SPELL-Links Sampler 2nd edition - Clinical & Classroom ...

Jan Wasowicz, PhD • Kenn Apel, PhD • Julie J. Masterson, PhD • Anne Whitney, EdD

A Word Study Curriculum

TM

SECOND EDITION

111Volume

© 2004, 2012 by Learning By Design, Inc.

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SPELL-Links to Reading & Writing

SPELL--Links to Reading & Writing iii

Dr. Jan Wasowicz, founder, president/CEO, and chief learning officer of Learning By Design, Inc., has more than 30 years’ experience as a language, literacy, and learning specialist. She has worked extensively with students with dyslexia and other language-based reading, writing, and spelling problems in a variety of edu-cational settings, including public and private schools as well as private practice. Dr. Wasowicz is frequently invited to speak about best practices in literacy assess-ment and instruction at national, state, and local conferences and has taught numerous undergraduate and graduate level courses, holding faculty positions at Northwestern University, Elmhurst College, Rush-Presbyterian-St. Luke’s Medical Center, and Governors State University. She has authored several publications appearing in scholarly journals, including The Journal of the Acoustical Society of America, Perception and Psychophysics, Journal of Phonetics, and Journal of Speech and Hearing Research. Dr. Wasowicz invented the Earobics® Step 1 and Earobics® Step 2 software products (Cognitive Concepts/Houghton Mifflin) and authored, designed, and developed SPELL: Spelling Performance Evaluation for Language and Literacy®, a software assessment program (Learning By Design, Inc.). Dr. Wasowicz is certified by the American Speech-Language-Hearing Association (AHSA), is a member of the Language Learning & Education Special Interest Division of AHSA, and is licensed to practice clinical and educational speech-language pathology in the state of Illinois. She also holds both elementary (grades K–9) and secondary (grades 6–12) classroom teaching certificates from the Illinois State Board of Education.

Dr. Kenn Apel, professor and Chair of the Department of Communication Sciences and Disorders at the University of South Carolina, Columbia, South Carolina, has more than 25 years of experience conducting research and teaching classes on language learning and working with children, adolescents, and adults with language problems and language-based learning deficits. Currently, his research focuses on the underlying linguistic components that support the devel-opment of word-level reading and spelling. Dr. Apel has published extensively in peer-reviewed journals and is frequently invited to speak at national, state, and local conferences about spoken language disabilities and assessment and reme-diation of reading, writing, and spelling disabilities. Dr. Apel is the former Editor-in-Chief of Language, Speech, and Hearing Services in Schools (2007-2009). He is a Fellow and certified member of ASHA. Dr. Apel is co-author of Spelling Performance Evaluation for Language and Literacy-2 (Learning by Design, Inc.) and numerous chapters and books in the field of language and literacy.

About the Authors

iv SPELL--Links to Reading & Writing

Dr. Julie J. Masterson is Professor of Communication Sciences and Disorders at Missouri State University, where she teaches courses in language-learning dis-abilities, phonology, and research design. Dr. Masterson served as Vice President for Research and Technology for ASHA and President of the Council of Academic Programs in Communication Sciences and Disorders. She has delivered over 150 presentations and publications in the areas of language and literacy. Dr. Masterson is co-author of Spelling Performance Evaluation for Language and Literacy-2 (Learning by Design, Inc.), Beyond Baby Talk 2: From Speech to Spelling: A Guide to Language and Literacy Development for Parents and Caregivers (Random House) and Clinical Decision Making in Developmental Language Disorders (Brooks). She has been an Associate Editor for the American Journal of Speech-Language Pathology and has served as a Guest Associate Editor for Journal of Speech and Hearing Research, Language, Speech, and Hearing Services in Schools, Topics in Language Disorders, and Seminars in Speech and Language. Dr. Masterson is a Fellow and certified member of ASHA. She holds degrees in both speech-language pathology and elementary education and has worked as a classroom teacher.

