A Practitioner’s Guide to using - spelling.co.nzspelling.co.nz/Downloads/Practitioner's guide.pdf · 5 Word structure Phonics knowledge Watch Part 2 of the professional development

1

A Practitioner’s Guide to using

for reading and writing success

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Published by MJA Publishing Ltd, 190 Paremata Road, Porirua 5024, New Zealand.

www.spelling.co.nz

This book is copyright. Except for the purpose of fair reviewing, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying,

recording, or any information storage and retrieval system, without permission in writing from the publisher.

Infringers of copyright render themselves liable to prosecution.

© 2010 Joy Allcock, MJA Publishing Ltd

The author asserts her moral rights in the work.

ISBN 978-0-9864512-4-9

Design: Stephanie Drew

Printed in Malaysia by Percetakan Jiwabaru Sdn. Bhd.

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ContentsSuccessful Literacy Instruction ...............................................................................4Trouble-shooting Literacy Difficulties ...................................................................5Table of Resources ......................................................................................................6Vocabulary – Overview .................................................................................................7Vocabulary – Teach .....................................................................................................8Vocabulary – Practice ..................................................................................................9Vocabulary – Assess ................................................................................................... 10Phonological Awareness – Overview ........................................................................11Phonological Awareness – Teach ............................................................................. 12Phonological Awareness – Practice ......................................................................... 13Phonological Awareness – Assess ............................................................................ 14Phonics – Overview ..................................................................................................... 15Phonics –Teach ............................................................................................................ 16Phonics – Practice ....................................................................................................... 18Phonics – Assess ..........................................................................................................20Word Structure – Overview .................................................................................... 21Word Structure – Teach ..........................................................................................22Word Structure – Practice ......................................................................................23Word Structure – Assess .........................................................................................24Strategies – Overview ...............................................................................................25Strategies – Teach and Practice ............................................................................26Strategies – Assess ...................................................................................................27Example Lesson: Teaching the Sounds of English ..............................................28Notes .............................................................................................................................35

ELL -b

ELL -m

P

EP

MP

UP

S

AD

Preschool

Early primary

Middle primary

Upper primary

Secondary

English language learners – beginners

English language learners – mastery

Adult learners

4

Successful Literacy InstructionThe Word Detective resources have been developed to transfer the results from research into effective literacy instruction, to classroom practice.

They provide classroom instruction for students and professional development for teachers.Word Detective resources demonstrate research-based, effective literacy instruction, as well as providing teachers with knowledge of how written English works.

All students learning to read and write English need knowledge of and skills with the following:

StrategiesKnowledge of strategies that can

be applied to understand what is being read and to create texts

Spelling Rules and ConventionsKnowledge of the spelling system that

underpins written English

MorphologyKnowledge of the parts of words that

carry meaning

OrthographyKnowledge of the letters and letter patterns

that represent the sounds of English

Phonological AwarenessAwareness of and the ability to identify, pronounce

and manipulate the sounds of English

VocabularyKnowledge of the meaning and use of the words

of spoken English

Word structure

Watch Part 1 of the professional development DVD, ‘Take a fresh look at the way we teach reading and spelling’ by Joy Allcock, which explains this diagram fully.

Phonics knowledge

5

Word structure

Phonics knowledge

Watch Part 2 of the professional development DVD, ‘Take a fresh look at the way we teach reading and spelling’ by Joy Allcock, which focuses on trouble-shooting literacy difficulties.

Trouble-shooting Literacy DifficultiesIf students have difficulties acquiring any of the skills or items of knowledge described in the previous diagram, they may struggle to read and write efficiently. Identifying the nature of a student’s difficulties is the first step to overcoming them.

StrategiesLack of knowledge of strategies and

limited knowledge of the previous steps will limit students’ ability to

become strategic readers and writers

Spelling Rules and ConventionsLack of knowledge of the English spelling

system will limit students’ ability to spell words accurately

MorphologyLack of knowledge of morphemes (prefixes,

suffixes, word roots) will limit students’ ability to work out the meaning and spelling

of words that have not been seen before

OrthographyLack of a wide knowledge of orthography means students will not be able to use the Alphabetic Code to accurately read and write words that

have not been seen before

Phonological AwarenessLack of phonological awareness skills means students

will not be able to use the Alphabetic Code to accurately read and write words that have not

been seen before

VocabularyLack of knowledge of vocabulary will limit students’

reading comprehension and quality writing

6

Wor

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rs le

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1-8

Wor

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rs le

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9-2

4

Sear

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nds p

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rs

Prow

l for

Vow

els p

oste

rs

Sear

ch fo

r Sou

nds a

nd L

earn

abo

ut L

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ooks

Hig

h-fr

eque

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Wor

d C

ards

Wor

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etec

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Gam

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1

Soun

d Fr

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Fun

Song

s for

Lit

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y an

d Si

ngin

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e So

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of

Eng

lish

Mus

ic C

Ds &

boo

klet

s

Step

s to

Succ

ess I

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VD

s

Soun

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Soun

ds fo

r Spe

lling

, Wor

ds fo

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ting

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A3

Cla

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ound

Dic

tion

ary

post

ers

My

Soun

d Sp

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onar

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Swit

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n to

Spe

lling

– te

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and

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Spel

ling

Und

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Engl

ish

Spel

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Set o

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s – S

ound

s for

Spe

lling

, Vow

el

Spel

ling

Patt

erns

Vocabulary and oral language

Phonological and phonemic awareness skills

Phonics knowledge, decoding and spelling skills

High-frequency word recognition and retrieval

Comprehension strategies

Knowledge of morphology, spelling rules and conventions

Use Talking Pen

Year levels suitable for:

Pres

choo

lYe

ars 1

-2

Year

s1-

3

Pres

choo

lYe

ars 1

-3

Pres

choo

lYe

ars 1

-3

Pres

choo

lYe

ars 1

-2

Pres

choo

lYe

ars 1

-4

Pres

choo

lYe

ars 1

-2

Pres

choo

lYe

ars 1

-3

Pres

choo

lYe

ars 1

-2

Pres

choo

lYe

ars 1

-2

Year

s 2-6

Year

s 1-4

Pres

choo

lYe

ars 1

-3

Year

s 1-4

Year

s 1-

5/6+

Year

s 6/

7-10

+

Year

s 5/

6-10

+

Year

s 5/

6-10

+

Suitable for English language learners ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Include assessments ✔ ✔ ✔ ✔ ✔

How Word Detective Resources support teaching of core literacy skills

and knowledge

7

Language skills are central to educational success. In either spoken or written form we use language to communicate across all curriculum areas.

The following diagram and descriptions are adapted from Priscilla Vail’s 1 Growth of Language ladder. It shows the developmental acquisition of language. Students must have multi-sensory experiences to understand how the world works; they must be spoken to, for vocabulary to be acquired; they must have vocabulary in order to describe things; they must be able to describe things to compare them; they must be able to compare things in order to categorise them; they must use all these skills to generalise their knowledge to understand the relationships between things.

