Dearborn Elementary Spelling Program
Grades Kindergarten-5th grade
The goal of spelling instruction is to develop clear, competent writing in which conventional spelling is used proficiently. Although English spelling is more irregular than other languages, our spelling system is largely pattern-based and predictable if several levels of language organization are taken into account.
Five big ideas
1. Sound-symbol relationships, or phoneme-grapheme correspondences, are the mappings between speech sounds and letter groups. A grapheme is a unit that spells a phoneme.
- The position of a phoneme or grapheme influences what
letters are used to spell sounds.
- There are letter patterns and conventions in English spelling.
- Meaning and part of speech determine spelling.
- The language of origin, as well as its history of use, often explains a word’s spelling.
Philosophy
The philosophy of Dearborn’s Elementary Spelling Program is a two-tiered approach. The first tier of instruction is based on individual mastery of high-frequency word lists containing words that are used most often in early reading and writing. Many of these words do not follow conventional spelling patterns and are truly irregular.
After students have mastered the high-frequency word lists (about the end of 2nd grade) Tier I instruction would focus on specific content domain words. Integrating spelling across the curriculum:
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Reinforces spelling knowledge
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Aligns with student word attack skills in content area reading
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Helps in determining the meaning of new terminology
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Presents opportunities for proofreading practice in content area writing. (Scott, Siamon, 2004)
The second tier of the Dearborn Spelling Program is systematic instruction in common English spelling patterns. Instruction will include word work based on weekly pattern(s) and spelling tests will include the introduction of words containing those patterns (hot words*), as well as additional patterned words (cold words*) to ensure that students understand the pattern being taught. Research has shown that when students are given words that support patterns they will retain the words longer and use the words more accurately in their writing.
Spelling patterns will be taught within single syllable and multisyllable words. Six syllable types will also be taught as the application of spelling patterns continues into upper elementary instruction. These syllable types are:
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Closed |
A syllable with a short vowel spelled with a single vowel letter ending in one or more consonants |
dap-ple hos–tel |
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V-C-e (Magic e) |
A syllable with a long vowel spelled with one vowel + one consonant + silent e |
com-pete des-pite |
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Open |
A syllable that ends with a long vowel sound spelled with a single vowel letter |
pro-gram ta-ble re-cent |
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Vowel Team |
Syllables that use two to four letters to spell the vowel |
train-er con-geal spoil-age |
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Vowel-r |
Vowel pronunciation often changes before a syllable with ir, er, ir, or, ar, ur |
con-sort char–ter in-jur-ious |
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Consonant-le |
An unaccented final syllable containing a consonant before /l/ followed by a silent e |
drib-ble bea-gle lit-tle |
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*Hot words refers to words that have a particular spelling pattern that the students work with during the week. These words become familiar to students. *Cold words refers to words that have a particular spelling pattern but are not given to students during spelling activities. These words are given on the spelling test to see if students have learned the pattern rather than memorizing the word. |
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