Dr. Anne Whitney is a clinical professor in the Speech, Language, Hearing Sciences Department at the University of Colorado, Boulder. She has extensive clinical and teaching expertise in language learning disabilities, with particular expertise in dyslexia. She has taught numerous university courses and has clini-cally trained graduate students in methods for assessment and intervention of dyslexia and other language learning disabilities. Her background includes work-ing extensively in public school settings, teaching in regular classrooms and special education classes. Dr. Whitney is a former executive director of LANGUAGE !®, a lit-eracy intervention curriculum published by Sopris West Educational Services, and a current member of the National Council of LANGUAGE ! Trainers. She is also a certified national trainer for Louisa Moats’ Language Essentials for Teachers of Reading and Spelling (LETRS) and is a frequent presenter at local, state, and national conferences. Dr. Whitney is coauthor of Games and Activities for Readers and Spellers, and the Instructional Resource Guide for Teachers (Sopris West). She has also co-authored A Coach’s Guide to Teaching Reading Essentials with Linda Farrell and Louisa Moats. Dr. Whitney serves on several state literacy committees and is a member of the board of directors of the Rocky Mountain Branch of the International Dyslexia Association.

About the Authors (continued)

Curriculum Overview xvFive Blocks of Word Study xvConnectionist Model for Word Study xviMetalinguistic Model for Word Study xviiExecutive Functioning Model for Word Study xviiCommon Core Standards Alignment xvii

Curriculum Materials xviii

Curriculum Scope xviiiComplete Range of Word Study Knowledge and Skills xviiiExplicit Teaching of Metalinguistic Strategies xixExtensive Number of Spelling Patterns xixIntegrated Spelling & Reading Instruction xxRepeated Practice & Multiple Levels of Instruction xx

Curriculum Models xxiPerformance-Based Model xxiSupplemental Model xxiCurriculum Model xxii

Curriculum Instruction xxiiiStructure of Word Study Sections xxiiiStructure of Word Study Lessons & Activities xxiiiFormat of Word-Level Instructional Activities xxvStudent Word Study Journal xxvFormat of Writing & Reading Instructional Activities xxvReview & Practice Across Multiple Spelling Patterns xxviiHome Link Activities xxviiPrerequisite Student Skills xxviiTime Requirements xxviiiProgress Monitoring Tools xxviiiMastery Measurements xxviii

Volume 1

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Page

SPELL-Links to Reading & WritingCurriculum Contents

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Obtaining Baseline Measures xxixPrescriptive Spelling Assessment xxixPrescriptive Assessment Software xxixStandardized Testing xxixSpelling Inventories xxxTeacher Observations xxxStudent Self-Assessments xxx

Determining Implementation Model xxxPerformance-Based Model xxxiSupplemental Model xxxiCurriculum Model xxxi

Creating a Teaching Plan xxxivPerformance-Based Instruction Plan xxxivSupplemental Instruction Plan xxxvCurriculum Instruction Plan xxxv

Preparing for Lessons & Activities xxxviMaterials Needed xxxviStarter Word Lists xxxviiPrinting Word Lists xxxviiCreating Additional Word Lists xxxviiCreating a Word Study Journal Binder xxxixCreating a Student Record Binder xxxix

Progressing Through Lessons & Activities xxxixUsing a Performance-Based Instruction Plan xxxixUsing a Supplemental Instruction Plan xliUsing a Curriculum Instruction Plan xlii

Assessing & Documenting Student Progress xliii

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SPELL--Links to Reading & Writing vii

Curriculum Fun & Games xliii

Segmenting Sounds xliiiDiscriminating Sounds xliiiLetter-Sound Relationships xlivLetter Pattern & Spelling Rules xlivVocabulary xlivMental Images of Words xlivDecoding & Reading Fluency xlvWriting xlvClassroom Extension Ideas xlvi

Curriculum FAQs xlvi

Related Resources xlix

Related Readings xlix

Section Overview 1–1Lesson 1 1–8‘b, p, t, d, v, z, k, j’Lesson 2 1–19‘f, s, m, n, x’Lesson 3 1–28‘r, l’ before a vowelLesson 4 1–33‘g, h, w, y, qu’ Lesson 5 1–42‘k’ and Hard ‘c’Lesson 6 1–60‘r, l’ after a vowelLesson 7 1–65/ z / sound spelled with ‘s’ as in rose, music Lesson 8 1–75Flapped ‘t, d’ as in city, pedal Lesson 9 1–87‘s’ and Soft ‘c’Lesson 10 1–99‘j’ and Soft ‘g’Lesson 11 1–109/ ʃ, , , / sounds spelled with ‘s, ss, sc, c, z, t, d, g, gg’ followed by ‘e, i, u’