Analogy

Categorisation

Comparison

Description

Vocabulary

Exposure to words

Multi-sensory experiences

1 Vail, P. (1996). Words Fail Me. How language develops and what happens when it doesn’t. NJ: Modern Learning Press

The ability to develop concepts requires the sorting of similarities

and differences and the recognition of combinations and patterns which allows the brain

to collect experiences, ideas and knowledge and use them to solve

problems.

Analogy explores relationships between things. First it

involves seeing the relationship, second it involves being able to

continue the pattern and third it involves being able to use these conceptual patterns to see their

logical extensions.

Skilful comparison depends on using knowledge of morphology (pronouns, plurals, tenses and so forth) and on orderly

storage of information.

Accurate description requires the use of words such as:

who, when, why, what, where, how- markers of time and space –

e.g. early, next, under, over, along, inside - language of physical properties –

e.g. large, smelly, slippery- language to describe emotional

connotations – e.g. best, joyful, dismal

“Language is a key to information, emotion,

past experience, current happenings, or future goals. …Kids with weak language face serious academic, social, and

emotional penalties.” (Vail, 1996, p.2.)

“Humans absorb words – connecting vocabulary, experience, and emotion.

If the emotional climate is warm and nurturing, the child with intact language capacity will bring sensory events, the

abstraction of words, and the coziness of contentment into a central matrix from which language will grow.”

(Vail, 1996, p.92.)

Gustatory: The sense of tasteAuditory: The sense of hearing

Visual: The sense of visionOlfactory: The sense of smellTactile: The sense of touch on

the skin Vestibular: The sense of balanceProprioception: The sense that

provides an awareness of how the body operates in space and where various parts of the body are in

relation to each other

Vocabulary

Voca

bulary

8

RESOURCE TEACHING IDEAS

Fun Songs for Literacy and Singing the Sounds of English – Music CDs

• Choose songs to meet the listening needs of students. Use the notes in the accompanying booklet to modify and extend the skills taught in each song.

• Use songs during other activities – physical education, art lessons, play during lunch breaks etc. to provide extra exposure to songs and vocabulary.

Steps to Success interactive DVDs –Foundation level

• Use the activities on an interactive whiteboard or through a computer and data projector. Discuss the pictures and ask students to describe what they are, how they are used, other names for the same objects etc.

You can use the four DVDs in any order.

Word Detective Games Level 1

• Use the cards from Word Detective Games Level 1 and pass one out to each student. Students then say what their picture is and describe it. Allow other students to contribute ideas after the original student has finished.

• If the picture card shows an action, explain that we call that word a verb – a doing word. Ask students for more verbs they know.

• If the picture is a noun, explain the meaning of a noun. It is a naming word. Ask students for words that would describe the noun – explain that a describing word is called an adjective – ask students for as many describing words as they can think of.

Search for Sounds & Prowl for Vowels Posters and Talking Pen

• Divide your class into groups of three or four students. Give each group a poster and ask them to discuss what is in the poster. If students do not know some of the items, provide them with the Talking Pen and ask them to listen to the way the word sounds and to see if they could work out its meaning. Ask students to come back together and talk about what was happening in their picture; the item they thought was most interesting/they liked the best; a new word they learned; if they have had experiences similar to those in the picture.

• Ask students to write a story about what is happening in their picture or about something they saw in their poster.

• Use the teacher notes on the back of the posters for extra ideas for building vocabulary knowledge. Most vocabulary notes are suitable for using with the whole class.

Word-level Readers • Use the Word-level Readers to focus on the vocabulary in the stories. Use accompanying teacher notes for vocabulary development ideas. Discuss the ideas and words in the story before using it as an instructional reader for other areas of reading (teaching phonics, comprehension etc)

VocabularyTEACH

Whole class instruction

ELL -bP EP

ELL -bP EP

ELL -bP EP

ELL -bP EP

ELL -bP EP

9

VocabularyPRACTICE

Small group or independent

learningRESOURCE TEACHING IDEAS

Fun Songs for Literacy and Singing the Sounds of English – Music CDs, booklet and Talking Pen

• Children can use the Talking Pen to listen independently to the songs, using the Talking Pen and the accompanying booklet.

• Put the CD onto the Listening Post as an independent activity, selecting the songs you wish children to learn.

Steps to Success interactive DVDs – Foundation level

• Allow students to complete the activities independently on computers. You can use the four DVDs in any order.


• Use games 1-9 to build vocabulary knowledge, playing with small groups of four or five students.

• If students are just beginning to learn English as an additional language and the teacher is able to speak both languages, do most of the discussion of the vocabulary in the student’s first language. As skill with English increases, use English for discussion more and more.

• Set up sets of cards for students to use independently. They could make piles of cards that link together and perhaps draw a picture of other things that would fit with them (more clothes, food, etc.).

• Ask students to choose a card, draw a picture and write a story about the card, copying the spelling of the target word into their story.

Search for Sounds & Prowl for Vowels PostersLearn About Letters Alphabet book Talking Pen

• Provide the Search for Sounds A4 book and Learn About Letters Alphabet book with the Talking Pen for students to read and explore independently. They could work alone or in pairs.

• Have a competition to see how many things they can find that contain the target sound on a page. See if they can find things that are not listed in the answers in the back.

Word-level Readers • Use the Word-level Readers for reading instruction. Ensure that the vocabulary is known and discussed before using the book for other areas of reading instruction.

Voca

bulary

ELL -bP EP

ELL -bP EP

ELL -bP EP

ELL -bP EP

ELL -bP EP

‘H’ ‘G’ ‘II’ ‘h’

‘I’ ‘m’

‘rr’ ‘ch’

‘P’

‘p’ ‘th’

‘Y’

‘ck’ ‘V’

‘S’

‘G’

‘D’ ‘B’ ‘W’

‘d’ ‘G’

‘m’

‘mm’ ‘tt’ ‘ff’ ‘g’ ‘v’ ‘Y’

Find The Sounds That Make Up Words

10

OBSERVATION

The best method of assessment for vocabulary acquisition is observation.

Use the language acquisition ladder on page 7 for appropriate assessment criteria

• Do students have background knowledge related to the word or situation being discussed?

• Can students name and correctly pronounce common objects and words?

• Can students describe items when asked to? Do they participate in the discussions that the resources generate?

• Can students compare and contrast similar and different items?

• Can students categorise items that are similar?

• Are students able to generalise their knowledge from one situation to another, to see relationships between things?

Vocabulary ASSESS

11

Phonological AwarenessThe words we speak are made up of particular sequences of sounds. We can make new words by changing these sounds – removing sounds (and/an), adding sounds (and/sand), replacing sounds (and/end; and/ant). Written English is an alphabetic language that is based on writing down the sounds in words. For this reason, sound analysis skills – phonological awareness skills – are essential for reading and writing English.

Phonemic awareness is a category of phonological awareness – it is the ability to hear, identify and manipulate individual sounds in words. Phonemic awareness is necessary for understanding and using phonics knowledge.

The publication Put Reading First. The Research Building Blocks of Reading Instruction published by Partnership for Reading, second edition, 2003 (National Institute for Literacy), makes the following statements about phonemic awareness:

“Phonemic awareness instruction improves children’s ability to read words. It also improves their reading comprehension...primarily through its influence on word reading.” (p.6.)

