Developing Spelling Skills In The French Immersion Classroom

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Developing Spelling Skillsin the French ImmersionClassroomPrimary and ElementarySupport Document2010

Developing Spelling Skills in the French ImmersionClassroom - Primary and ElementarySupport DocumentDepartment of Education, Newfoundland and LabradorLanguage Programs2010

The Department of Education recognizes the contribution of Diane Davis and TinaMaloney to the development of this document.Developing Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachersiii

ivDeveloping Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachers

Table of ContentsSpelling: A Necessity of Written Communication . 1A Balanced Spelling Program . 1Developmental Stages in Spelling. 2Assessing Spelling in a Balanced Program. 8Analysis of Writing Samples . 9Analysis of Spelling Errors. 9Interview . 10Observation . 10Self-Evaluation and Metacognition . 11Individualized Dictée . 11Diagnostic Dictée . 12Summary. 12Spelling in French Immersion . 12Spelling Strategies . 13Teaching Spelling: A Variety of Ways . 14Explicit Teaching . 14Segmenting and Blending . 14Word Work . 15Analogy-Based Word . 15Word Sorts. 15High Frequency Words. 16Analysis of New Vocabulary . 17Visualization . 17Spelling-Based Activities. 18Explicit Instruction of Spelling Strategies . 19Phonological Awareness, Phonemic Awareness and Graphophonemic Correspondence . 21Spelling and the Writing Process. 22Re-inventing Spelling . 23Spelling Difficulties. 24Spelling in Writing and Across the Curriculum. 24Vocabulary Development Across the Curriculum. 25Bibliography. 27Appendices. 31Appendix A : Bank of Rhyming Words . 31Appendix B : Homophones. 35Appendix C : Prefixes in mathématiques or sciences . 37Appendix D : Organigrammes . 38Appendix E : Getting to Know The Dictionary. 39Appendix F : Word Games. 41Appendix G : Internet Sites. 43Appendix H : Beginning, Middle and Ending Sounds in Words . 45Appendix I : Spelling Checklists by Stage . 47Appendix J : List of Suggested Words for Diagnostic Dictée by Grade Level. 52Developing Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachersv

viDeveloping Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachers

Spelling: A Necessity of Written CommunicationSpelling in French, English, (or any other alphabetic language) is the effective use of the alphabet to representwords according to a standard set of rules. Use of the rule set not only assists the student author of a messagebut also the reader. Non-standard spelling can cause the message to be misread or devalued by a reader.The goal of spelling instruction is to teach spelling strategies and processes that enable the young writer tospell conventionally in everyday writing activities.A Balanced Spelling ProgramIn a balanced spelling program, it is essential to include time for word work and for attention to spellingpatterns and strategies. Whether this time is found during reading, during writing, or at another time is notimportant. What is clear from the research (see Threhearne, 2006) is that skill in reading and in writing,spelling included, depend on the development of skills in the following areas: concepts of print and books; phonological awareness; letter recognition; high-frequency word recognition; letter-sound relationships, spelling patterns, spelling rules; decoding strategies and strategies for solving words; fluent reading and writing; oral language;The balanced spelling program must therefore provide time for activities in the following areas: letter-sound correspondences high-frequency words spelling patterns and rules spelling strategies checklists and other prompts metacognitive spelling strategiesSpelling tests or dictées (diagnostic or other) have a place in a well balanced spelling program. It is importantto remember that they should primarily be used to evaluate and to inform teaching and learning, and toobtain information. A spelling test is an assessment that informs instruction.Developing Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachers1