Page

Section

1

Consonants


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Page

Section

3

Short Vowels


Section Overview 2–1Lesson 12 2–6Consonant Digraph ‘ng’Lesson 13 2–15Consonant Digraph ‘th’Lesson 14 2–22Consonant Digraph ‘wh’Lesson 15 2–30Consonant Digraph ‘sh’Lesson 16 2–41Consonant Digraph ‘ck’Lesson 17 2–50Consonant Digraph ‘ch’ & Trigraph ‘tch’Lesson 18 2–62Consonant Digraph ‘dg’ & Trigraph ‘dge’Lesson 19 2–72Consonant Digraphs ‘ph, gh’

Section Overview 3–1Lesson 20 3–5Short Vowel a Sound as in cat, laughLesson 21 3–18Short Vowel e Sound as in bed, headLesson 22 3–31Short Vowel i Sound as in fish, gymLesson 23 3–44Short Vowel o Sound as in pot, fatherLesson 24 3–57Short Vowel u Sound as in cup, some

Section

2

Consonant Digraphs& Trigraphs

Section Overview 4–1Lesson 25 4–9Long Vowel a Sound spelled ‘a_e’ as in ape, pasteLesson 26 4–25Long Vowel e Sound spelled ‘e_e’ as in scene, delete Lesson 27 4–42Long Vowel i Sound spelled ‘i_e’ as in bike, spiceLesson 28 4–57Long Vowel o Sound spelled ‘o_e’ as in rope, clotheLesson 29 4–74Long Vowel u Sounds spelled ‘u_e’ as in tube, cube Lesson 30 4–96Long Vowel a Sound: Vowel Digraphs & Other Spellings Lesson 31 4–115Long Vowel e Sound: Vowel Digraphs & Other Spellings Lesson 32 4–133Long Vowel i Sound: Vowel Digraphs & Other Spellings Lesson 33 4–145Long Vowel o Sound: Vowel Digraphs & Other SpellingsLesson 34 4–164Long Vowel u Sounds: Vowel Digraphs & Other SpellingsLesson 35 4–184Long Vowel a Sound spelled ‘a’ as in table, acorn Lesson 36 4–194Long Vowel e Sound spelled ‘e’ as in meter, even Lesson 37 4–204Long Vowel i Sound spelled ‘i’ as in spider, islandLesson 38 4–213Long Vowel o Sound spelled ‘o’ as in pony, openLesson 39 4–227Long Vowel u Sounds spelled ‘u’ as in tulip, music

Section Overview 5–1Lesson 40 5–5/ υ / Vowel Sound as in book, push Lesson 41 5–16/ ɔ / Vowel Sound as in saw, thoughtLesson 42 5–29/ ɔ / Diphthong as in boy, joinLesson 43 5–40/ aυ / Diphthong as in cow, mouth

SPELL--Links to Reading & Writing ix

Section

5

Other Vowel Sounds& Diphthongs

Section

4

Long Vowels

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x SPELL--Links to Reading & Writing

Section Overview 6–1Lesson 44 6–5‘ff, ss, zz, ll’ Lesson 45 6–18‘pp, bb, cc, gg, tt, dd’Lesson 46 6–28‘mm, nn, rr’ Lesson 47 6–37Flapped ‘tt, dd’ as in kitty, ladder

Section Overview 7–1Lesson 48 7–3‘st, sw, su, sm, sn, sp, pse, squ, sph’Lesson 49 7–11‘sc, sk, sch, sque, squ’

Section Overview 8–1Lesson 50 8–5‘bl, fl, phl, gl, cl, chl, pl, sl, spl’Lesson 51 8–15‘br, dr, fr, phr, gr, pr, tr, shr, thr, scr, spr, str’Lesson 52 8–23‘cr, chr, rk, rc, rch’Lesson 53 8–32‘lb, ld, lf, lk, lm, lp, lt, lth, lve, lse’Lesson 54 8–38‘rd, rf, rm, rn, rp, rt, rsh, rch, rth, rve, rge’Lesson 55 8–44‘rse, rce’

Section Overview 9–1Lesson 56 9–3‘nd, nt, mp, mph, nth, nch, ngth, nge’Lesson 57 9–8‘nk, nc’Lesson 58 9–17‘nce, nse’

Page

Section

6Within-WordConsonant Doubling

Section

7

‘s’ Clusters

Section

8‘l, r’ Clusters

Section

9

‘m, n, ng’ Clusters

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Section Overview 10–1Lesson 59 10–3Silent Consonants

