{"id":67,"date":"2014-08-25T14:23:32","date_gmt":"2014-08-25T18:23:32","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/morrise1\/?page_id=67"},"modified":"2018-08-25T16:58:28","modified_gmt":"2018-08-25T20:58:28","slug":"spelling-2","status":"publish","type":"page","link":"https:\/\/iblog.dearbornschools.org\/morrise1\/spelling-2\/","title":{"rendered":"Spelling: words will be given in planners on Monday"},"content":{"rendered":"
\n
\n

Spelling<\/h1>\n
\n

Dearborn Elementary Spelling Program<\/span><\/p>\n

Grades Kindergarten-5th grade<\/span><\/h2>\n

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.<\/span><\/p>\n

Five big ideas
\n<\/span><\/p>\n

1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Sound-symbol relationships, or phoneme-grapheme correspondences, are the mappings between speech sounds and letter groups. \u00a0A grapheme is a unit that spells a phoneme.<\/span><\/p>\n

    \n
  1. The position of a phoneme or grapheme influences what<\/span><\/li>\n<\/ol>\n

    letters are used to spell sounds.<\/span><\/p>\n

      \n
    1. There are letter patterns and conventions in English spelling.<\/span><\/li>\n
    2. Meaning and part of speech determine spelling.<\/span><\/li>\n
    3. The language of origin, as well as its history of use, often explains a word\u2019s spelling.<\/span><\/li>\n<\/ol>\n

      Philosophy<\/span><\/p>\n

      The philosophy of Dearborn\u2019s Elementary Spelling Program is a two-tiered approach. \u00a0The 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. \u00a0Many of these words do not follow conventional spelling patterns and are truly irregular.<\/span><\/p>\n

      After students have mastered the high-frequency word lists (about the end of 2nd<\/span>\u00a0<\/span>grade) Tier I instruction would focus on specific content domain words. \u00a0Integrating spelling across the curriculum:<\/span><\/p>\n

        \n
      • \n

        Reinforces spelling knowledge<\/span><\/h3>\n<\/li>\n
      • \n

        Aligns with student word attack skills in content area reading<\/span><\/h3>\n<\/li>\n
      • \n

        Helps in determining the meaning of new terminology<\/span><\/h3>\n<\/li>\n
      • \n

        Presents opportunities for proofreading practice in content area writing. (Scott, Siamon, 2004)<\/span><\/h3>\n<\/li>\n<\/ul>\n

        The second tier of the Dearborn Spelling Program is systematic instruction in common English spelling patterns. \u00a0Instruction will include word work based on weekly pattern(s) and spelling tests will include the introduction of words containing those patterns (<\/span>hot words<\/span>*), as well as additional patterned words (<\/span>cold words<\/span>*) to ensure that students understand the pattern being taught. \u00a0Research 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.<\/span><\/p>\n

        Spelling patterns will be taught within single syllable and multisyllable words. \u00a0Six syllable types will also be taught as the application of spelling patterns continues into upper elementary instruction. \u00a0These syllable types are:<\/span><\/p>\n\n\n\n\n\n\n\n\n
        \n

        Closed<\/span><\/p>\n<\/td>\n

        		\n

        A syllable with a short vowel spelled with a single vowel letter ending in one or more consonants<\/span><\/p>\n<\/td>\n

        		\n

        dap<\/span>-ple<\/span><\/p>\n

        hos<\/span>\u2013<\/span>tel<\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        V-C-e (Magic e)<\/span><\/p>\n<\/td>\n

        		\n

        A syllable with a long vowel spelled with one vowel + one consonant + silent e<\/span><\/p>\n<\/td>\n

        		\n

        com-<\/span>pete<\/span><\/p>\n

        des-<\/span>pite<\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Open<\/span><\/p>\n<\/td>\n

        		\n

        A syllable that ends with a long vowel sound spelled with a single vowel letter<\/span><\/p>\n<\/td>\n

        		\n

        pro<\/span>-gram<\/span><\/p>\n

        ta<\/span>-ble<\/span><\/p>\n

        re<\/span>-cent<\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Vowel Team<\/span><\/p>\n<\/td>\n

        		\n

        Syllables that use two to four letters to spell the vowel<\/span><\/p>\n<\/td>\n

        		\n

        train<\/span>-er<\/span><\/p>\n

        con-<\/span>geal<\/span><\/p>\n

        spoil<\/span>-age<\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Vowel-r<\/span><\/p>\n<\/td>\n

        		\n

        Vowel pronunciation often changes before a syllable with ir, er, ir, or, ar, ur<\/span><\/p>\n<\/td>\n

        		\n

        con-<\/span>sort<\/span><\/p>\n

        char<\/span>\u2013<\/span>ter<\/span><\/p>\n

        in-<\/span>jur<\/span>-ious<\/span><\/p>\n<\/td>\n<\/tr>\n

        \n

        Consonant-le<\/span><\/p>\n<\/td>\n

        		\n

        An unaccented final syllable containing a consonant before \/l\/ followed by a silent e<\/span><\/p>\n<\/td>\n

        		\n

        drib-<\/span>ble<\/span><\/p>\n

        bea-<\/span>gle<\/span><\/p>\n

        lit-<\/span>tle<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n
        \n

        *<\/span>Hot words\u00a0<\/span>refers to words that have a particular spelling<\/span><\/p>\n

        pattern that the students work with during the week. \u00a0These<\/span><\/p>\n

        words become familiar to students.<\/span><\/p>\n

        *<\/span>Cold words<\/span>\u00a0refers to words that have a particular spelling<\/span><\/p>\n

        pattern but are not given to students during spelling activities.<\/span><\/p>\n

        These words are given on the spelling test to see if students<\/span><\/p>\n

        have learned the\u00a0<\/span>pattern<\/span>\u00a0rather than memorizing the word.<\/span><\/p>\n<\/td>\n

        		<\/td>\n<\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/td>\n<\/tr>\n
        <\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n