Spelling Presentation
Grades 3 - 5
Anne DeYoung
Katie Kuffel
Sara Sahs
“All children deserve to be taught in an
environment that will promote, value and
nurture their natural desire to learn”
- Susie Haas
- California Teacher of the Year
STATE GOAL 3: Write to communicate for a variety of purposes
A. Use correct grammar, spelling, punctuation,
capitalization and structure.
Early Elementary
.A.1 Construct complete sentences which demonstrate subject/verb
agreement; appropriate capitalization and punctuation; correct
spelling of appropriate, high-frequency words; and appropriate use
of the eight parts of speech.
Allot extra time on spelling tests
and assignments.
Allow the option to verbally spell
words for tests.
Give students a tape of verbal
spellings of the words, so reading
is not the only avenue to learn the
Give the option of typing out the
spelling of a word on a computer
with out a spell checker, such as on
a typewriter.
Use flashcards for verbal practice
instead of written worksheets.
Allow extra instructional time for
the teaching of the list of words.
Set up peer tutoring with a buddy.
Supply large lined paper to write
out spelling words.
Give multiple choice options for
tests instead of only writing out
the words.
Give fill in the blank options on
tests instead of only writing out
the words.
Teach mnemonic devices to help
students remember the spellings of
the words .
Shorten the spelling list expected to be learned by
students for each testing period.
Use an appropriate grade level list for individual
student’s ability.
Give students the option of pointing to pictures instead
of writing out the words. This changes the objective
from spelling to word recognition.
Make lists consist only of frequently misspelled words
or necessary functional words.
For students who need it, give the option to trace
words repeatedly then write independently once. This
changes the objective from spelling to writing.
Teacher Resources
Spelling Activities
Curriculum Resources
Spelling It Right
Journal of Direct Instruction
Journal of Communication
Journal of Adolescent &
Adult Literacy
Reading Teacher
School Teachers: The Journal
American School Board
Language Learning
Effective School Practices (a
D.I. Journal)
Teacher Resources Cont…
The Riggs Institute’s Writing and
Spelling Road to Reading and
SRA Phonics
Open Court Phonics
Open Court Reading Online
Best Practice: new standards for
teaching and learning in
America’s schools / Steven
Zemelman, Harvey Daniels,
Arthur Hyde.
Seven Ways to Improve Spelling
Instruction / Bruce Cronnell.
Words Their Way: word study for
phonics, vocabulary, and
spelling instruction / Donald R.
More Teacher Resources
Professional Groups:
ADI – (Association for
Direct Instruction) e mail,
chat rooms, discussion
groups, links, consultants,
ADI Link
SRA – news letters &
discussion groups
SRA Resources
What parents need to know:
Recent research outlines a developmental
process taking place as students learn to
spell. These 5 steps include:
1.The random letter stage:
At this stage students group symbols together to represent
words. They understand that words are groups of symbols
but have not yet recognized the meaning of individual
2.Estimated Spelling:
Children begin to write letters that represent the words they
wish to communicate. Their understanding at this stage does
not include accurate representation of all the sounds or
syllables yet.
Spelling developmental process
3. Phonetic Spelling
Children continue to rely on phonetic spelling, thus their spelling may include
substitutions of one vowel for another, or placing the correct letters in the wrong
places as they form words.
4. Use of Visual Markers
Children at this stage become aware that words are not only made up of sounds
but also include visual rules, they begin to add silent letters and double letter, as
well as other visual markers.
5. Mature Spelling
This is the last stage, in which children (of average learning abilities are 10 – 12
years old) are able to understand the variety of spelling patterns in our language,
including nouns, verbs, compound words, etc.
More information and research on these stages found at:
http://www.katyisd.org/teaching_learning/spelling /info.htm and
What the stages imply according
ERIC Identifier: ED272922
Publication Date: 1986-00-00
Author: Lutz, Elaine
Source: ERIC Clearinghouse on Reading and Communication Skills Urbana IL.
Invented Spelling and Spelling Development. ERIC Digest
“Students’ invented spellings must be seen as
opportunities for them to contribute actively to their
own learning. By combining an understanding of
invented spelling with formal spelling instruction,
teachers should be able to develop more effective
spelling programs.”
