, and spoonerisms to address spelling mistakes from students writing.
o Use games to help students think critically about spelling.(Newlands, 2011)Four Research-Based Vocabulary Teaching PracticesResearchers Tanya Christ, and Christine Wang, state that there are four critical teaching practices correlated with spelling and word knowledge.1. Provide purposeful exposure to new words: Teach students new words by using multiple exposures throughout the day.
o Use a mentor text that entails illustrations and text to provide word meaning clues.
o Complete an Interactive Read-Aloud that engages the students
o Incorporate technology into the classroom by using e-books, or Interactive Read-Aloud’s that use new vocabulary.
Researcher Donald Leu, states that technology should be used within the classroom because it enhances motivation and generates excitement.2. Intentionally teach word meanings: Use multiple teaching strategies
o Ask questions during the Interactive Read-Aloud to probe children to think about new words and their meanings.
3. Teach word learning strategies: Using a teacher model, guide, and practice students will be able to learn new words during a read-aloud.
o Use a mentor text that entails illustrations and text to provide word meaning clues.
4. Provide Multi-modal activities: Students embed vocabulary by using it multi-modally.
o Create songs
o Use artwork and hide the vocabulary word in their drawing.
(Christ and Wang, 2011)
*Vocabulary is embedded in the brain through rehearsal in exciting, engaging, and interactive ways.
Question:What does extended instruction look like within the classroom?Helpful Sites:
Citations:
Christ, T., & Wang, C. (2010). Bridging the Vocabulary Gap: What the Research Tells Us about Vocabulary Instruction in Early Childhood. Young Children.
Newlands, M. (2011). Intentional Spelling: Seven Steps to Eliminate Guessing. The Reading Teacher, 531-534. doi:10.1598Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., & Lundstrom, R. (2009). Word Study Instruction in the K-2 Classroom. The Reading Teacher, 570-578. doi:10.1598
