Module 4:
Phonics to Etymology
Strategies that Work
Teaching for Understanding and Engagement
Acknowledgement of Country
We recognise Kaurna people and their land
The Northern Adelaide Region acknowledges
that we are meeting on the traditional
country of the Kaurna people of the
Adelaide Plains. We recognise and respect
their cultural heritage, beliefs and
relationship with the land. We acknowledge
that they are of continuing importance to
the Kaurna people living today.
NAR Facilitator Support Model – Team Norms
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Be prepared for meetings and respect punctuality
Be open to new learning
Respect others opinions, interact with integrity
Stay on topic, maintain professional conversation
Allow one person to speak at a time and listen actively
Enable everyone to have a voice
Discuss and respect diversity and differing views in a professional
manner and don’t take it personally
Accept that change, although sometimes difficult, is necessary for
improvement
Be considerate in your use of phones/technology
Be clear and clarify acronyms and unfamiliar terms. Ask if you
don’t understand.
Commit to follow through on agreed action
Respect the space and clean up your area before leaving
Overview
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Does spelling matter?
Stages of Spelling Development
Spelling in the Australian Curriculum
Assessment strategies
Spelling strategies – phonemic, visual,
morphemic and etymological
Deos
Selplnig
Ralely
Mtetar?
A little
Sometimes
Definitely
Eevn wehn rnaeidg tsehe jlmebud wrdos, yuor
biarn is sitll wrikong the smae way it wulod
wtih nmraol wdros, jsut a ltilte hdaerr. So
basically, our brains are extremely
independent, in the sense that they only need
small hints in order to figure things out. More
specifically, our brains are able to collect
information in a multitude of ways. For
example, our brains can recognise a word and
its meaning even if the letters within the word
are jumbled. Like a detective, our brains take
many aspects of the word into account and
formulate an educated guess as to what the
word may be. In thsee cseas, it is anzaimg how
sarmt our bainrs rlaely are, and how lttile
seilpnlg rlaely mettras.
Spelling Matters 02:46
Spelling or Vocabulary?
How were you taught?
Teaching of Spelling
1980’s
• Timetabled
• Weekly spelling lists based on topics,
themes or word families (usually same for
all students)
• Check that students know meanings
• Use appropriately in sentences
• Friday test
• Correct mistakes several times for practice
Lack of generalisation and transfer of learning
Disadvantages:
• Often students are asked to memorise
word lists for a test ‘later on’ in time.
• Memorisation is not the most efficient
strategy for spelling instruction.
• It should only be used to teach the
spelling of words with extreme irregularity.
Teaching of Spelling
1990’s
• Whole language or natural approach
• Spelling dealt within the context of daily
writing for real purposes
• Studying words in isolation not appropriate
as it decontextualises word study
• Learn to spell by daily writing and regular
constructive feedback
• Child-centred
Individualised teaching superficial and fragmented
Brian Regan Spelling Bee 03:25
“The English language is not the
chaotic beast it is often made out to
be. On the contrary it is systematic
and reasonably predictable in the
conventional way it is spelt”
Cramer & Cipielewski , 1995
Stages of
Spelling
Development
Preliminary
Preliminary
cave
could
elephant
Preliminary
• Is aware that print carries a message
• Uses writing like symbols
• Uses known letters or approximations
Semi-phonetic
Semi-phonetic
• Uses left to right and top to bottom
orientation of print
• Relies on letters that are most obvious
• Represents words with one, two or three
letters, mainly consonants
Phonetic
Phonetic
• Chooses letters on the basis of sound
without regard for conventional spelling
patterns
• Sounds out and represents all
substantial sounds
• Develops particular spellings for certain
sounds often using self-nominated rules
Transitional
Transitional
• Uses letters to represent all vowel and
consonant sounds, placing vowels in every
syllable
• Is beginning to use visual strategies such
as knowledge of common letter patterns
and critical features of words
Independent
Independent
• Is aware of many patterns and rules of the
English spelling system
• Automatic recall
• Realise the importance of proof reading
Spelling Developmental Stages
• Are not totally linear
• Will depend to some degree on learning
preference / style
• Will depend on intervention
- Perceived importance
- Time spent
- Pedagogy
Lily
Read and
discuss pages
15-18
Using Spelling
Data
How are my students going?
• What do you currently know about
your students’ spelling ability and
achievement?
• What data do you collect?
• What does this data tell you?
• What else might you want to know?
Screening
• NAPLaN skill levels
• Spelling Ages
New South Wales Criterion Based
Spelling Tests.
SuperSpell "Assessment Disk" CD ROM
SuperSpell "Assessment Disk" has four spelling tests - a placement test, and three
diagnostic tests which establish the user's stage of spelling development and
pinpoint specific spelling weaknesses. Results are compiled and stored for each
individual user; these can be viewed on screen or printed.
Placement Test
Diagnostic Test 1.
Diagnostic Test 2.
Diagnostic Test 3.
Storage & Retrieval of Results
DIBELS
• Measures
–Phonemic Awareness
–Phonics
–Fluency
–Vocabulary
–Comprehension
• Nonsense Word Fluency is the
DIBELS measure of phonics.