“Teaching phonemic awareness, particularly how to segment words into phonemes, helps children learn to spell ...children who have phonemic awareness understand that sounds and letters are related in a predictable way.” (p.6.)

Phonological Awareness SkillsSKILL DEFINITION

Sound recognition and pronunciation

The ability to recognise and pronounce the sounds of English.

Sound discrimination The ability to identify the sounds inside words; to recognise similar sounds in different words (the ‘p’ in pat, plum, cup); to discriminate between similar sounds (‘j’ump and ‘ch’ump, ‘p’at and ‘b’at, ba ‘ck’ and ba ‘g’).

Recognition and production of rhyme

The ability to recognise words that have common rhyming patterns (hat, pat, bat; end, bend, send). The ability to generate other words with the same rhyming patterns (hat, pat, bat, mat, sat, that; end, bend, send, lend, mend, spend).

Identifying syllables The ability to hear/clap the rhythm and beat of words – to recognise the sounds of syllables (ant (1), antler (2), antelope (3), antisocial (4)).

Blending sounds to make words

The ability to blend sounds together to make words (‘t’ ‘o’ – toe, ‘p’ ‘or’ ‘t’ – port, ‘p’ ‘l’ ‘u’ ‘m’ – plum, ‘s’ ‘t’ ‘a’ ‘m’ ‘p’ – stamp) – a necessary skill for decoding unfamiliar words.

Segmenting words into sounds

The ability to segment words into their individual sounds (high has two sounds – ‘h’ ‘i’, sheet has three sounds – ‘sh’ ‘ee’ ‘t’, great has four sounds – ‘g’ ‘r’ ‘ea’ ‘t’, ground has five sounds – ‘g’ ‘r’ ‘ou’ ‘n’ ‘d’) – a necessary skill for spelling unfamiliar words.

Phon

olog

ical A

ware

ness

12


Fun Songs for Literacy – Music CD

• Learn songs from each group of songs to build listening and sound analysis skills working from Sounds in the Environment to Instrumental Sounds to Body Percussion to Alliteration to Rhythm and Rhyme to Voice Sounds to Blending and Segmenting sounds.

• Use the ideas in the accompanying booklet to include other activities that support the songs and extend learning experiences.

Singing the Sounds of English – Music CD

• Teach students to sing the songs on this CD. The words of the songs teach children to pronounce the sounds of English correctly, to find out where the sounds come in words and to pronounce words that contain the same sounds.

• The words for each song are available on the accompanying CD. These can be printed out and made into A3 charts.


• Use the activities on an interactive whiteboard or through a computer and data projector. Encourage students to pronounce the sounds clearly, to listen for rhythm and rhyme, and to blend and segment sounds in words. You can use the four DVDs in any order.

• Extend these phonological awareness activities to other situations in the classroom. For example: You can go and get your lunch if your name is ‘s’ ‘a’ ‘m’; stand up and tell me your name if it rhymes with jam; stand up if your name has two claps (syllables) in it – 3 claps, 1 clap and so forth.


• Play game 9, Syllable Bingo, with students working together in pairs or groups of three.

Search for Sounds & Prowl for Vowels Posters

• Discuss the picture on the poster then use the teacher notes on the back of the posters for ideas to build phonological awareness skills.

Word-level Readers • Use the ideas in the accompanying teacher notes to develop phonological awareness skills. Use the focus sound from the book as a target for phonological and phonemic awareness development.

Phonological AwarenessTEACH

Whole class instruction

P EP

ELL -bP EP

ELL -bP EP

ELL -bP EP

ELL -bP EP

ELL -bP EP MP

13


Fun Songs for Literacy – Music CDs, booklet and Talking Pen

• Students can use the Talking Pen to listen independently to the songs, using the Talking Pen and the accompanying booklet.

• Use the CD with a Listening Post as an independent activity, selecting the songs you wish students to learn.


• Allow students to complete the activities independently on computers. You can use the four DVDs in any order.

Word Detective Games Level 1 Talking Pen

• Use games 9-11 to teach students to recognise and segment words into syllables, playing with small groups of four or five students.

• Use game 13 to teach students to identify sounds at the beginnings of words.

• Use game 12 to teach children to hear and pronounce sounds that are hard to discriminate between (e.g. ‘p’ and ‘b’; ‘k’ and ‘g’; ‘t’ and ‘d’).

Search for Sounds & Prowl for Vowels Posters and book Learn About Letters Alphabet book Talking Pen

• Provide the Search for Sounds A4 book and Learn About Letters Alphabet book with the Talking Pen for students to read and explore independently. They could work alone or in pairs.

• Ask students to put the Talking Pen on the letters and spelling patterns around the edge of the posters to hear the pronunciation of the sound that is the target.

Word-level Readers Talking Pen

• Use the Word-level Readers for reading instruction. Use the teacher notes that accompany each book to build phonological awareness skills using words from the stories.

High-frequency Word Cards • Use the side of the card that shows each sound in the word. Students can use the Talking Pen to listen to each sound then practise blending the sounds together to pronounce the word.

• Students can sort the high-frequency word cards according to their initial or final sound.

Phonological AwarenessPRACTICE


learning

P

ELL -bP EP AD

ELL -bP EP AD

ELL -bP EP

ELL -bP EP

EP

ELL -bP EP ADMP ‘H’ ‘G’ ‘II’ ‘

h’

‘I’ ‘m’

‘rr’ ‘ch’

‘P’

‘p’ ‘th’

‘Y’

‘ck’ ‘V’

‘S’

‘G’

‘D’ ‘B’ ‘W’

‘d’ ‘G’

‘m’

‘mm’ ‘tt’ ‘ff’ ‘g’ ‘v’ ‘Y’

Find The Sounds That Make Up Words

Phon

olog

ical A

ware

ness

14

ASSESSPhonological Awareness

Assessment of Phonological Awareness skills can be done informally (general observation and targeted observation) or formally through the use of standardised assessments.

OBSERVATION

• Observation of students participation in classroom activities can target their expertise with phonological awareness skills, such as rhyming and syllabifying words, identifying sounds in different positions in words, blending sounds together (when decoding text) and segmenting sounds (when spelling words during writing). The Pseudoword assessments (Assessment 3, page 414, in Switch on to Spelling and the Pesudoword Spelling test, page 52, in Spelling Under Scrutiny) can be used to check segmentation skills for spelling.

• Targeted observations can be set up using specific activities from Word Detective Games Level 1. Go to www.spelling.co.nz to download an assessment sheet to use with these games.

FORMAL ASSESSMENT

There are many standardised phonological awareness assessments available – the following two are readily available and easy to use.

• The SPAT-R – Sutherland Phonological Awareness Test – Revised (2003) by Dr R. Neilsen. This can be purchased from www.shop.acer.edu.au or www.nzcer.org.nz

• Gail Gillon’s assessment probe can be accessed on: www.education.canterbury.ac.nz/people/gillon

15

Phonics describes the predictable relationships that exist between phonemes (sounds) and graphemes (the letters and spelling patterns that represent the sounds that make up spoken words).