Developmental Stages in SpellingResearchers generally agree on five stages of writing development. Knowledge of the developmental processand the ability to assess children and identify their skill and knowledge levels enable an educator to effectivelyuse time in teaching what is needed for each student (Yves Nadon, 2002).Developmental stages in spelling are organized along a continuum; each student develops at his own pace.Some students pass quickly from one stage to another, while others might take much longer to show thisprogress. Students may also show characteristics from different stages in the same text as they are making atransfer from one stage to another or demonstrating a dependence on a limited number of spelling or readingstrategies. Students generally pass from one stage to the next in the same sequence but some do skip wholestages. A typical class of twenty-some students in any one grade level would have students in at least two andpossibly more different stages of writing development.Learning styles or physical or learning disabilities may impact on the strategies used or needed at each stage.The following possibilities could be present: A student with strong visual perception may need to write a word and look at it to see if it looks right. A student might use mostly phonemic awareness to check their spelling. Hearing loss may be manifested in a student due to ear infections in early primary. This can impact achild’s learning of the relationship between sounds and letters at a crucial stage of developing phonemicawareness (Scott, 1993). A student with visual perception needs may need more explicit instruction on how to recognizepatterns in written words.As adults, we continue to learn to spell new words throughout our lives, as we are exposed to new words andideas and make connections with previous knowledge. New words continue to be added to our languages toexplain new phenomena in many areas, particularly in technology, medicine and media.The following tables describe the stages of spelling development; these tables have been created frominformation found in Spelling in Context. This resource is currently on line athttp://www.ed.gov.nl.ca/edu/sp/spell in context.htm. Additional information specific to the Frenchimmersion context has been added in bold font.2Developing Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachers

Pre-phonetic StageCharacteristics ofWritingExpectations forLearningInstructionalPracticesThe student is expectedto:During this stage thefirst attempts at writingare made. The studentlearns that symbols canbe used to representmeaning.Students move fromdrawing to scribblingto using a mixture ofletters, numbers andsymbols.French immersionstudents learn todistinguish the Frenchphonemes and workwith Frenchvocabulary. Emphasisis on developing anoral vocabulary in thesecond language.Phonemic awarenessand developmentbegins in Kindergartenand continuesthroughout theprimary grades. random use ofletters and numbers writing illegible toothers repetition ofsymbols little evidence ofsound-symbolcorrespondence preference for use ofupper case letters develop an interestin print develop anunderstanding thatsounds and lettersare connected demonstrate thatprint conveysmeaning know the terms:lettres, sons, motsand phrases (letters,sounds, words, andsentences) know the letternames distinguish soundsat the beginning andend of words listen for, recognizeand suggest rhymingwords write and read dailyDeveloping Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachers model reading andwriting daily create big books create word charts develop picturedictionaries create sentencelabels for displaysand objects aroundthe classroom use shared readingand shared writingexperiences tointroduce the terms:lettres, sons, motsand phrases (letters,sounds, words, andsentences) support students inechoing or choralreading familiarchants and stories use rhyming chantsand stories tointroduce rhyming use pattern chants,poems, and storiesto focus on a word develop word banksand word bookletsand help studentscategorize words by commonelements provide games toreinforce knowledgeof letter names andsounds3

Semi-Phonetic StageCharacteristics ofWritingExpectations forLearningInstructionalPracticesThe student is expectedto:The student isbeginning to makeconnections betweensounds and letters.They often focus onusing the name of theletter to help themspell and tend to writethe sounds they feeland hear. They havegrasped the concept ofdirectionality and aregaining greater controlover alphabetknowledge and letterformation. Theygenerally include thefirst or predominantconsonant sounds inwords. They often donot have the concept ofspacing.4 attempts to matcheach sound with aletter uses one or twoletters to represent aword uses letter names torepresent words(e.g., c to representc’est or sais) understands left toright orientation ofletters use inventedspelling develop personalword banks develop the abilityto hear sounds indifferent positionsin words develop the abilityto write sounds inthe order that theyare heard in words develop lists of highfrequency words compile lists ofwords for referencewhen writing read and write manytimes daily use spacing inwriting model reading andwriting daily involve students inall types of alphabetgames provide games suchas Bingo sonore toreinforce knowledgeof sound/symbolrelationships develop WordBanks, Word Webs,Thematic WordBooklets and“Words I Know”Booklets model inventedspelling talk about letters,sounds, words andsentences in sharedreading experiences encourage studentsto categorize wordsby common spellingelements use writing orpattern dictations tofocus on a word create sentencelabels for displaysand objects in theroom make comparisonsor contrastsbetween Englishand French sounds,words or patternswhere appropriateDeveloping Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachers

