A Learning Resource for Key Area: Spelling and Decoding COPYRIGHT INFORMATION 2013 PLD Organisation Pty. Ltd. (Publisher) - www.pld-literacy.org Written by Diana Rigg and Vanessa Van Ballegooyen Illustrated by Deborah Walter Edited by Diana Rigg First Edition 2013 - Spelling Activities for the Junior Primary. Based on Synthetic Phonics & Linguistic Theory. ISBN 978-1-925057-04-1 Spelling Activities for the Junior Primary Based on Synthetic Phonics & Linguistic Theory A Junior Primary spelling activity resource book (which incorporates synthetic phonics and linguistic theory). A key resource when establishing a spelling program. The activity templates which are ready to photocopy. Three levels of each templates aim to cater for the range in ability (i.e. delayed, average and advanced students.) Assessment points are located at the base of each sheet (for students, a peer or teachers to rate task performance.) This resource is copyright under the Copyright Act, 1968 (Cth). All rights reserved. Copyright Guidelines: The purchasing Educational Institution is granted permission to copy or communicate only a reasonable proportion being no more than 10% or one chapter, at any given time, for educational purposes only. Artistic Works include illustrations, photographs, drawings, pictures and design components within teaching manuals and on flash cards, charts and posters. They should not be adapted or removed and are recognised by the Copyright Act 1968. Digital reproduction of this publication/resource or any proportion of it is strictly prohibited without written consent from PLD Organisation Pty. Ltd. This blackline master is published and sold with a limited copyright. It may only be reproduced by the original purchaser for use with their class(es). The publisher (PLD Organisation Pty. Ltd.) prohibits the loaning or onselling of this master for the purposes of reproduction. Please visit www.pld-literacy.org for our extended Copyright Guidelines.
Overview Of Contents Note from the Author 3 Definitions 3 What is synthetic phonics?/why synthetic phonics? 4 When to start?/how to teach?/bibliography 5 General Guidelines for Spelling Activities/Types of Activities to Avoid 6 STUDENT SPELLING LIST TEMPLATES 7-8 SOUND OUT AS YOU SPELL ACTIVITIES 9 SOUND OUT AS YOU WRITE Acitivites 10-17 SPELLING JIGSAW Acitivites 18-21 SOUND PYRAMID Acitivites 22-25 PARTNER PRACTICE Acitivites 26-29 SOUND OUT SILENT e Acitivites 30-33 LOOK-COVER-SAY-WRITE-CHECK ACTIVITIES 34 LEARNING LOOK-COVER-SAY-WRITE-CHECK Acitivites 35-38 LOOK-COVER-SAY-WRITE-CHECK Acitivites 39-42 PHONEMIC ACTIVITIES 43 ALPHABETIC ORDER CHALLENGE Acitivites 44-47 NOUGHTS AND CROSSES Acitivites 48-51 SPELLING DETECTIVE Acitivites 52-55 RHYMING WORDS Acitivites 56-59 SUPER SPELLING DETECTIVE Acitivites 60-63 VOCABULARY AND LINGUISTIC ACTIVITIES 64 ILLUSTRATE WORDS Acitivites 65-68 SYNONYMS Acitivites 69-72 ANTONYMS Acitivites 73-76 SPEECH BUBBLES Acitivites 77-80 WORD WEBS Acitivites 81-84 OPPOSITES Acitivites 85-88 GUESS THE WORD! Acitivites 89-92 DICTIONARY DEFINITIONS Acitivites 93-96 SENTENCE MAKER Acitivites 97-100 AUTHOR FOR A DAY Acitivites 101-104 MORPHOLOGICAL ACTIVITIES 105 BUILDING WORDS Acitivites 106-109 MORE BUILDING WORDS Acitivites 110-113 NEW WORDS Acitivites 114-117 MORE NEW WORDS Acitivites 118-121 STILL MORE NEW WORDS Acitivites 122-125 WORD SORT Acitivites 126-129 A NOUN? A VERB? OR AN ADJECTIVE? Acitivites 130-133 HOMOPHONE ACTIVITIES 134 HOMOPHONE PAIRS Acitivites 135-136 HOMOPHONE HOP Acitivites 137-138 TESTS: SELF MARKING AND TEACHER MARKED WITH TEMPLATES 139-143 GAMES 144-148 APPENDIX 149 What about students with learning difficulties? How do I help the struggling speller or the student with dyslexia? 150-151 Games cards and board 153-165 Adding Endings poster 167 Look Cover Say Write Check Poster Back Inside Cover 2 Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. Contents
Note From The Author The ability to read well is a basic skill and vital to national survival (Chall 1989). However there have been ongoing concerns regarding the poor adult literacy rates since the introduction of whole language approaches to literacy development both within Australia and internationally. In 2004 these concerns led to a National Inquiry into the Teaching of Literacy (NITL) here in Australia. The results, published in 2005 recognised the importance of a systematic, synthetic phonics approach to reading instruction (Bowey 2006). These findings were independently echoed in the US and UK with recommendations that teaching of reading and spelling must include a synthetic phonics approach (Dooner 2010). As Joshi (2009) clearly outlines, one cannot teach what one does not understand, and it is therefore important that teachers understand synthetic phonics, the alphabetic code, phonological awareness and types of language and vocabulary and how these work together in the development of strong literacy skills. This resource is intended to provide a definition of synthetic phonics and related skills, an understanding of the importance of synthetic phonics, and practical suggestions for how to teach synthetic phonics within the classroom, in addition to specific spelling activities which are based on the principles of synthetic phonics and are ready to use with your students individually, within small groups or as part of whole class activities. BA(Ed), BEd, CPP(UK), MEd, MSc(SpPath) Ba.Sc. (Speech Pathology) Definitions GRAPHEME Written code or letters used to represent sounds. There