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Connecting developmental word study with classroom writing: Children's descriptions of spelling strategies
Transcript of Connecting developmental word study with classroom writing: Children's descriptions of spelling strategies
of word spelling strategies Dahl, et al. Strategy Data Implications Connections to Reading Instruction Conclusion Strategy Use Conference Observations Developmental Differences Coding System Conducting the Investigation Conference Sample Background -Focus on the learner perspectives
-Conducted by working teachers
2 each from Kindergarten through 4th grade
1 6th grade classroom
4 resource teachers
1 university based researcher -Randomly selected 2 boys and 2 girls from each classroom
Totaling 44 participants
-From February through May, researchers conducted individual conferences
Resulting in 176 individual interviews (4 each) -Interview conducted by classroom teacher and university based researcher.
-Questions pertained to a current piece of writing
-Participants were asked to circle words about which they had to think. "We counted strategy explanations from children that included two or more strategies to get a single word for each of the three developmental stages represented in this study…For each developmental level we determined percentages for combining Information in relation to the total number of words identified by children at that level."
(Dahl & Barto et al, 2003) Children tend to combine information when spelling difficult words
They have an original ways of working and combining information to figure out words
They were reading like spellers By knowing what spelling strategies our children are using, we can figure out ways to support productive strategies.
Children have their own ways of thinking about spelling, and as teachers we need to consider that information from children and use it to reshape instruction. Data - Student Spelling Interview Form:
student's strategy explanation
-Audio tapes insured statements were accurate. Second part -words chosen by teachers
reflected related word patterns just studied
reflected recent gains in spelling knowledge
- data collected in the same fashion. First Part
CHILDREN'S SPELLING STRATEGY
Remembering words from books
2. Making Connections
Using word families and analogies
Starting with known patterns
3. Focusing on Sounds
Verifying the spelling
Checking with resources
5. Combining Information
Working with multiple strategies
Using a strategy routine To show students use various strategies, the article highlighted two student-led interviews. Letter Name Stage Conference Teacher: "Tell us how you figured out how to spell 'answer' (ansr)."
First Grade Student: "I know the /an/ sound is A-N and at the end I thought there was an 'R'. I thought there was an 'E' but I didn't put it. Then in the middle it sounded like 'C'. No, 'S' sounds more like it".
(Dahl & Barto et al, 2003) Syllable Juncture Stage Conference Teacher: "How about antique?"
Fourth Grade Student: "I sounded it out by syllables an tique. (She points to the end of the word.) (This) part is hard, a strange word. I usually don't see 'Q'. I know how to spell 'unique'. It rhymes. So it has the same characteristics."
(Dahl & Barto et al, 2003) Within Word Stage 48% used multiple strategies to arrive at a spelling. Syllable Juncture Stage
"Well, I had to use it in reading before. In the beginning of sixth grade we had to do theses plot charts. We had to make connections and visualizations and we had to use that word. I tried to remember how to spell it and then I sounded it out to see. Also, on another sheet of paper I wrote down different ways to try it."
(Dahl & Barto et al, 2003) Letter Name Stage
38% of spelling explanations involved Combining Information. Ex. A first grader explained how she figured out the word second (spelled scande).
-"I know there's a S-C and the rest, I just sounded the rest out. I thought about the little words inside like and, I saw the word before and knew it had an 'E'."
(Dahl & Barto et al, 2003) A fourth grader chose the word 'possible' to talk about, even though he spelled it conventionally. "I've never really seen possible. I just thought with the beginning POS and then IBLE. 'Cause I've seen words with /bul/ B-L-E. I've seen impossible and it has two Ss so I took of the I-M."
(Dahl & Barto et al, 2003) 53% of the words they described used multiple strategies. A middle schooler explains how she figured out the word 'visualized'. Limitations: "These explanations may be limited by children's aware-ness of their actions and by their sense of what they ought to say in a conference setting" (Dahl & Barto et al, 2003). Assess Children's Strategies -Use the Spelling Strategy Conference (5- to 7-minute routine) with individual children to assess their spelling strategies.
-This would be appropriate for children who do not seem to connect word study concepts with their own writing. Template Student's Spelling:
Student Strategy Explanation: Small-Group Strategy Instruction - Choose a strategy area (Visualizing, making connections, focusing on sounds, or reflecting)
-Demonstrate the thinking that the strategy area involves. Example How to use a dictionary.
Many ELLs use the internet when looking up words; therefore, alphabetization may be a new concept. Reflecting: Support Strategy Combinations - By developmental level, show strategy combinations that can be used to check a spelling, and help children develop productive strategy combinations. Example Demonstrate for children how picturing a word and sounding out can work together.
Write strategy options on chart paper and list words that have been recently misspelled in children's writing.
Have children work in pairs as they tell their strategy combinations for specific words from the display and share their thinking. Spelling Strategy Mini Lesson -Conduct an editing mini-lesson that emphasizes spelling strategy options.
-Demonstrate how to edit a draft for misspellings. Example
-Have the students read each line out loud -Show your own draft as an example. Determine if there are no spelling errors or ask a question such as: "I don't think ____ is spelled that way". References Dahl, K.L., Barto, A., et al. (2003). Connecting developmental word study with classroom writing: Children's descriptions of spelling strategies. Reading Teacher, http://web.ebscohost.com.mutex.gmu.edu/ehost/pdfviewer/pdfviewer?sid=fdd815d6-9736-4c7b-9f31-514c6885b880@sessionmgr111&vid=2&hid=110 57(4), Retrieved from 310-319. Connecting developmental word study with classroom writing: Your Turn - Divide into 3 groups:
Focusing on Sounds
-Discuss ways to demonstrate the thinking involved with that strategy. (using word families/rhymes, building from root words, etc. (picturing words, trying alternatives, ect.)