Phonetic StageCharacteristics ofWritingExpectations forLearningInstructionalPracticesIt is expected that thestudent will:During this stage thestudent more closelymatches letters andsounds and hasdeveloped the conceptthat sound is the key tospelling.They make somegeneralizations forsound-symbolrelationships.Students at this stageinclude more of theconsonant sounds andbegin to use vowels.They use correctspelling for some highfrequency words. Theirwriting often containsa mixture of upper andlower case letters.Students may attemptto spell English wordsthey do not know inFrench. They mightuse a phoneme knownin one language for thesame or similar soundin the other languageas they test theirunderstanding ofspelling patterns. uses knowledge ofsounds to writewords consonants aremostly represented(nasal consonantsmay be omitted) vowels begin toappear past tense isrepresented in avariety of ways uses correct spacingbetween words directionality isestablished incorrectpronunciationaffects spelling ofwords exploresound/symbolrelationships focus on the visualfeatures of words group words byusing a variety ofcriteria understand that aletter can representmore than onesound in particularwords understand thatletters have namesand not sounds andthat letters representsounds in thecontext of words use editing skills use Have-a-Go cards(J’essaie – Je vérifie) spell correctlycommonly-usedsight words understand when touse capital andlower case letters inhis/her writing begin to describespelling strategiesusedDeveloping Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachers assist students indeveloping wordfamilies for basicvowel sound spellings(e.g. ma, sa, ta, la) provide games suchas Word Sort to havestudents group wordsaccording to spellingpatterns provide opportunitiesto do text searches forword groups produce words linkedaround a particularsound use cloze activitieswith familiar wordsto have studentsmatch the sound withthe letter or lettersomitted encourage the use ofinvented spelling forunfamiliar words,using best knowledgeof sound/symbolrelationships andfamiliar spellingpatterns encourage students towrite extensivelyusing their bestspelling facilitate WordHunts using books,magazines/newspaper use think-alouds tomodel choice ofsimple spellingstrategies5

Transitional StageCharacteristics ofWritingExpectations forLearningInstructionalPracticesIt is expected that thestudent will:The writer is usually atthis stage for aprolonged period oftime.Students at this stageare moving from areliance on sound to areliance on visualrepresentation. Theygenerally includevowels in each syllableand are beginning toapply generalizations.Strategies for usingword walls, knownpatterns, texts andpersonal andclassroom dictionariesenable the student tobecome moreindependent inattempts to write textsthat are spelledconventionally.Students may be moreaware of how todiscuss and explaintheir strategies in peergroups or classactivities, enabling theteacher to assessstrengths and needs.6 use of morphemicand visual strategiesin addition tophonetic strategies high-frequencywords are oftenspelled correctly use of vowels inevery syllable vowel diagraphsused use of verb endings use of the letter e toindicate thefeminine form extend vocabularythrough a variety ofmeaningful readingand writingactivities develop wordbuilding skills develop ggeneralizationsabout words classify wordsaccording to visualpatterns develop resourceskills extend knowledge ofplural formations use mnemonics tospell difficult words focus on themeaningrelationship betweenwords (e.g., signe,signal, signature)(morphemicstrategy) develop editingskills be able to talk aboutown spellingstrategies in thecontext of writing use Word Sorts review commonconsonant andvowel patterns have students doword expansionactivities (e.g.,heureux,malheureux,heureusement),focusing onmeaning change have students lookfor spelling patternsin two- three- andfour-syllable words assist students withidentifying theirown troublesomewords for study provide games andactivities to expandhomophoneknowledge encourage studentsto write extensivelyusing their bestspelling have studentsdevelop a personaldictionary have students serveas spelling editorsfor each other have studentsidentify their owntroublesome words model the choice ofspelling strategiesDeveloping Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachers

Standard SpellingStageCharacteristics ofWritingExpectations forLearningInstructionalPracticesIt is expected that thestudent will: use of all strategiesto spell words large numbers ofwords are spelledaccurately evidence of adeveloping sense ofword structure accurate use ofprefixes and suffixes accurate use andspelling ofcontractions andcompound words ability to usespellingStudents at this stagegeneralizations toare able to analyze newspell new wordswords and create linkswith word patterns orcontexts. They arebetter able to explainwords in French withless reliance ontranslation tounderstand newvocabulary or use it incontext. Studentsstrive for accuratespelling using a varietyof strategieseffectively.The writing at thisstage demonstrates useof a wide variety ofspelling strategies.Students at this stageunderstand that sound,semantics and syntaxinfluence spelling.Their spelling indicatesa growing accuracywith silent and doubledconsonants. Students atthis stage spell a largebody of wordscorrectly. use a variety ofstrategies to spellwords choose the mostappropriate strategyto spell unknownwords develop editingskills explore the originsand derivations ofwords recognize and usecomparative andsuperlativeadjectives extend on existingknowledge of use ofresources to spellwords develop an ability toselect a variety ofappropriate wordsto use be able to discussspelling strategiesDeveloping Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachers review basicknowledge oftransitional level create Word Sortsthat connect soundand spelling changesin words construct MeaningMaps explore commonLatin and Greekderivational forms have studentscombine forms tomake nouns oradjectives (e.g.,microscopemicroscopique) have students usethe thesaurus toselect the mostappropriate word have students usethe dictionary tochoose appropriatedefinitions model anddemonstrate editingskills students use avariety of Frenchdictionaries todevelop vocabulary continue to modelways to choosespelling strategies7

Assessing Spelling in a Balanced ProgramAppropriate spelling instruction in a balanced program is based on students’ spelling needs; in order todetermine student needs, assessment of current spelling skill and ability has to take place. Effective assessmentconsists of using a variety of activities over a period of time in order to: understand the patterns and strategies used by the student;identify spelling rules that are successful or faulty;analyze errors;note student needs in developing conventional spelling;plan strategic teaching which targets student needs.To assess students’ spelling development, the teacher can gather information from a variety of sources;suggestions are represented in the following diagram:Analysis ofwriting sis ofspelling errorsStudent –individual spellingskills, strategies,attitudes, and rvationDeveloping Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachers

Analysis of Writing SamplesTo assess spelling, teachers analyze authentic written texts to determine the student’s ability. For this, thestudents must be provided with time and reasons to write.Assessment should be designed to identify how close a child is to the conventional spellings rather thanmarking a word incorrect without emphasizing what was accurate within the attempt. Texts should not beanalyzed based on the number of words that are “right or wrong”. Emphasis on the growth and improvementin the same text provides students with positive feedback regarding their writing.Analysis of a writing sample can show a student’s spelling strengths and indicate areas of need. Teachers canexamine the spelling of high-frequency words, the spelling of various phonemes, and the use of spellingpatterns and rules. From such an analysis it is possible to ascertain a student’s areas of strength and need, andto plan for appropriate instruction or intervention.Student writing samples also provide excellent texts for future dictations. By dictating a September text to itsauthor, the teacher produces a second sample later in the year that can be compared to the original documentfor analysis. This second analysis of the same text provides information on spelling growth and needs. A wordmay be misspelled in both texts but analysis might determine that the initial mistake was due to a lack ofstrategies and the second attempt might be closer to conventional spelling but show a need for an additionalstrategy or specific explanation. These samples can be reworked throughout the year in order to evaluatespelling progress and to demonstrate to the student how his spelling continues to improve.Analysis of writing samples also provides an opportunity to identify common needs within a classroom.Students can be grouped according to developmental stages of spelling, or students who may needintervention in phonemic awareness or other areas.Students experiencing difficulty spelling high frequency words appropriate for their grade level, for example,may subsequently be grouped for a series of mini lessons, word work, and spelling activities which focus onthese words. When students are writing on a common subject such as a field trip experienced by all, aresponse to a text, or a topic in science, similar vocabulary will be used by all. Patterns in generalizations andspelling attempts of new vocabulary will assist the teacher in planning spelling instruction. Common needscan become areas of focus, and the appropriate strategies highlighted.Collecting writing samples which have not been corrected or revised early in the school year provides theteacher with valuable resources.Analysis of Spelling ErrorsTeachers must analyze a student’s spelling errors, rather than just note that a word is misspelled. The mistakemight be reversals of letters such as b for d, reversals of sounds such as “en” for “ne” or insertions such as “pal”for “pl” in a blend. In some cases, mispronunciation of a word results in extra syllables; in others, errors resultfrom the use of inappropriate sounds or even the wrong new word for the context (p.ex. “accent grave” for“action de grâce”). Identification of patterns of spelling errors facilitates effective instruction of strategies.Developing Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachers9