are 26 graphemes in the English language; however these can be combined in various ways to produce the 44 sounds which make up our spoken language. PHONEME The smallest unit of sound. This may be represented by a single grapheme or letter (a in cat) or by a number of graphemes/letters (aigh in straight). MORPHEME The smallest meaningful unit in the grammar of a language that cannot be further divided (e.g. The word unladylike consists of three morphemes and four syllables: un- not ; lady (well behaved) female adult human ; -like having the characteristics of ). PHONOLOGICAL AWARENESS The ability to think about, reflect on and manipulate the sound structures of spoken language (including alliteration, rhyme, syllables and sounds). PHONEMIC AWARENESS The ability to identify and manipulate individual sounds within spoken words. A sub skill of phonological awareness. MORPHOLOGICAL AWARENESS The ability to analyse words into their component morphemes (e.g. unimportantly=un+im+port+ly); and to recognise families of words and their shared meanings. (e.g. spectacular, bespectacled and inspection all share base word spect and have something to do with seeing; teacher, painter, fighter all have suffix er meaning someone who ). (Kirk & Gillon 2009) Author s Note and Definitions Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. 3
Student Spelling List Templates Teacher Directions: At the commencement of a spelling cycle, the teacher will need to provide each student with a spelling list. The provision of spelling words is always recommended above the practice of students copying words from the board. Several templates have been provided catering for different length spelling lists. A Word Of Caution Students with spelling delays often require less words than their peers. Learning to Spell Name: 1. 2. 3. 4. 5. 6. Date: Learning to Spell Name: Date: 1. 2. 3. 4. 5. 6. 7. 8. Student Spelling List Template Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. 7
Sound as you spell activities These activities focus a student s attention on the sound structure of words and teach students to segment words into sounds as a strategy for effective spelling. Writing words in alternating colours, with a different colour for each sound (NOT letter), is an effective technique to focus students on the sound and phonics structure of words and is used extensively within this section. It is recommended that all spelling programs include at least 1-2 activities from this section for each new spelling list. Silent-e word lists: Due to the unique structure of words containing the long vowel silent-e spelling pattern, supplementary activity sheets have been included to teach students to sound as you spell these types of words (page 30). Once students have learnt to sound as you spell and write in alternating colours using the techniques outlined in these supplementary activities, they can then utilise any of the other worksheets, ensuring they continue to write in the way outlined below. For these words, simply linking the silent e with the vowel it is working on, as in the below example, makes a visual link between these phonemes and teaches students they work together to make the long vowel sound. e.g. take Sound Out As You Spell Activities Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. 9
Sound Out As You Spell Activities Task Instructions: SOUND OUT AS YOU WRITE Activities (Page 11-17) Task description: Students are required to write list words with alternating colours, each sound (not letters) in a different colour and in a different box (see worksheet example below). This focuses student s attention on the sound and phonic structure of the words. Task instructions: 1. Photocopy worksheet for each student. There are several worksheets with a different number of spaces for list words. Select the appropriate worksheet to match the number of words in each spelling groups list. Remember: Not all spelling groups will have the same number of words in their spelling list. Weaker spellers may require fewer words. 2. Remind students to refer to their Learning to Spell lists (templates on page 7 and 8). 3. Teacher models correct use of the worksheet using an example from each spelling group. Say STEP 1: Read the word. STEP 2: Sound out with your fingers. (Demonstrate one finger for each sound e.g. t-r-ee.) STEP 3: Write the letters for each sound in each box. Remember to use alternating colours for sounds. (Demonstrate with 2 examples for each spelling group.) 10 Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. Sound Out As You Spell Activities
Sound out as you write Template 2 Rating completed by: Teacher Peer The student The student: Sounded out the word correctly using fingers? yes no Wrote words in alternating colours, with individual sounds in each box? yes no Demonstrated correct spelling of words? yes no 12 Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. Sound Out As You Spell Activities