Section Overview 11–1Lesson 60 11–4Syllabic-r Vowel Sound as in bird, father Lesson 61 11–19Syllabic-l Vowel Sound as in bottle, pencil

Section Overview 12–1Lesson 62 12–3Unstressed Vowels

Section Overview 13–1Lesson 63 13–4Suffixes –s, –esLesson 64 13–22Suffixes –ed, –ing

Section Overview 14–1Lesson 65 14–6Prefix + WordLesson 66 14–22Word + SuffixLesson 67 14–46Word RootsLesson 68 14–56Word Relatives

Page


Section

10

Silent Consonants

Section

11

Syllabic-r, Syllabic-lVowel Sounds

Section

12

Unstressed Vowels

Section

13

Inflected Words

Section

14

Derived Words

Section Overview 15–1Lesson 69 15–4ContractionsLesson 70 15–13Possessive NounsLesson 71 15–20Irregular Plural NounsLesson 72 15–24Irregular Past-Tense VerbsLesson 73 15–28Homophones

Section Overview 16–1Activity 1 16–3Activity 2 16–4Activity 3 16–5Activity 4 16–7Activity 5 16–9

Section Overview 17–1Activity 1 17–5Activity 2 17–6Activity 3 17–8Activity 4 17–10Activity 5 17–12

Crisscross Worksheet W–1First, Second, & Third Worksheet W–2Get a Sturdy Start Worksheet W–3I’ve Got the Beat Worksheet W–4Let’m Roll Worksheet (Lesson 1) W–5Let’m Roll Worksheet (Lesson 2) W–6Let’m Roll Worksheet (Lesson 3) W–7Let’m Roll Worksheet (Lesson 4) W–8Let’m Roll Worksheet (Lesson 6) W–9Now I Hear It Worksheet (Lesson 59) W–10Now I Hear It Worksheet (Lesson 62) W–11Relatives & More Worksheet W–12Score! Worksheet (Lesson 1) W–13

Section

15

Other SpellingPatterns

Section

17

Reading Activities

Worksheets*

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Section

16

Writing Activities

Page


* also located on the SPELL-Links to Reading & Writing Companion CD-ROM

Score! Worksheet (Lesson 2) W–14Special Agents Worksheet W–15Tap & Map Worksheet W–16The Long & the Short of It Worksheet W–17Use It or Lose It Worksheet W–18Who’s the Neighbor? Worksheet W–19

Appendix A: Scope of Instruction Chart A–1Appendix B: Teacher Observation Checklist* A–7Appendix C: Student Self-Assessment Checklist* A–11Appendix D: Interpreting Items on the Student A–12 Self-Assessment ChecklistAppendix E: Performance-Based Instruction Plan & A–14 Progress Monitoring Chart – Worksheet A*Appendix F: Supplemental Instruction Plan & Progress A–21 Monitoring Chart – Worksheet B*Appendix G: Recommended Sequence of A–24 Instruction Chart Appendix H: Student Progress Chart* A–27Appendix I: International Phonetic Alphabet Chart A–28Appendix J: English Phonemes by Place and Manner of Articulation A–32Appendix K: Phonogram Lists A–34Appendix L: Prefixes & Corresponding Starter A–40 Word Lists Appendix M: Suffixes & Corresponding Starter A–43 Word Lists Appendix N: Word Roots & Corresponding Starter A–58 Word ListsAppendix O: COPS Editing Checklist* A–63Appendix P: Reading Performance Chart* A–64Appendix Q: SPELL-Links Strategies for Spelling Words A–66Appendix R: SPELL-Links Word Decoding Strategies A–67

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Page


Appendices

* also located on the SPELL-Links to Reading & Writing Companion CD-ROM

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SPELL--Links to Reading & Writing xv

Curriculum OverviewSPELL-Links to Reading & Writing – A Word Study Curriculum was developed using a synthesis of contemporary word study research. This research shows that spelling is one of the most complex forms of language, that spelling and reading draw upon the same underlying language knowledge—phonological awareness, orthographic knowledge, vocabulary and semantic relationship knowledge, morpho-logical knowledge, and learned mental images of words—and that systematic spell-ing word study instruction improves the spelling, reading, and writing performance of individuals.