Phonics knowledge leads to an understanding of the alphabetic principle – that words are made up of sounds which are written down using letters and spelling patterns. An understanding of how to use the alphabetic principle makes it possible to read and spell words that have not been seen before.

Phonics needs to be taught explicitly. The Rose Report2 (2006) suggests that a synthetic phonics approach is the most effective, and recommends the following as features of effective phonics instruction:

• Grapheme/phoneme (letter/sound) correspondences should be taught in a clearly defined, incremental sequence, moving from the simple to the complex.

• Reading and spelling should be taught as reversible processes.

• Students should be taught to blend phonemes in order, from left to right through a word, to read it.

• Students should be taught to segment words into their constituent phonemes from left to right through the word, to spell it.

• Instruction should be multisensory: encompassing visual, auditory and kinaesthetic activities that actively engage students.

• Instruction should be delivered daily and adapted to match students’ developing abilities.

Phonics

sh i p

a n t

ch ee se

k ey

2 Independent review of the teaching of early reading Final Report, Jim Rose, March 2006, Department for Education and Skills, U.K.

Phon

ics

16



• Choose a poster to focus on a particular sound. Once students have identified words and images that contain the sound and these words have been discussed, show them the spelling patterns around the edges that represent the target sound. List these on the board and ask students to search for other patterns for the target sound as they read.

Word-level Readers

• Choose the books that focus on a particular sound. Begin by asking students to pronounce the sound and to generate words they know that contain the sound. Read the appropriate book that focuses on the sound and ask students to listen and look for words that contain the target sound.

• Ask students to tell you the spelling patterns they found for the target sound in the book and record them on the board.

• If appropriate, read the higher level book(s) that have the same focus sound and ask students to find more spelling patterns for the target sound.

Sound Frieze • Display the sound frieze as a continuous frieze to illustrate the sounds of English and some of the common ways they are written.

• Use the different sections of the frieze to reinforce teaching particular groups of sounds. For example, when teaching long and short vowel sounds, display the two strips that illustrate them; when teaching the sounds commonly written with h digraph patterns, display the strip showing ‘sh’, ‘th’, ‘ch’.

Sound Spelling Patterns Poster • Display this poster so students have a quick reference to the sounds of English and the most common ways they can be written.

English Sounds and Spelling Patterns & Vowel Spelling Patterns Posters

• Display these posters so students have a quick reference to the sounds of English and the most common ways they can be written, and to the many common vowel spelling patterns and the different ways of pronouncing them.

• Use these posters when teaching Topic 9 – Syllables – in Spelling Under Scrutiny.

Phonics

ELL -b

ELL -mEP MP AD

ELL -b

ELL -mEP MP

ELL -bP EP

ELL -bMP AD

ELL -mUP S AD

TEACHWhole class instruction

17

Our Class Sound Dictionary – 23 double-sided posters

• Use these posters to teach a new sound every day. Use the instructions under the flap on the storage bag to teach a sound a day to beginning students or middle primary students.

• Write words the students think of for the target sound on the posters and display them – ask students to add new words they find that contain the target sound.

Switch on to Spelling – Teacher’s Guide

• Use the teaching topics in Stages 1, 2 and 3 to teach every sound of English and the common ways they can be written. Instruction begins with simple sound-spelling relationships but continues to introduce more diverse relationships as students move through the stages. Go to page 77 to find Where to Begin.

• Use the Elkonin Box (sound box) technique, which is demonstrated throughout Switch on to Spelling to make phonics knowledge explicit.

Spelling Under Scrutiny – Teacher’s Guide

• Use Spelling Under Scrutiny to teach the sounds of English and the diverse orthography of written English in a scaffolded manner, moving from simple to more complex relationships. Go to page 16 to find Where to Begin.

My Sound Spelling Dictionary • Use this sound-spelling dictionary as a group or class resource to store common words for writing according to the sound they begin with. The dictionaries can be shared by groups of students who can add new words to the pages.

English Spelling Dictionary • Use this resource as a reference to find the most common spelling patterns for each sound of English. Each sound has its own double page that illustrates common phoneme/grapheme relationships.

Code Breaker’s Guide to Spelling English

• Students can use this resource as a reference to look up the sounds of English that have diverse phoneme-grapheme relationships.

ELL -b

ELL -mEP MP AD

ELL -b

ELL -mEP MP AD

ELL -b

ELL -mEP MP

ELL -mUP S AD

ELL -mUP S AD

Phon

ics

MP ELL -mUP AD

18PRACTICE


learningPhonics


Word Detective Games Level 1 • Play game 14 to show students how to find the letters and spelling patterns that represent the initial sounds in the picture cards.

• Use the phonics cards to copy the spelling of simple one-syllable words – e.g. sh i p for ship; ar m for arm etc.


• Ask students to make a list of the spelling patterns that are around the edges of the Search for Sounds posters or pages. They could work together in pairs or small groups to make lists of as many words they know that use these particular spelling patterns for the target sound.

Word-level Readers Talking Pen

• Students read a book that focuses on a target sound and find all the words containing the sound. They then write all words in a list or onto cards, grouping them by their common spelling pattern.

• Use the Phonics Focus word cards that come with the teacher notes for each book, to reinforce the phoneme/grapheme relationships.

• Provide students with the books that focus on a target sound. Ask them to find all words containing this target sound and to write the words in groups according to their spelling patterns. Ask students to add words to these lists as they find more and to add any new spelling patterns they discover as they are reading other texts.

Sounds for Spelling, Words for Writing Desktop card

• Make this card available during writing time. Students can refer to the Sounds for Spelling side when they are sounding out words for spelling. They can also use the Words for Writing side to find the correct spelling for high-frequency words.

• Use the Words for Writing side and ask students to write particular words into Elkonin (sound) boxes. The colour coding will help students find the correct number of sounds in each word.

My Sound Spelling Dictionary • If students have their own dictionary they can record the words they wish to remember according to the initial sound the words begin with. This is much easier for beginning writers who know the words they wish to use (and hence the initial sound) but they may not yet know how to spell them.

ELL -bP EP

ELL -mMP UP

ELL -b

ELL -mEP MP

EP

ELL -mMP

ELL -b

ELL -mEP MP

ELL -b

ELL -mEP MP

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• Students could have their own copy of this resource or it could be a reference resource for a class or group of students. Once students have some knowledge of the diverse graphemes for a particular sound they can use this resource to decide the most likely spelling pattern for the word. You could use pesudowords as target words and ask students to decide, in a group, which would be the most appropriate spelling options using the Code Breaker.

SOS Sound Scrapbook • For students just beginning to learn to read and write, use this scrapbook to focus on identifying sounds in words. Students find or draw pictures of things that contain the sound on each page.

If appropriate, record one way of writing each sound in the space provided.

• Once students can write, they record words, rather than pictures on each sound page. The spelling patterns for the sound can be highlighted in each word and recorded in the space provided.