“Teachers must…relate spelling to purposeful writing
rather than to conduct rule-based instruction or to
rely on memorization.”
A suggested Spelling program:
* NOTE: For parents, follow these guidelines when studying at home.
 According to Teaching and Learning in Katy ISD:
Introduce words and patterns
Group words with like sound patterns
Practice spelling the words
Make sure to include practice with hearing, seeing and writing. It is important of children to be able to pronounce
words correctly before being expected to spell it correctly.
Use words in writing
Spelling becomes meaningful and therefore is learned best when children use the words to communicate their own
messages in writing.
Review and extend
Allow students to review their own writing and pick out the misspelled words themselves, looking off of a
correct list. Extend their understanding by brainstorming like words that are of the same spelling./sound
Self correction throughout is necessary for children to evaluate their own strengths/weaknesses and
Research Articles
Graham, S. (1999). Handwriting and spelling
instruction for students with learning
disabilities: A review. Learning Disability
Quarterly, 22, 78-98.
Simonsen, F., Gunter, L. (2001). Best practices in
spelling instruction: A research summary.
Journal of Direct Instruction, 1, 97-105.
Special Organizations
Special Organizations:
Software - Animated Spelling CD
(over 700 words with 2 games)
National Association for Child
Development – Speech &
sound, the listening program,
books, tapes, videos, software,
Sylvan Learning Center – After
school tutoring for students
who need extra help.
Special Organizations Cont…
Center for Applied Linguistics
CAL is a private, non-profit organization: a group of scholars and
educators who use the findings of linguistics and related sciences in
identifying and addressing language-related problems.
CAL carries out a wide range of activities including research, teacher
education, analysis and dissemination of information, design and
development of instructional materials, technical assistance, conference
planning, program evaluation, and policy analysis.
More organizations
Reading and Language Arts
Centers Inc.
Our approach is:
Technologies to assist in learning
Toys R’ Us
Clifford the Big Red Dog: Phonics
by Scholastic
Mac OS, Windows 95 / 98 / Me / XP
Reading Blaster Ages 6-7
by Knowledge Adventure
Mac OS, Windows 95 / 98 / Me / 2000
Curious George Reading and Phonics
by Knowledge Adventure
Windows 95 / 98 / Me
 LeapPad Plus Writing
by LeapFrog
(From Toys R’ US :List Price: $49.99 Price: $44.99 You Save: $5.00)
Reading and Language Arts Centers Inc. Store:
1195 Rochester Road, Suite M
Troy, MI 48083
Website # 1
Website # 2
Website #3
Website #4
Website #5
Website #6
Resources to Contact
For language Arts Specific:
 Chomsky, Carol. "Approaching Reading through Invented
Spelling." Paper presented at the Conference on Theory and
Practice of Beginning Reading Instruction, Pittsburgh,
Pennsylvania, May 1976. ED 155 630.
 DiStefano, Philip P., and Patricia J. Hagerty. "Teaching Spelling at
the Elementary Level: A Realistic Perspective." THE READING
TEACHER 38 (1985): 373-377.
 Gentry, J. Richard. "An Analysis of Developmental Spelling in
GNYS AT WRK." THE READING TEACHER 36 (1982): 192200.
 Hodges, Richard E. LEARNING TO SPELL. Urbana, IL: ERIC
Clearinghouse on Reading and Communication Skills and
National Council of Teachers of English, 1981. ED 202 016.
 ENGLISH. Urbana, IL: ERIC Clearinghouse on Reading and
Communication Skills and National Council of Teachers of
English; Arlington, VA: ERIC Clearinghouse on Languages and
Linguistics, 1975. ED 112 426
Resources for General Advocacy
State Resources from Protection and Advocacy groups in each state:
Legal information on your rights and free email newsletter
"The Special Ed Advocate":
Resource for Legal Information:
The new IDEA law released in 1999:
Basic Similarities and Differences of IDEA and 504:
Excellent accommodations for ADD/ADHD:
Resources for information about LD and ADD:
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