SPELL-Links to Reading & Writing reflects the pedagogical philosophy that language-based spelling instruction fosters word study knowledge, leading to success in spelling, reading, and writing. Furthermore, the SPELL-Links to Reading & Writing curriculum supports performance-based instruction, targeting an individual’s specific deficits in word study knowledge, as the most effective instructional approach. Performance-based, data-driven instruction begins with a prescriptive assessment that informs and directs the teaching process by identi-fying the most appropriate learning goals and instructional methods for each stu-dent. Learning is accelerated because the educator has identified an individual student’s deficits in word study knowledge and can address specific learning needs with the most appropriate instructional procedures. By teaching only what an individual needs to learn, time is available for explicit, systematic instruction and intensive, targeted practice.

SPELL-Links to Reading & Writing contains an extensive collection of carefully constructed spelling, reading, and writing activities that explicitly and systemati-cally teach critical word study knowledge, skills, and strategies. The activities, appropriate for learners of any age and grade level, range from instruction and practice in foundational skills of phonological awareness at the single-word level, to application of word study knowledge, skills, and strategies in authentic writing and reading activities. The SPELL-Links to Reading & Writing curriculum will improve spelling skills; develop reading decoding, fluency, vocabulary, and com-prehension; facilitate writing fluency, accuracy, complexity, and organization; and enhance listening and oral language skills.

Five Blocks of Word StudyTraditionally, word study is defined as the systematic study of the sounds (phono-logical awareness), letters (orthographic knowledge), and meanings of words (mor-phological knowledge). For instructional purposes, the SPELL-Links to Reading and Writing curriculum breaks this three-point definition into a five-block model for teaching word study (see Figure 1).

Introduction to SPELL-Links to Reading & Writing


xvi SPELL--Links to Reading & Writing

PA: the ability to think about, talk about, and manipulate the meaningful sounds of words

OK: knowledge of letter-sound relationships and common letter patterns and spell-ing rules

MOI: clear and complete representations of words stored in long-term memory

SEM: knowledge of word meaning

MK: knowledge of letter-meaning relationships and the ability to think about, talk about, and manipulate the morphemic elements of words

Connectionist Model for Word StudyTraditional stage models of word study view spelling development as a sequen-tial progression from one stage to the next with the student initially relying upon phonological properties of words, then orthographic properties, and then finally morphological properties of words. The connectionist model, supported by cur-rent research, views the process of spelling as a dynamic interplay of phonologi-cal, orthographic, and morphological knowledge and skill from the time an indi-vidual begins to write and continuing throughout the individual’s lifetime. The word study instruction in SPELL-Links to Reading & Writing employs and expands on the connectionist model, advancing students’ spelling, listening, speaking, reading, and writing abilities by developing and strengthening cognitive connec-tions among all five linguistic properties of words: phonological, orthographic, semantic, morphological, and mental images of words.

Phonological Awareness (PA)

Orthographic Knowledge (OK)

Mental Orthographic Images of Words (MOI)a

Semantic and Vocabulary Knowledge (SEM)

Morphological Knowledge & Awareness (MK)

Figure 1: Five Block Model for Teaching Word Study

OK

SEM

MK

MOI

PASounds

Letters

Meanings

a Various terms may be used inter-changeably, including mental orthographic images, mental imag-es of words, and mental graphemic representations of words.

SPELL--Links to Reading & Writing xvii

Metalinguistic Model for Word StudyThe ultimate goal of word study is the application of knowledge and skills in authentic reading and writing. To achieve this goal, the traditional definition of word study must be reconceptualized: Word study is a systematic way of learn-ing, practicing, and applying knowledge about the language properties of words. The SPELL-Links to Reading & Writing curriculum explicitly teaches metalinguistic strategies and provides ample opportunities for students to practice using these strategies for consistent and effective application of word study knowledge and skills when writing and reading. Each of the 14 SPELL-Links Strategies for Spelling Success corresponds to one of the five linguistic proper-ties of words and facilitates transfer of word study knowledge and skills to inde-pendent writing and reading across the curriculum.