High-frequency Word Cards • Use the side of the card that shows each sound in the word. Students can match sounds and spelling patterns. For example:– find all the words that have an ‘or’ sound and find the different

spelling patterns– find all the words that start with the letter a and see how many

different ways it can be pronounced

SOS Activity books 1,2,3 • Use the practice activities in these books to support the instruction from Switch on to Spelling, choosing the most appropriate activities to meet the needs of the students.

• You can choose the same activity for all students, or select different practice activities according to the needs of individual students.

SUS Activity Books 1,2 • Use the practice activities in these books to support the instruction from Spelling Under Scrutiny, choosing the most appropriate activities to meet the needs of the students.

• You can choose the same activity for all students or select different practice activities according to the needs of individual students.

English Spelling Dictionary • Use this resource to reinforce knowledge of diverse phoneme/grapheme relationships. This knowledge can be integrated with vocabulary instruction by focusing on words that begin with or contain a particular sound.

ELL -mMP UP S AD

ELL -bP EP

ELL -mMP

ELL -bEP

ELL -b

ELL -mEP MP UP AD

ELL -mUP S AD

ELL -mUP S AD

Phon

ics

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Phonics ASSESS

OBSERVATION

Use student writing samples to assess their developing knowledge of phonics.

• Use the guide on page 71, Switch on to Spelling to analyse spelling errors.

• Use the 15 minute writing sample plan in Spelling Under Scrutiny (pages 64-66) to analyse student writing samples.

• Refer to analysed writing samples in Switch on to Spelling (pages 57-70) and Spelling Under Scrutiny (pages 67-81) for a guide to analysing student writing.

FORMAL ASSESSMENT

• Switch on to Spelling Assessment 1 (parts 1 & 2) assesses letter and spelling pattern-to-sound knowledge.

• Switch on to Spelling Assessment 2 assesses sound-to-letter knowledge for all sounds of English.

• Switch on to Spelling Assessment 3 (Pseudoword test) and Spelling Under Scrutiny Pseudoword Spelling Test assess students’ ability to segment unfamiliar words into sounds and to record sounds appropriately (they include all sounds of English).

• Switch on to Spelling Assessment 4 (parts 1 & 2) and Spelling Under Scrutiny Blends Test assess students’ ability to hear and record the two or three sounds in blends.

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DefinitionsMorphology: The structural components of words, for example, roots, base words, inflections and affixes that determine the use and meaning of words.For example: in/ject, re/ject, e/ject; jump/ed, jump/s, jump/er

Spelling rules and conventions: The reasons why particular letters or spelling patterns occur in words.For example: Why hopping has two ps but hoping has one

Why orange ends with ge but bridge ends with dge Why train, great, gate have two vowels to spell the long ‘a’ sound Why play and obey have a vowel plus a y Why agent and apron just have a

Once students have mastered the Alphabetic Principle (they understand that words are made up of sounds that can be written down using letters and spelling patterns) and they have a developing knowledge of orthography (the many different graphemes or spelling patterns that represent sounds) they can learn more about the spelling system that underpins English – why words are spelled the way they are.

Although the English spelling system is complex it is surprisingly logical. There are a relatively small number of mostly reliable spelling rules and conventions than influence the spelling of thousands of words. If students learn about these spelling rules and conventions they will have knowledge and strategies they can use when they are trying to spell unfamiliar words. Pages 87-96 of The English Spelling Dictionary contain a summary of the most common spelling rules and conventions.

The morphological structure of English words is also mostly reliable. If students learn to recognise, spell and understand the meaning of word roots, affixes (suffixes and prefixes) and base words they will have a large amount of knowledge to apply when reading and spelling unfamiliar words. Pages 80-86 of The English Spelling Dictionary contain a summary of the most common roots, prefixes and suffixes.

Word Structure: Morphology, Spelling Rules and Conventions

Wor

d St

ruct

ure

22




Word-level Readers • Choose books that teach a particular morpheme or spelling convention.

For example: ed endings – A Bee for Breakfast, My Hair Cut, Beachball Games.

Spelling and reading the short ‘o’ after ‘w’ – Walter and the Wasps.

Spelling and reading the long vowel sounds – any of 16 long vowel books (use accompanying teacher notes).

Spelling and reading the long ‘e’ at the end of a word – Papa Henry.

Recognising prefixes, suffixes and word roots – any of the level 21-24 books (available 2011).

Switch on to Spelling – Teacher’s Guide

• Use the teaching topics in Stages 1, 2 and 3 to teach the most common spelling rules and conventions, and morphemes.

For example: Stage 1 – Topic 8 Stage 2 – Topics 13-15 Stage 3 – Topics 9-13

Spelling Under Scrutiny – Teacher’s Guide

• Use Topics 9-17 to teach the most common spelling rules and conventions, and morphemes.

English Spelling Dictionary • Use this resource as a reference to find a summary of the most common rules, conventions and morphemes – pages 80-96.

ELL -b

ELL -mEP MP

ELL -b

ELL -mEP MP AD

ELL -mUP S AD

ELL -mUP S AD

23

PRACTICESmall group or independent

learning


Word-level Readers • Choose books that teach a particular morpheme or spelling convention, and after teaching this to the whole class, provide students with reading practice using Word-Level readers. Use the teacher notes for ideas for extending students’ knowledge using these books.

Switch on to Spelling – Practice Activity Books 1, 2, 3

• Use practice activities to support instruction from Switch on to Spelling to reinforce an understanding of the most common spelling rules and conventions, and morphemes.

• Activities could be common for the whole class or diversified to meet particular student needs. You could be working across two or three of the teaching stages.

Spelling Under Scrutiny – Practice Activities

• Use practice activities to support instruction from Spelling Under Scrutiny to reinforce an understanding of the most common spelling rules and conventions, and morphemes.

English Spelling Dictionary • Students can use this resource as a reference when they are spelling or proofreading to find a summary of the most common rules, conventions, and morphemes – pages 80-96.


• Students can use this resource to find out the conventions for spelling sounds in different positions in words.


ELL -b

ELL -mEP MP

ELL -b

ELL -mEP MP AD

ELL -mUP S AD

ELL -mUP S AD

Wor

d St

ruct

ure

ELL -mMP UP S AD

24


ASSESS

OBSERVATION

Use student writing samples to assess students’ developing knowledge of spelling rules and conventions and the spelling and use of morphemes.

• Mark students’ practice activities to determine whether they have an understanding of the concept that has been taught.

• Use the guide on page 71, Switch on to Spelling to analyse spelling errors to see if these principles are being applied to spelling words in writing.

• Use the 15 minute writing sample model in Spelling Under Scrutiny (pages 64-66) to analyse student writing samples.

• Refer to analysed writing samples in Switch on to Spelling (pages 57-70) and Spelling Under Scrutiny (pages 67-81) for a guide to analysing student writing.

FORMAL ASSESSMENT

• Switch on to Spelling Assessments 5-7 assess knowledge of plurals, contractions and adding suffixes (ed and ing) to one-syllable words that contain short or long vowel sounds.

• Switch on to Spelling Assessment 9 assesses the spelling rules and conventions taught in the three stages of this resource. The recording sheet for results (page 443) makes clear the areas that need further instruction.