Diagnostic Information
• What more information
about the student’s spelling
does this give you?
• What else might be needed
to determine appropriate
teaching strategies?
Discuss
assessment
strategies
Refer to pages
41-51
Spelling
Strategies
A
B
C
1
dessicate
desiccate
desicate
2
ecstasy
exstacy
ecstacy
3
milenium
millenium
millennium
4
dumbel
dumbbell
dumbell
5
supercede
supersede
superceed
6
accidently
acidently
accidentally
7
peddler
pedler
pedlar
8
minuscule
minisicule
minniscule
9
coollie
cooly
coolly
10
accomodate
accommodate
acommodate
11
iresistible
irresistible
irresistable
12
liaison
liasion
liason
13
harras
harass
harrass
14
definitely
definately
difinitely
15
ocurence
occurence
occurrence
16
embarass
embaras
embarrass
17
cemetary
semetary
cemetery
18
innoculate
inoculate
innockulate
19
sacrilegious
sacreligious
sacraligious
20
wiered
weird
wierd
Strategies
• How did you feel?
• What strategies did you
use to determine the
correct spellings?
1
dessicate
desiccate
desicate
18 %
2
ecstasy
exstacy
ecstacy
74 %
3
milenium
millenium
millennium
58 %
4
dumbel
dumbbell
dumbell
42 %
5
supercede
supersede
superceed
28 %
6
accidently
acidently
accidentally
72 %
7
peddler
pedler
pedlar
65 %
8
minuscule
minisicule
minniscule
34 %
9
coollie
cooly
coolly
62 %
10
accomodate
accommodate
acommodate
63 %
11
iresistible
irresistible
irresistable
55 %
12
liaison
liasion
liason
65 %
13
harras
harass
harrass
52 %
14
definitely
definately
difinitely
78 %
15
ocurence
occurence
occurrence
67 %
16
embarass
embaras
embarrass
60 %
17
cemetary
semetary
cemetery
66 %
18
innoculate
inoculate
innockulate
25 %
19
sacrilegious
sacreligious
sacraligious
44 %
20
wiered
weird
wierd
86 %
Knowledge about spelling
There are four types of knowledge about
spelling:
• phonetic (the sound–symbol relationship)
• visual (the way letter combinations look)
• morphemic (the meaning units within a
word)
• etymological (the origins of words).
Phonetic Relationships
Successful spellers develop the following
phonic knowledge:
• letter names
• sounds represented by symbols—vowels
and consonants
• onsets and rimes (e.g., tr–uck; sh–op; p–et)
• spelling patterns—strings or clusters of
letters which occur in many words sharing
common sound units (e.g., ite/ight).
Purpose for Phonics Instruction
• “The purpose of phonics instruction is not
that children learn to sound out words.
The purpose is that they learn to
recognise words, quickly and
automatically, so that they can turn their
attention to comprehension of text.”
• Steven Stahl, 1992
Why Teach Phonics?
• Phonics helps all learners
• Good readers spell better with phonics
instruction
• Struggling readers learn to read better and
faster with explicit, systematic phonics
instruction
National Reading Panel, 2000
American Psychological Society, 2001
Letter Sound Introduction Order
Louisa Moats, 2005
Lesson New Concept
Vowels
Di/tri
1
Sounds match
letters
2
Word families
3
Compound words
Short o
nprg
4
Nonsense words
Short i
djklvj
5
Flash words
Short u
qu z
ck
6
2 syllable words
w x
wh
7
Digraph
y
sh ch
8
2 sounds one sp
9
Trigraph(/ch/, /j/)
10
REVIEW
Short a
Consts
mst
bcfh
Short e
th
tch dge
Summary
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Start with phoneme, link to grapheme
Follow a planned sequence
Teach concepts explicitly
Use engaging, multi-sensory activities
Move from simple to complex, concrete to
abstract, frequent to less frequent
• Provide ample practice, including the
words in controlled text…
Louisa Moats
Phonetic
Relationships
Refer to pages
17-18
Visual information
Successful spellers develop the following
visual knowledge:
• symbols/letters are used to write words
• there are spaces between words
• a letter string (ie a spelling pattern) may
represent the same or different sounds
• the same sound can be represented by
different letter patterns
• the probability of letter order in the
common letter strings in English
About 40% rely on both
hemispheres
30% lean towards VSL
10% lean to ASL
Auditory / Sequential
Visual / Spatial
Multi
Auditory Learners
• Begin spelling at a
younger age
• Are more comfortable
using invented
spelling when they
write stories
• Will guess at the
spelling of words
• Phonics make sense
to them
• Phonics provides an
important strategy for
them
Visual Learners
• Begin to spell at a
later stage because
they needs lots of
opportunity to see the
words
• Are not comfortable
using invented spelling
when they write
stories
• Dislike guessing at the
spelling of words
• Phonics are often
difficult for them
• Rely more on
configurations, visual
cues and visualisation
than on phonics
Right letters,
wrong order
Use letters that
represent the sound
Common errors of Common errors of
visual learners
auditory learners
said
help
does
funny
siad
hlep
dose
funy
sed
halp
duz
funne
Spelling Strategies for Visual Learners
• Write out words that they are having trouble spelling and
leave the letters that are giving them trouble blank. Have
them fill in the missing letters. For example, if they have
written becuase, write bec se and have them fill in the
blanks. This shows them the part of the word they are
having trouble with and helps them learn that part.