An analysis of a student’s spelling attempts and spelling errors is key to identifying the student’s stage ofdevelopment. A developmental spelling test is another tool which can be used to help a teacher determinewhere a student is on a spelling developmental continuum – from the pre-phonetic stage, to the semiphonetic, phonetic, transitional, and standard stages. Various resources, including la Trousse d’appréciation derendement en lecture (primary and elementary versions), provide concise writing or spelling continuua whichcan be of assistance to teachers in planning appropriate instruction.Teachers can analyze student spelling in various ways. One technique involves analysis of student spellings ofa short sentence using a chart or table, with the names of students listed vertically and the words of thesentence listed horizontally. Misspellings are copied in the table cells to show the spelling errors. Theidentification of children who misspelled each word and patterns or commonalities in the mistakes enable theteacher to know which students need attention with specific words and/or strategies. This quick check can beused in math, science or other subject area by dictation of 10 frequently used words.StudentDateEmilydeuxdeunxEricJuliedeux -JustinTaylorTarget Wordscenttrente et unteante et untrent et unsonduexcentetrente-unBesoinsConfusion u and nBlend trNo issuesHyphensfinal e on trenteCent 100meaning of number and senseReversal euCent (un cent) masculine, no eCheck oral counting: does he saytrente et un?InterviewThe teacher may choose to interview or conference with students to observe as they write and to questionthem on their spelling strategies. Unedited originals or photocopies can provide texts to discuss withindividual authors, to have them explain their strategies and their understandings of the spelling process.As students become more aware of their own strategies, they are often able to explain these to the teacher or toanalyze their spelling attempts, even when the word is misspelled. The ability to explain one’s strategies inspelling (metacognition) provides much information to the teacher on the student’s abilities, generalizations,and understanding of spelling patterns. Understanding the logic behind a mistake can help the teacher toreinforce and acknowledge the attempted use of strategies while teaching a new strategy for the situation.ObservationObservation during small-group work or during guided writing sessions allows the teacher to see what thestudent knows about letters, sounds, words, spelling patterns and strategies, as well to determine what it isthat students need to learn. Peer editing of texts gives the teacher the opportunity to observe how studentsexplain spelling patterns and strategies to each other.In situations where students have word walls or other vocabulary sources, consistent use of these resources isan indicator of the use of strategies and the ability to know when such a resource is needed. Observation ofgroup work allows the teacher to identify the leaders in groups and offers the opportunity to have themexplain their reasoning to the teacher and other group members. Groups can be set up homogeneously for10Developing Spelling Skills in the Primary and Elementary French Immersion ClassroomA Support Document for Teachers

teaching and practicing a specific skill, or by mixed ability to provide opportunities for peer teaching /explanations to students who may not yet have developed the same strategies or abilities.Self-Evaluation and MetacognitionIt is important for students to self-evaluate and to speak about their own progress in spelling. Reflecting onone’s own abilities provides an opportunity to consolidate strategies learned, to acknowledge strategies to belearned, and to manage one’s own learning. The teacher may ask students to write or talk about their learningin spelling, what they are proud of, or what they would like to improve. Checklists are available in variousresources (e.g. First Steps Spelling Developmental Continuum) and focus on what the student is able to do, andstrategies to be learned. See the Appendix for sample checklists.Individualized DictéeIn the traditional model of the weekly spelling test, many students were able to memorize the spelling of a listof words long enough to write the weekly dictée, but were often unable to make the transfer to their writing.Words or sentences were decided by a published authorized spelling book, by the teacher or by students incollaboration with the teacher. Words might have been theme related, linked by spelling characteristics orselected by student interests. Students studied words by writing them out or through rote memorization,sometimes with some grammar or syntax activities to put the words in context. Spelling lists were whole classlists or individual lists.No matter what combination of the above variables was used, some students did well and others not as wellwhen it came to using conventional sp

Developing Spelling Skills in the Primary and Elementary French Immersion Classroom 1 A Support Document for Teachers Spelling: A Necessity of Written Communication Spelling in French, English, (or any other alphabetic language) is the effective use of the alphabet

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