• Spelling Under Scrutiny Pseudoword Spelling Test assesses students’ ability to segment unfamiliar words into sounds and to record sounds appropriately using both knowledge of phoneme/grapheme correspondences and knowledge of common spelling rules for adding suffixes.

• Spelling Under Scrutiny Gap Analysis Assessments (1, 2, 3) provide a range of assessments that assess the spelling rules and conventions, and morphemes taught in this resource.

• Use the Editing Guide, page 363, Spelling Under Scrutiny to assess the application of knowledge of word structure to spelling in writing.

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Strategies for reading and writingA strategy can be described as a plan of action for achieving a goal. The goal of a reader is to understand the message from the text. The goal of a writer is to convey messages, ideas and meaning to the reader. Students need to be taught to use strategies purposefully and actively to become successful readers and writers.

A WRITER needs strategies to develop communication skills through writingProduction • Language knowledge – the diversity of words and sentences used for writing • Handwriting skills for speed and legibility• Spelling skills – knowledge and skills for turning the spoken word into print

Formatting• Knowledge of text structures to suit different writing genres• Organisational structure – sentence structure, text organisation (beginning, middle and end,

paragraphs)• Correct punctuation and capitalisation

Writing technique • Creative use of vocabulary to develop and communicate ideas• Awareness of perspective of the writer and the audience• Understanding and use of writing techniques to convey messages in powerful and appropriate

ways

A READER needs strategies to comprehend texts Put Reading First. The Research Building Blocks of Reading Instruction published by Partnership for Reading, second edition, 2003 (National Institute for Literacy) suggests there are six strategies “that appear to have a firm scientific basis for improving text comprehension.” (p. 42).

• Monitoring comprehension – students need to know what they do understand, what they do not understand and be able to apply fix-up strategies to resolve problems.

• Use of graphic and semantic organisers – to make the text structure clear, to help students see relationships in a text, and to help students summarise the text.

• Answering questions – questions can be used to guide and monitor students’ comprehension, to focus students on the purpose of the text, to encourage active thinking as they read, and to encourage monitoring of comprehension to review and relate what has been learned.

• Generating questions – by generating questions, students become aware of whether they are understanding what they are reading.

• Recognising story structure – the story map for fiction is common across fiction texts but there are various text structures that apply to non-fiction texts – sequential structures (string of events, cause and effect, branching tree) and descriptive structures (list, web, weave). These text structures are fully described in Reading Comprehension: What is it? How do you teach it? Dymock. S., & Nicholson.T., (1999), NZCER.

• Summarising – this involves students deciding on the most important parts of what they are reading, condensing this information, and then putting it into their own words.

Stra

tegies

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PRACTICESmall group or independent

learning


Word-level Readers Teacher notes

• Use any of the Word-level readers to teach reading comprehension strategies. Select strategies to suit the student needs and the text structure.

• Use the teacher notes that accompany each book for comprehension ideas.

Switch on to Spelling – Teacher’s Guide, using proofreading strategies for spelling

• Use the ideas for teaching proofreading in Switch on to Spelling (pages 31, 34, 160, 266, 390) to apply spelling knowledge taught to writing.

• Make up the proofreading cards (page 471) to help students apply spelling knowledge to writing.

Spelling Under Scrutiny – Teacher’s Guide, using proofreading strategies for spelling

• Use Chapter 4, Teaching Proofreading Skills in Spelling Under Scrutiny (page 356) to apply spelling knowledge taught to writing.

• Download the Proofreading Cards (page 361) from the CD that accompanies Spelling Under Scrutiny to help students apply spelling knowledge to writing.

• Use the Editing Guides and Descriptive Writing Guides (pages 371-375) to develop writing and spelling strategies.

English Spelling Dictionary • Use this as a reference guide to apply spelling knowledge to writing and proofreading

ELL -b

ELL -mEP MP

ELL -b

ELL -mEP MP AD

ELL -mUP S AD

ELL -mUP S AD

Strategies for reading and writing

27

Strategies for reading and writing

OBSERVATION

Use student writing samples to assess skills with writing and to monitor students’ use of strategies to craft, revise and edit their own writing.

Reading comprehension can also be assessed through discussion, questioning and application of ideas gained from reading texts.

FORMAL ASSESSMENT

There is a great deal of choice for standardised assessments that monitor students’ reading comprehension skills and strategies. Some of the Word Detective resources can also be used to assess these skills.

• There are Running Record sheets that accompany each Word-level reader, which monitor students’ comprehension, reading fluency and accuracy.

• Use the Descriptive Writing Guides Spelling Under Scrutiny (pages 374, 375) to monitor students developing skills with writing.

ASSESS

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Example Lesson: The ‘sh’ soundTeaching the sounds of English Use the sounds of English to teach vocabulary, sound analysis, pronunciation, phonemic awareness, phonics knowledge, reading and writing skills.

All sounds of English can be taught this way. Use the index of either Switch on to Spelling or Spelling Under Scrutiny to find appropriate teaching notes.

fishship

shirt

Foundation studentsPurpose: To teach the foundation concept of how written English works – the Alphabetic Principle.

You are not teaching a list of spelling patterns for each sound, although students might discover them. You are teaching these concepts:

• The words we say are made up of sounds

• The same sound can be heard in different words

• The same sound occurs in different positions in words

• We can write sounds down using letters of the alphabet

• The same sound can be written down in different ways using single letters and letter clusters

Materials: WhiteboardSinging the Sounds of English Music CDSearch for Sounds PostersMrs Rush-around and Lily’s Fish readerSteps to Success DVD – 3 (consonant sounds including ‘sh’)Word Detective Games Level 1Sounds and Letters Activity Book 7Frieze

MethodPart 1: Vocabulary developmentUse this section if your students are English language learners or if you think they need vocabulary development.

Select these cards from Word Detective Games Level 1 – ship, shirt, shoe, fish.

Pronounce and discuss the image on each card. Read the sentence and question on the back if appropriate for the English vocabulary knowledge of the students. Ask students to say each word.

Ask students what is the sound they can hear at the beginning of the words ship, shirt, shoe.

Ask students if they know any other words that have a ‘sh’ sound at the start – this could be a word in another language. Ask students to all say the ‘sh’ sound.

Hold up the fish card. Ask students where in the word they hear the ‘sh’ sound.

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Ask students if they know any other words that end with ‘sh’. If they don’t, try this blending exercise:

“What word am I saying? ‘w’ ‘i’ ‘sh’, ‘d’ ‘i’ ‘sh’, ‘w’ ‘o’ ‘sh’, ‘m’ ‘a’ ‘sh’”

Explain each word once the students have put the sounds together and pronounced them.

Finish this part of the lesson by saying:

“The sound we have been listening for in these words is .......‘sh’.”

Part 2: Sound analysis and pronunciationPlay Track 8 from Singing the Sounds of English, asking students to listen for the words that have ‘sh’ at the beginning and asking students to join in pronouncing the ‘sh’ sound.

If you are just beginning at this section, explain that you are thinking of words that have a ‘sh’ sound at the beginning. Ask all students to say ‘sh’.

