EDUC3651 Lecture Notes - Lecture 7: Task Management, Phonemic Awareness, Phoneme
Week Seven
Lecture Seven: Teaching Conventions of Language: Spelling and Handwriting
Key Questions
- Why is spelling important?
- What do we know about spelling?
- What do we need to teach?
- How can we support spelling development in the classroom?
Why is spelling important?
- Learning to spell is part of learning to write.
- Writing gives spelling a context: without writing, spelling has no audience or purpose.
- Judgements are made in terms of literacy and intelligence based on one’s use of conventional
spelling.
- Convention → the knowledge of how language works
Effective Spelling
- self-monitoring and self regulatory.
o Look at their writing
▪ Does this look right?
▪ Does this make sense?
- take control of own errors.
- develop strategies for remembering difficult words.
o Strategies?
▪ Can these become a part of their spelling list?
▪ Problem solve and brainstorm
▪ Anecdotes
▪ Acronyms
▪ Mnemonics
- good spellers are not perfect spellers.
- They say “No that doesn’t look right!” and then check in some way.
Spelling Strategies
- Friend
- Receive
- Accommodation
- Curriculum
- Phonology
- Morphology
- Graphophonics
- Syllabus
- FS WRB 161
o Sounding out
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o Chunking
o Using spelling generalisations
o Using an analogy
o Consulting an authority
o Using meaning
o Using memory aids
o Using visual memory
What we know about spelling
- Learning to spell is a developmental process
o Stages of development are
▪ 1. Pre-communicative
• Letters/symbols are strung together randomly.
▪ 2. Semi-phonetic:
• alphabet letters are recognisable and attempted by sounding out
words.
▪ 3. Phonetic stage:
• one syllable spelling patterns and syllable combinations.
▪ 4. Transitional stage:
• the spelling of meaningful parts of words, (Morphemes) using a
variety of strategies
▪ 5. Conventional:
• Correct spelling
Spelling Map of Development (2016)
What is spelling?
- 1.It is a representation of a spoken word
- 2.It often fails to reflect how the word is said.
- 3. We use the same spelling system regardless of dialect. e.g six (NZ) brudder (Indigenous)
- 4. It is influenced by the historical origins of a word
o e.g. knight used to be spoken as k-night
o “ght” (schwa sound) still used in German.
- 5. It has a morphological meaning base.
- 6. Mental grapheme representation is required.
- 7. A thinking process not a rote learning task.
- Phonological Knowledge
o Ability to hear, identify and manipulate syllables, rhymes and individual phonemes in
spoken words
- Orthographic knowledge
o Representation if a spoken word through letters in a written form
o Pronunciation of the word can fail to reflect how the word is said
▪ NZ – Six
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find more resources at oneclass.com
Document Summary
Lecture seven: teaching conventions of language: spelling and handwriting. Learning to spell is part of learning to write. Writing gives spelling a context: without writing, spelling has no audience or purpose. Judgements are made in terms of literacy and intelligence based on one"s use of conventional spelling. Convention the knowledge of how language works. Effective spelling self-monitoring and self regulatory: look at their writing, does this look right, does this make sense? take control of own errors. Develop strategies for remembering difficult words: strategies, can these become a part of their spelling list, problem solve and brainstorm, anecdotes, acronyms, mnemonics. They say no that doesn"t look right! and then check in some way. Fs wrb 161: sounding out, chunking, using spelling generalisations, using an analogy, consulting an authority, using meaning, using memory aids, using visual memory. Learning to spell is a developmental process: stages of development are, 1. Semi-phonetic: alphabet letters are recognisable and attempted by sounding out words, 3.