• Highlight tricky letters in a word.
• Write problem letters in a different colour.
• If they are having trouble with a particular word, have them
write down several ways of spelling it and ask them to pick
the way that looks right to them. Usually they are right.
• Have them sort words by visual pattern. Like words that
drop the final e when adding -ing (hoping, joking, caring).
• Make a word wall that they can reference for writing. Add
words that give them trouble so they can look to the wall
when they can't remember the spelling of a word.
•Adapted from "Spelling: Connecting the Pieces" by Ruth McQuirter Scott and Sharon Siamon.
Visual
Information
Refer to page 19
Morphemic Relationships
Successful spellers develop the following
morphemic knowledge:
• using morphemes (ie using units of meaning
to spell words)
• adding suffixes and prefixes to base words
• spelling patterns common to word families
(ie letter strings)
• apostrophes for contractions and possession
• homonyms
Morphemic Approach
• A morphograph is the smallest unit of
identifiable meaning in written
English.
• Morphographs include affixes
(prefixes, suffixes) and bases or roots.
• Following a small set of rules for
combining morphographs can create
many words in the written English
language.
• For example, the word recovered is
made up of the prefix re, the base
cover, and the suffix ed.
Example…
• Using a morphemic approach,
students can be taught that when a
base ends in the letter e (e.g., make)
and is to be combined with the /ing/
suffix, the letter e is always dropped
(make becomes making).
• Morphographs are generally spelled
the same across different words.
• For example, the morphograph port
is spelled the same in the words
porter, deport, and important.
• When the spelling of a morphograph
changes across words, it does so in
predictable ways.
• The morphograph trace is spelled
differently in the words trace and
tracing, but the change is governed by
the rule for dropping the final e.
• The number of morphographs is far
fewer than the number of words in
the written English language
and
• the number of principles for
combining morphographs is
relatively small.
Therefore:
Teaching students to spell
morphographs and teaching the rules
for combining morphographs will
allow students to spell a far larger set
of words accurately than by teaching
individual words through rote
memorisation of spelling lists.
Link to Comprehension???
• A morpheme is a unit of meaning
• Knowing the meaning of common
morphemes enables students to
deduce the meanings of words
ism = forms nouns and means “the act, state, or theory of”
http://www.brendenisteaching.com/
Teaching Affixes 03:43
Morphemic
Relationships
Refer to pages
19 - 20
Etymological Relationships
This includes knowledge of:
• the origins of base words
• acronyms
• neologisms
• portmanteau words
• eponyms
• proprietary words
Vocabulary that is subject specific often
contains these types of words.
ache
achieve
architect
archives
branch
chain
chalet
chamois
champion
chandelier
chaotic
chaperone
character
charisma
chassis
chatterbox
chauvinistic
cheap
cheeky
chemical
chewy
chief
child
chisel
chocoholic
choice
cholera
chronic
crochet
itchy
machine
mechanic
reach
retrenched
scholarship
technical
History of English 11:20
Etymological
Relationships
Refer to page 21
Learning to Spell
….is not just about memorising words
….is not effective if just based on random
experience with words
….is about understanding patterns that
apply to a large number of words
….is about a combination of reading,
writing and direct instructional strategies
Spelling by
Kinaesthetic memory is also involved in
the storage and retrieval of spelling
patterns, particularly those of high
frequency words.
Researchers have observed a
connection between fluent, neat
handwriting and spelling ability.
Steps in Teaching & Learning Printed Word Recognition in English
(Moats, 2000: Speech to Print)
Greek-derived
morphemes
Derivational Morphology: Anglo Saxon & Latin
Roots, Prefixes, Suffixes
Inflectional Morphology
Common Syllables,
Syllabication
Fluent Recognition of
Word Families
300-500 “Sight Words”
Phoneme-Grapheme
Correspondences
Phonological Awareness
K
1
2
3
4
5
6
7+
• In summary, phonemic, whole-word,
morphemic and kinaesthetic approaches are
useful for teaching the wide variety of word
types in the English language.
• Together these approaches represent a
comprehensive set of strategies for teaching
children to be accurate spellers.
bat pet man cake
bet let mat make
but set mad bake
aeronaut
aeroplane
aerodynamics
aerobics
aeronautics
aerosol
aerospace
they
there
said
because
what
Helpful hints for spelling words
• Picture the word in your head
• Paint the word on your eyelids
• Paint the word on an easel in your head, use
yellow/red
• Look at the word:
Say the letters/sounds as you write the word
• Break the word into syllables
• Look, say, cover, write, check
• Look closely at the tricky parts
• Make a story up about the word e.g. was "What a
surprise"
• Practise the word by writing with your finger on your
other hand
Brainstormed by children in 1/2 class
Use your ears
Use your eyes
Use your hands
Use your head
Word Choice 2:43