Give them a vocabulary clue:

“This is something I wear on my feet and it starts with ‘sh’! Shoe!”

Give them a blending clue:

“The word I am thinking of is ‘sh’ ‘i’ ‘p’. Ship!

What other words do you know that start with ‘sh’?”

Now do the same with words that end with ‘sh’.

Give them a vocabulary clue:

“This is something I like to eat and it swims in the sea! Fish!”

Give them a rhyming clue:

“This is a word that rhymes with fish but starts with ‘d’. Dish!”

Give them a blending clue:

“The word I am thinking of is ‘c’ ‘r’ ‘a’ ‘sh’. Crash!

What other words do you know that end with ‘sh’?”

Part 3: Writing the ‘sh’ sound “Do you know that we can write our ‘sh’ sound down, using two letters of the alphabet?”

Demonstrate writing sh on the whiteboard.

“We can use the letters s and h to write our ‘sh’ sound — but do you know what? You’ll see the ‘sh’ sound written in other ways too!”

At this point, write up any student’s name that contains the ‘sh’ sound. You may have names like Sharon, Shaun, Sean, Charlotte. Circle the spelling patterns for the ‘sh’ sound in the children’s names to demonstrate the fact that ‘sh’ can be written in other ways.

Display the frieze and ask students to find the ‘sh’ sound on it. Point out the other ways the ‘sh’ sound is written on the frieze.

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Part 4: Reading the ‘sh’ soundRead the story Mrs Rush-around and Lily’s Fish. Ask students to listen for the ‘sh’ sound in words as you read.

For students reading at the appropriate level for Mrs Rush-around and Lily’s Fish, use this book as an instructional reader with small groups. You can use it to focus on recognition of the ‘sh’ sound in print (phonics and decoding skills), for comprehension instruction, to build vocabulary knowledge, for phonemic awareness instruction, and to develop phrasing and fluency. Students can also use the Talking Pen to assist with phrasing and fluency. Full teacher notes for all these areas accompany Mrs Rush-around and Lily’s Fish. Refer to the inside back cover of the book.

Part 5: PracticeUse the Search for Sounds poster or the page in the Search for Sounds book that focuses on ‘sh’ to build vocabulary knowledge, pronunciation skills and recognition of the ‘sh’ sound in print. Ask students to discuss the picture and to find all the things they can see that start with ‘sh’. This is particularly useful for English language learners. Use the Talking Pen to help with pronunciation of the sound. Students can also listen to the pronunciation of the ‘sh’ sound by placing the pen on the different spelling patterns around the edge of the picture.

Use the booklet that accompanies the Singing the Sounds of English CD with the Talking Pen, for children to listen to Track 8 independently.

Foundation students could complete the section that focuses on finding stickers which contain the ‘sh’ sound, circling images of words that contain the ‘sh’ sound, and possibly writing the s h letters.

Use the Steps to Success DVD – 3 for students to practice the phonemic awareness skills of rhyming, syllabification, blending and segmenting with words that include the ‘sh’ sound.

T

ouch

here to activate your Talking Pen

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Junior and Middle Primary StudentsMaterials: WhiteboardSinging the Sounds of English Music CDSearch for Sounds PostersMum’s Birthday Treat, Shona and Shay Save the Ocean readersSwitch on to Spelling Teacher’s GuideSwitch on to Spelling Activity Books 1 and 2Frieze or Sounds for Spelling PosterDesktop card – Sounds for Spelling, Words for WritingStudent’s My Sound Spelling DictionaryOur Class Sound Dictionary Posters Sounds and Letters Activity Book 7The Code Breaker’s Guide to Spelling English

MethodPart 1: Introducing the ‘sh’ sound and some ways it

can be writtenRead the teaching notes from Switch on to Spelling, page 123.

Play Track 8 of Singing the Sounds of English and practice saying the ‘sh’ sound correctly.

Ask students to think of words that begin with ‘sh’. If they have any difficulties, use the ideas from the Foundation lesson – giving vocabulary or blending clues to begin with.

As students come up with words, write some on the board, grouping them according to the way the ‘sh’ sound is written, if there are spelling patterns other than sh.

For example:

ship chef sugar

she Charlotte sure

show

When you have a range of words on the board, ask students to tell you which letters represent the ‘sh’ sound. Go through each word, circling or colour-coding the spelling patterns as students call then out.

For example:

ship chef sugar

she Charlotte sure

show

Repeat this process with words that end with ‘sh’.

Ask students what they think is the most common way of writing ‘sh’ at the start and end of words. They will see that sh is the most common pattern.

Record a few of these words on the poster for ‘sh’ from Our Class Sound Dictionary posters. Colour-code the spelling pattern for the ‘sh’ sound.

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Ask students to think of words that have the ‘sh’ sound in the middle. Record these words on the board.

For example:

station special tissue crashing parachute mission

investigation spacious issued washed machine permission

If you think students could work out the spelling patterns for the ‘sh’ inside words, ask them to do this now. Otherwise, tell them that the ‘sh’ sound is written in many ways inside words and go on to Part 2.

Part 2: Reading and writing the ’sh’ soundRead Mum’s Birthday Treat and/or Shona and Shay Save the Ocean using the readers. If you are working with a small group, students could have their own copy of the readers. Ask students to listen for and look for the ‘sh’ sound in words. Reread the book a second time and ask students to identify the ‘sh’ words. Add the words with a ‘sh’ in the middle to your lists on the board. Now ask students to decide how the ‘sh’ sound is written in each word. They can use the blue images of this sound that they see in the readers to help.

Make a list of all the spelling patterns you have identified and write a word beside them.

Add these words to the ‘sh’ poster in Our Class Sound Dictionary. Colour-code the spelling pattern for the ‘sh’ sound. Display this poster somewhere that is easy for students to see.

Provide students with Activity Sheet 2.4. Fill in the ‘sh’ sound box (box number 21) and ask students to write one word for each spelling pattern in this box. They then highlight or colour code the ‘sh’ spelling pattern.

Part 3: Spelling conventions for the ‘sh’ soundUse the teaching notes on page 342 of Switch on to Spelling to teach students when to choose the ‘sh’ spelling patterns, if these are appropriate for the age and skills of your students. This could take two or three extra teaching sessions over the week. You can also use Activity Sheet 3.52 to apply what has been taught. Words from these pages can also be used as spelling words for the week.

The Code Breaker’s Guide to Spelling English (pages 36, 37) will also be useful for highlighting the spelling conventions for the ‘sh’ sound.

2.4 23

24

20

21

22

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These words all end with either ‘shin’ or ‘zhin’ sounds.Write the words in the correct columns according to the sounds

and spelling patterns at the ends of the words.inversion addition partition version

location nationcreation revision

commotion compulsion suspension incubation

division multiplication invasion pension ’shin’ words‘zhin’ words

The spelling patterns for ‘shin’ The spelling pattern for ‘zhin’

are ………………………………………is ………………………………………

Sort these words into their correct columns according to whether

they have ‘shure’ or ‘zhure’ sounds at the end of the words.pleasure pressure assure reassure

leisure treasure measure fissure‘shure’ words

‘zhure’ words

The spelling pattern for ‘shure’ The spelling pattern for ‘zhure’

is ………………………………………is ………………………………………

3.52

tension aversion lotiondestination

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Part 4: PracticeProvide students with readers appropriate to their reading age – Mrs Rush-around and Lily’s Fish, Mum’s Birthday Treat, or Shona and Shay Save the Ocean for extra practice reading words and recognising spelling patterns for the ‘sh’ sound. Students with higher reading ages can also read these books.

