Literacy

Writing and Spelling

A Short History

• Reading and writing are relatively recent human accomplishments. ( 5000 years)

• Humans have communicated with spoken language traditions for more than 30,000 years.

• The biological pre-disposition for mastering spoken and written language differs greatly in humans. ( Shaywitz)

“Writing is not language, but merely a way of recording language by visible marks.”

Leonard Bromfield, linguist

The majority of the world’s languages have no writing system at all. ( They have preserved their history through oral memorization)

The English Language

• Known as a deep orthography ( orthography refers to the writing system that

represents sounds)• Spelling units correspond toSounds ( phonemes and syllables)Meaning ( morphemes)

• Spelling patterns of English can be categorized by language of origin ( Anglo-Saxon, Latin, Greek)

Anglo Saxon Origins

• Oldest layer of language• Includes most common and compound words• Spelled as they sound with long and short

vowel sounds• Most consonant/vowel- sound symbol

correspondence.• 100 most frequently used words• “Glue words” (the, a, and, you, would)

Greek Origins

• Modern scientific and mathematical terms tend to be derived from Greek morphemes.

• Sounds: y for i (gymnasium) ph for f ( photo, phone) ch for k (chorus) • Combined forms make English words: Microscope, photosysnthesis

Latin Origins

• Words are constructed around a root whose meaning is modified through the addition of prefixes and suffixes (pro-ject-tion)

• Prefixes: un, mis, re, sub, pre, de, con … • Roots: struct, flect, mit, dict, duce…• Suffixes: ment, tion, sion, tious,• Plurals: crises, …

Modern English

• Adopted words from other languages• ex.) Spanish: plaza, chocolate French: bayou, levee Italian: pizza, celloDespite all of these layers of language, English remains a predictable and rule - based system. ( Moats- Speech to Print)

Spelling/Decoding Continuumto include layers of language

K- Phoneme awareness, letter names, letter sounds1- Anglo-Saxon consonant and vowel sound-spelling

correspondences2- More complex Anglo-Saxon spelling patterns3- Syllabication, compounds, and word endings ( inflections)4- Latin Based-prefixes, roots, and suffixes5-6 More complex Latin based forms7-8 Greek combining forms(Marcia Henry)

Skills Young Writers Need to be Taught

• Letter formation• Alphabet knowledge• Sound-symbol correspondence• Spelling word study• Handwriting fluency• Sentence composition• Linking sentences into paragraphs

Teaching Spelling

Needs to include teaching of:• Sounds• Symbols• Syllables• Morphemes ( units of meaning)• Memory techniques• History of Language• Self-monitoring strategies

Teaching Spelling, continued

• Teach awareness of sounds and their sequences in words. PA- tapping

• Sight words: A few at a time - 3-5 per week• Emphasize spelling patterns and

correspondences• Use word sorting, dictation , sentence writing

speed drills, and proofreading to teach HOW TO SPELL

Special Techniques for Spelling

• Use pictures and stories to help students make a connection between sounds and symbols. ( Look at the food, Plow the snow, Trout soup, Ozzie has an awesome auto, Point at the boy, etc. )

• Teach tricks… Take Tom or you’ll have to row the boat ( tom-or-row), Wed- NES ( Nintendo entertainment system) day= Wednesday.

Special Techniques cont.

• Build memory for non-phonetic words by teaching visualization strategies. *

• Teach a line spelling technique.• Allow students to be challenged with more

difficult words sometimes.• Create a spelling notebook with high use

words and pattern words. • Teach “Best and Rest” vowel choices

Spelling- Understanding the 6 syllables

• Some commercial programs are very explicit in teaching the six syllables for reading and spelling: Wilson, Open court, Rewards, Lindamood-Bell LIPS, F.A.S.T.. , Megawords.

• Syllable knowledge is the basis for reading

instruction as well as phonetic spelling. Even in non-phonetic spelling, a student will use sounding out strategies as well as rule/memory applications.

Spelling Assessment

• Formal ( Woodcock Johnson IV, Brigance, Test of Written Spelling, )

• Informal- Primary Spelling Inventory• Words Your Way ( CD)• Gorton Spelling list• Spellography Spelling Inventory• Primary spelling Inventory

Sample test activity

• Directions for Spellography test practice. 1. Look at each word the student wrote. Circle any

elements that the student got correct.2. If correct, give one point in next to last column.3. When done tally up the elements in each row. 4. Code ( R- Y, G) or color code as stated on the sheet. 5. Evaluate strengths and weaknesses with your table

partner.

How would you evaluate Phillip’s spelling needs ?

Writing Instruction- Putting it all together

• Writing is an essential component of a comprehensive literacy program.

• When students write about experiences and ideas, they engage both personal and objective meanings of the deepest level.

• Writing and promotes critical thinking reasoning.

• It is a true metacognitive task.

Why is writing so difficult?

• Readers are not necessarily writers.• Writers have to use the four processors

critical for word recognition:• ( Phonological, Orthographic, Meaning,

Context)• Writing draws upon other languages, motor

memory, attention and executive functions (Planning) and background.

Writing is a Juggling Act

• Logical connections among ideas

• Control over genre structure

• Maintain purpose and goal

• Keep audience in mind.