Sound Out As You Spell Activities Task Instructions: SOUNDING OUT WITH SILENT e Activities (Page 31-33) Task description: Students are required to write list words with alternating colours, each sound (not letters) in a different colour and to link the silent e with the vowel it is working on (see worksheet example below). This focuses student s attention on the sound and phonic structure of the words. NOTE: These worksheets are designed to use with long vowel silent-e words only. Task instructions: 1. Photocopy worksheet for each student. There are several worksheets to allow some variety when working on long vowel, silent e word lists. 2. Remind students to refer to their Learning to Spell lists (templates on page 7 and 8). 3. Teacher models correct use of the worksheet using an example from each spelling group. Say... STEP 1: Read the word. STEP 2: Sound out with your fingers. (Demonstrate one finger for each sound e.g. t-a-k (e) the silent e does not have it s own sound, so do not raise a finger for this sound). Silent e does not make a sound, so we do not need to raise a finger for it. (Repeat demonstration. See the diagram on the right.) STEP 3: Write the letters. Remember to use alternating colours for each sound. (Demonstrate. e.g. take) The silent e does not make it s own sound, so we draw a line to link it back to the vowel it makes long. (Demonstrate. e.g. take) t a-(e) take k 30 Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. Sound Out As You Spell Activities
Sounding Out With Silent e Template 1 Rating completed by: Teacher Peer The student The student: Sounded out the word correctly using fingers (no finger raised for silent e)? yes no Wrote words in alternating colours, with a different colour for each sound and silent e linked to the long vowel with an arc? yes no Demonstrated correct spelling of words? yes no Sound Out As You Spell Activities Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. 31
Look-Cover-Say-Write-Check Activities Task Instructions: LOOK-COVER-SAY-WRITE-CHECK (Page 40-42) Task description: To apply the look-say-cover-writecheck approach to the student s spelling of list words. The LCSWC steps help a student focus on the phonic (or sound) structure of words and teach an effective spelling strategy. These activities can be used once students are familiar with the process, demonstrate sound checking skills and can copy their spelling list words with accuracy. This level requires students to first write the list words from which they will then practice. Task instructions: 1. Provide each student with a copy of the worksheet. For students with spelling lists of 6 words, use worksheet 1; for students with spelling lists of 8 words, use worksheet 2; for students with spelling lists of 10-12 words, use worksheet 3. 2. Remind students to refer to their Learning to Spell lists (templates on page 7 and 8). 3. Teacher models correct use of the worksheet using an example from each spelling group, while referencing the colour poster on the back inside cover. Say STEP 1: You need to carefully copy the words from the Learning to Spell list into the grey boxes in the first column. (Demonstrate.) Check your work to make sure words are spelled correctly. STEP 2: Look at the first word and look at each sound in the word as you say the word. STEP 3: Cover the word using a ruler or another book or even just your hand. STEP 4: Say each sound aloud quietly as you raise one finger for each sound. STEP 5: Write the word into the white box, using alternating colours for sounds. STEP 6: Uncover the first word and check your work. If you made a mistake, repeat each step covering the first 2 columns and write again into the third column. STEP 7: Your challenge is to see how many LCSWC words you can complete before the timer sounds. NOTE: Silent-e word lists: For students with spelling lists using the silent-e pattern, remind them to use the marking technique which links the silent e with the long vowel. Demonstrate (e.g. take). LCSWC Activities Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. 39
Look-Cover-Say-Write-Check Template 2 Student writes in this column. Student writes in this column. LOOK at the sounds in the words as you read the word. COVER the word. SAY the sounds aloud, quietly. WRITE the word in alternating colours for each sound. CHECK your work. Rating completed by: Teacher Peer The student The student: Looked at, read the word then covered the word? yes no Wrote words in alternating colours, with individual sounds in different colour? yes no Checked and corrected words as required? yes no Demonstrated correct spelling of words? yes no LCSWC Activities Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. 41
Vocabulary & Linguistic Activities Task Instructions: SPEECH BUBBLES (Page 78-80) Task description: Within this activity students write sentences into speech bubbles containing their spelling words. The use of speech bubbles makes this task more engaging and motivating than the common practice of putting spelling words into sentences. This task focuses students not only on the phonic sound structure but importantly on the word meanings of their list words. Task instructions: 1. Remind students to refer to their Learning to Spell lists (templates on page 7 and 8). 2. Provide each student with a copy of the worksheet. For students with spelling lists of 6 words, use worksheet 1; for students with spelling lists of 8 words, use worksheet 2; for students with spelling lists of 10-12 words, use worksheet 3. 3. Teacher models correct use of the worksheet using an example from each spelling group. Say STEP 1: Look at your spelling list and choose a word. STEP 2: Write a sentence that uses that word in one of the speech bubbles. Make sure it makes sense. (Demonstrate.) STEP 3: You may use more than one spelling word in a sentence. STEP 4: Continue to write different sentences using different spelling words in each speech bubble. STEP 5: Count up how many different spelling words you used and write the answer in the star on the bottom. Vocabulary & Linguistic Activities Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. 77