Provide the Sounds for Spelling/Words for Writing cards and The Code Breaker’s Guide to Spelling English for reference during writing time.

Display the Sounds for Spelling poster and the ‘sh’ sound poster from Our Class Sound Dictionary.

Students can complete Switch on to Spelling Activities 1.14-1.16, 2.28-2.30.

Students who need extra practice can work in small groups with the ‘sh’ Search for Sounds poster, to identify words that contain the ‘sh’ sound and to recognise the ‘sh’ spelling patterns around the edge of the poster.

Students can record words that contain the ‘sh’ sound that they wish to remember for writing in their own copy of My Sound Spelling Dictionary, highlighting the ‘sh’ sound.

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on‘sh’

shoe

machinespecialstation

crashpushsure

showshyshut

tissues

shipchef

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Upper Primary and SecondaryPurpose:To learn to pronounce, read and spell words that contain the ‘sh’ sound.

Provide The Code Breaker’s Guide to Spelling English as a reference during writing.

Use the English Spelling Dictionary, pages 72 and 73 to record vocabulary words containing the ‘sh’ sound. Words from these pages can also be used as spelling words for the week.

Materials: WhiteboardSpelling Under Scrutiny Teacher’s GuidePractice Activities Books 1 and 2English Sounds and Spelling Patterns PosterEnglish Spelling DictionaryThe Code Breaker’s Guide to Spelling English

MethodPart 1: Teaching and Practice – The ‘sh’ sound and diverse ways it can be writtenUse the teaching notes in Topic 1, Spelling Under Scrutiny, page 93. Students can also use Practice Activities 1, Exercise 1 to record the ‘sh’ sound in words and to find the various ways it can be written. Exercise 2 can then be completed. Students should then be able to identify several ways of writing the ‘sh’ sound.

Teach the ‘tion’ suffix, which contains the ‘sh’ sound – page 314, Spelling Under Scrutiny.

Students can complete Exercises 148-151, Practice Activities 1.

Display the English Sounds and Spelling Patterns poster for quick reference.

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The people behind the Word Detective SeriesJoy AllcockJoy developed the Word Detective brand. As well as writing and publishing her own resources, she works with Gilt Edge Publishing, Pixelhouse and Universal Children’s Audio to collectively produce a wide range of resources that follow the Word Detective philosophy.

Joy is an author, publisher and literacy consultant, facilitating professional development workshops for teachers throughout New Zealand and internationally. She qualified and worked for a number of years as an occupational therapist prior to completing a Master of Education degree with first class honours in 2000. She has been working in the literacy field for 15 years and has co-ordinated a number of literacy projects in both primary and secondary schools. Joy was a contributing author to the Ministry of Education publications Effective Literacy Practice Years 1 to 4 and Effective Literacy Practice Years 5 to 8 (Learning Media). She is also a member of the Ministry of Education’s National Literacy Reference Group, which meets annually to discuss and advise on the direction of literacy instruction in New Zealand.

Joy runs her own publishing company (MJA Publishing), which publishes many of the resources she writes.

www.spelling.co.nz

Margaret ShawMargaret is a contributing author to the Sounds and Letters Activity Books series, published by MJA Publishing. Margaret is a teacher with more than 30 years experience working with children at junior primary level. She is a teacher at the New Zealand Correspondence School, which is the largest school in New Zealand, catering for approximately 20,000 distance learners from school entry to adults. Margaret has been the literacy leader responsible for integrating literacy instruction across the curriculum. She has conceptualised and written resources for developing inquiry leaning across all curriculum areas for students in years one to three, and has also developed and written a series of resources for teaching literacy skills to students in their first three years at school. Her role has also included facilitating workshops and seminars for teachers, parents and supervisors of students attending the Correspondence School.

Pixelhouse LtdPixelhouse is a New Zealand company specialising in the development and production of digital educational resources. The directors, Noeline Anderson and Bruce Nichol, bring their years of experience in education to the development of cutting-edge resources for digital media.

Bruce has several academic qualifications including a BA (Hons) in Educational Psychology, a BEd, and a BA in Human Geography and Asian Studies.

He is a registered psychologist and has worked as an educational psychologist since 1980, moving into the corporate area 20 years ago. Bruce has taught at primary, secondary and tertiary levels in New Zealand and Malaysia, and he has also taught English in Indonesia. He remains actively involved as a practitioner and lecturer in many fields of education, from early childhood to tertiary level.

Noeline has worked in education for over 30 years as a teacher, education advisor for the New Zealand Ministry of Education, lecturer for the Wellington College of Education and as a co-principal of a primary school. She is the founder of Pixelhouse and brings her extensive experience to the creation, development and production of digital resources for education.

www.pixelhouse.co.nz

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Gilt Edge PublishingGilt Edge Publishing is a family-run, independent, educational publishing house, established in New Zealand in 1999, that specialises in developing and publishing literacy resources for New Zealand and international markets.

Gilt Edge Publishing conceptualised Windows on Literacy, the first totally non-fiction early reading series, and they developed this for the National Geographic Society. They also worked with Oxford University Press to develop the non-fiction component of The Oxford Reading Tree.

Gilt Edge Publishing’s aim is to provide quality material for students and teachers that will help lift the standard of literacy achievement.

www.giltedgepublishing.co.nz

Universal Children’s Audio LtdUniversal Children’s Audio (UCA) was established in 1987 by Radha Sahar and David Antony Clark. UCA is New Zealand’s most experienced production house for children’s music, producing albums for a wide range of learning activities. They also regularly create music and audio resources for the Ministry of Education.

UCA albums have won international awards, including the World Peace Music Award at the World Judiciary Summit, the UK Practical Preschool Award, the Rainbow Ribbon Award for Peaceful Play, and the Tui Award for New Zealand Best Children’s Album.

Radha is a professional songwriter and a qualified kindergarten teacher. She has worked in music therapy and has tutored at the Nelson School of Music, and is well know for the professional development workshops she leads throughout New Zealand. Her children’s songs have won honourable mention and were placed as a finalist for three years running at the International Songwriting Competition, Nashville, USA.

David is UCA’s sound engineer. He trained as a technician for Radio New Zealand and has worked extensively in this field for over 30 years. As well as producing for UCA, and engineering for other companies, David creates his own world music albums. One album he engineered won New Zealand’s first Grammy Award. David travels widely and uses his experiences to compose instrumental music that bring multi-cultural influences to his albums.

www.ucamusic.comwww.davidantonyclark.com

Documents

A Practitioner’s Guide to using - spelling.co.nzspelling.co.nz/Downloads/Practitioner's guide.pdf · 5 Word structure Phonics knowledge Watch Part 2 of the professional development