Lower Level Skills

• Letter formation• Sound-spelling links• Recall of sight words• Use of punctuation and

capitalization• Monitoring of symbolic

accuracy

Higher level thinking

What good Writers Do• Plan their writingGenerate ideas, set goals, organize ideas

• Translate ideas into written wordsGenerate text, transcribe ideas onto the page

• Review and Revise what is writtenRead as audience, repair, improve, proofread

Children are different

• Beginning writers must acquire many skills before they can handle higher level composing tasks.

• Letter formation• Spelling• Spacing• Etc. • Each Subcomponent has a developmental path

that needs to be taught.

Rubrics for describing writingWriting Stages 6+1 Traits Language and Cognition

Planning IdeasOrganization

Content KnowledgeMemory, experienceimagination, genre knowledge, logical reasoning, goal directedness, topic, focus.

Drafting Word ChoiceVoiceSentence Fluency

Vocabulary, logical connectors, cohesion, figurative language, awareness of audience, conviction,

Revision/Editing ConventionsPresentation

Punctuation, phonological awareness, orthographic knowledge, handwriting fluency, spatial sense, communicative intent

Roadblocks to Writing

• Poor background knowledge• Limited vocabulary • Lack of proficiency in English• Lack of imagination or experiences• Motor control issues• Lack of motivation• Disorganized thoughts

Strategies for getting started• Springboard: Story, illustration , object,

photograph, story starter.• Explore and develop background knowledge.• Provide a model of the type of writing.• Brainstorm ideas and put into a list: verbal,

graphic, pictorial representations. • Organizational plan: web, story frame, graphic

organizer, sequence chart, outline of ideas.• Self- Instruction strategies : checklist

Translating the ideas into print

• Generating language – What point do you want to make? Select good words, translate the ideas into sentences. Connect ideas within sentences and between sentences.

• Transcription: Putting words into conventional symbols: (letters, punctuation marks, spelling, fluency and accuracy)

Review-Revision

• This occurs during and after writing. • Revision happens at every level:

1. Word choice, 2. Sentence Structure3. Overall organization4. Elaboration or deletion of ideas5. Print symbols

Important DistinctionsWriting a Story

(Narrative)

• Beginning- Pulls the reader into the story

• Middle – Development of story line.

• End – The story comes to a close.

Providing Information (Expository)

• Introduction- What to expect and what information will be shared

• Body- Development of details, reasons and facts

• Conclusion - Ties it all together

Accordion Paragraphsfrom Step up to Writing

1. Topic Sentence

2. Reason/Detail/Fact

3. Explain

4. Explain

5.Reason /Detail/Fact

6. Explain

7. Explain

8. Conclusion

Prompt:

• Using this accordion method, write an expository paragraph on one of the topics below using all of the folded spaces on your sheet.

• 1. Describe your perfect summer (ie- summer 2010.)

• 2. Tell what you would change about your first year as a teacher.

• 3. Why is it important to have a sense of humor?

Other Writing ideas:

• Color code the sentence types for instruction :

• Green- topic sentence

• Yellow- Reasons, details ,facts, key concepts.

• Red- Stop and explain with evidence or examples.

• Green- Go back to your topic- restate, don’t add new information, use synonyms.

Use Graphic Organizers

1. Webs, lists, outlines, categories and details.2. Fill in the blanks or finish the sentences.3. Beginning- middle – end guides4. Brainstorm sheets –Question words,

vocabulary, HOTS ( Higher order thinking skills) 5. Have Word banks available6. Work from a Writers’ Folder with topics of

interest listed in the front.

HandwritingDevelopmental in nature- teach systematicallyInvolves sensory feedback and timingNeeds to be accurate and automaticIt is a linguistic task ( brain stores images in

the language center)Teach letters with their names AND SoundsSatisfactory writing fluency means producing

cursive alphabet in 20-30 seconds. ( max)

Writing CBM’s

Scoring writing samples1. Count the total number of words written (TWW)2. Count the total number of words spelled correctly

(WSC)3. Count the total number of Correct Writing

Sequences (CWS)

Total Words Written (TWW)TWW is the number of words written regardless of spelling or context.The scorer underlines each word and records the total number of words written.Words are defined as any letter or group of letters including misspelled or nonsense words that have a space before or after them.

Words Spelled Correctly (WSC)Count the number of correctly spelled words, regardless of context.Circle incorrectly spelled words.Calculate WSC by subtracting the total number of circled words from the TWW

Correct Writing Sequences (CWS)Place a caret ^ to mark each set of correctly spelled words that you determine to be acceptable within the context of the written phrase.Take into account punctuation, syntax (grammar), semantics (meaning), spelling and capitalization

Questions:How does this information inform your instruction?

How does this information relate to the data team process?

Determining a goal for one year (annual review):Find the grade level on the AIMSweb chart where the baseline CBM score is closest to the 50th percentile. (It must be between the 25th and 75th percentile.)

Set a goal using the score that is one grade level plus one season higher

Determining a goal for a shorter instructional period:

Calculate growth expectedRate of improvement per week (from table) times 1.5 times number of week=total growth given instructional period(Rate of Improvement: Spring Score minus Fall Score36 weeksROI also appears in a separate column on AIMSwebGrowth Table)

Total growth expected plus baseline CBM score = targetScore for this instructional period

Charting progress:Plot baseline CBM score and target (goal)Draw aim line between first and last pointsProvide instruction

Plot progress monitoring CBM scoresAssess at least once every three weeks; best practice is once per weekDetermine Points of Most Significance (POMS)Make frequent instructional decisions/modifications based on student performance on CBM measuresContinue to chart progress