Write a sentence in each speech bubble using your list words. Make sure the sentence makes sense. Speech Bubbles Template 2 I love eating ice-cream. How many different spelling words did you use? Rating completed by: Teacher Peer The student The student: Demonstrated correct spelling of words? yes no Demonstrated understanding of word meaning by using words correctly in sentences? yes no Vocabulary & Linguistic Activities Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. 79
Tests Test forms can also be used for weekly or periodic review testing of words learnt (e.g. term test). Test: Self Marking TASK: Individual spelling test for completion at end of spelling cycle, with student taught to self mark and correct. Directions: Divide students into their spelling groups for test. Other groups can be completing assigned activity for the day. Provide each student with a copy of the test worksheet with the appropriate number of items. Instruct Student: 1. Write each spelling word as I say it, one word on each line. (Point to indicate where they must write. Read spelling list words slowly, repeating words twice; if needed put the word into a sentence to indicate meaning.) 2. Now I want you to check your work. Read each word to yourself and sound it out. If you have made a mistake, correct it now. (Allow students time to check work.) 3. I will write the words on the board and I want you to mark your work. If you have spelled the word correctly, tick the box. If you have made a mistake, copy the word correctly. (Write words onto the board, one at a time and allow students to write corrections if needed.) Test: Teacher Marked TASK: Individual spelling test for completion at end of spelling cycle. Teacher to mark. Directions: Divide students into their spelling groups for test. Other groups can be completing assigned activity for the day. Provide each student with a copy of the test worksheet with the appropriate number of items. Instruct Student: 1. Write each spelling word as I say it, one word on each line. (Point to indicate where they must write. Read spelling list words slowly, repeating words twice; if needed put the word into a sentence to indicate meaning). 2. Now I want you to check your work. Read each word to yourself and sound it out. If you have made a mistake, correct it now. (Allow students time to check work before collecting papers). Tests Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. 139
Test: Self Marking Name: 1. 2. 3. 4. 5. 6. Student Review Key Did I: Check my work by reading and sounding out what I wrote? yes no Mark my work using a tick or cross? yes no Re-write any words I spelled incorrectly? yes no Add my total score? yes no Date: TOTAL Name: 1. 2. 3. 4. 5. 6. 7. 8. Student Review Key Test: Self Marking Date: Did I: Check my work by reading and sounding out what I wrote? yes no Mark my work using a tick or cross? yes no Re-write any words I spelled incorrectly? yes no Add my total score? yes no TOTAL 140 Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. Tests
Games Task Instructions: FIND THAT CHICKEN (See appendix) Task description This game reinforces the Look Say- Cover Write Check method. Students are required to look at the word, say it aloud, cover the word, spell the word and then check their spelling. NOTE: Games should be used infrequently and with caution. Explicit teaching activities are the preferred method of teaching spelling. Games can be used on occasion and as rewards for students who complete spelling activities quickly. However games should only be used by students who have demonstrated they can work independently, applying learning techniques without taking short cuts (e.g. completion of LSCWC correctly and writing words in alternating colours effectively). Preparation & Materials Required Laminate before cutting out eggs and chicken cards. Write spelling words onto the egg cards using a whiteboard marker. These words can be removed using a whiteboard eraser and cards can then be re-used for other spelling lists. Sheet of lined paper and pencil or small whiteboard and marker. how to play 1. Play this game with a partner or in a small group. 2. Place all of the cards right way up on the playing surface (i.e. with the words visible). 3. Choose one player to be the chicken hider. The other players turn away and close eyes while the chicken hider hides the chicken under one of the cards. 4. Each of the other players take turns to guess which word the chicken is hiding under. They must: a. Point to a word and Look at the word. b. Say the word aloud. c. Cover the word with a scrap of paper or another player s hand. d. Write the word onto a sheet of paper or a small whiteboard. e. Check the spelling of the word. 5. If the word is spelled correctly, the player picks up the card. If not play moves to the next player. 6. The person to find the chicken becomes the chicken hider in the next game. Rating completed by: Teacher Peer The student The student: Looked at the word and it s component phonic parts and said the word correctly? yes no Spelled the word correctly? yes no Games: Find That Chicken Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. 145
Photocopy the cards (either in colour or black and white) for the number of spelling words that you wish to play with. NOTE: Only one chicken card is required. Games: Find That Chicken - Cards Spelling Activities for the Junior Primary PLD Organisation Pty. Ltd. 155