Executive Functioning Model for Word StudySPELL-Links to Reading & Writing includes methods and tools that target and develop executive functions to improve spelling, reading, and writing. By focusing on developing knowledge and skill with the five types of linguistic properties of words concurrently, the SPELL-Links to Reading & Writing curriculum helps stu-dents think flexibly. The 14 metalinguistic strategies help students think about spelling in a simple and practical way so that they don’t become emotionally over-whelmed with the process. The carefully constructed word lists and the organiza-tion of the lessons and activities help keep students focused on a specific spelling pattern, which inhibits rote memorization of words. The Word Study Journal pages help students organize key concepts, strategies, allowable spellings, and uncom-mon spellings and provide a written resource for students, decreasing the load on working memory. The journal pages and rubrics for spelling, writing, and reading, along with the meta-linguistic strategies and a variety of self-assessment tools and performance charts, allow students to independently initiate, check work, and self-monitor their own performance during spelling, writing, and reading.

Common Core Standards AlignmentSPELL-Links to Reading & Writing aligns with the Common Core Standards and will improve a comprehensive set of listening, speaking, reading, and writing skills, including print concepts, phonological awareness, phonics, vocabulary acquisition and use, conventions of Standard English grammar, knowledge of morphology and semantic relationships, decoding, word recognition, reading flu-ency, spelling, comprehension, collaboration, and expression of knowledge and ideas in oral and written language.


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Curriculum MaterialsWe recommend organizing materials in a single location so that they are always ready when you need them. SPELL-Links to Reading & Writing includes the following:

• three spiral-bound books of lessons and activities;

• companion CD containing lesson planning/scheduling worksheets, word cards, pattern-loaded writing and reading materials, activity worksheets, activity sup-port materials, progress monitoring materials, mastery measurement tools, Home Link activities, Word Study Journal pages;

• 14 Strategies for Spelling Success mouse pad;

• letter manipulatives;

• SPELL-Links strategy stickers.

To order additional supplies and related products, please visit our website: www.learningbydesign.com.

Teachers will also need pens, pencils with eraser tips, highlighter pens, colored pencils, unlined index cards, ink pad for stamping, tokens or other trinkets, two dice, two different colored cups, 10 pennies and 10 nickels, 10-15 coins of various denominations, eight beads with holes for stringing, string knotted on one end, dictionary, several photographs of familiar scenes (e.g., a park, a beach), grade-appropriate reading material, content-area reading material, a timer, and a stop-watch. Students will need writing paper, pencils and erasers, dry erase markers and erasers, and colored pencils.

Curriculum Scope SPELL-Links to Reading & Writing teaches a comprehensive set of word study knowledge, skills, and strategies that support the development of a full range of spelling, listening, speaking, reading, and writing skills. The SPELL-Links to Reading & Writing curriculum explicitly targets more than 70 spelling patterns and teaches spelling and reading together at multiple levels of instruction and practice using research-based methods that have shown to contribute to spell-ing, reading, and writing development.

Complete Range of Word Study Knowledge & SkillsSPELL-Links to Reading & Writing teaches word study knowledge and skills—from foundational skills (phonological awareness, phonics, and vocabulary) to advanced skills (knowledge about word parts and related words)—that underlie both spelling and reading. For each spelling pattern, the SPELL-Links to Reading & Writing curriculum targets the specific word study knowledge and skills


SPELL--Links to Reading & Writing xix

required for successful spelling of that pattern. For example, when teaching short vowels, it is appropriate and necessary to develop a student’s word study knowl-edge and skills in segmenting sounds, discriminating sounds, letter-sound rela-tionships, letter patterns and spelling rules, vocabulary, and mental images of words, but not word parts and related words. On the other hand, when teaching silent consonants, it is appropriate and necessary to develop a student’s word study knowledge and skills in letter-sound relationships, semantic relationships, and mental images of words, but not in segmenting sounds, discriminating sounds, letter patterns and spelling rules. The complete scope of word study knowledge and skill instruction of the SPELL-Links curriculum is detailed in the Scope of Instruction Chart (Appendix A).

Explicit Teaching of Metalinguistic StrategiesSPELL-Links to Reading & Writing features a unique set of metalinguistic strate-gies that students repeatedly practice, helping them to self-regulate the spelling process. Each of the SPELL-Links Strategies for Spelling Success supports the application of language knowledge and skills in one or more of the five language components of word study: phonological awareness, orthographic knowledge, semantic and vocabulary knowledge, morphological knowledge, and mental images of words. Typically, several of the 14 strategies are explicitly covered in each lesson allowing students to revisit each strategy in numerous contexts. The SPELL-Links to Reading and Writing curriculum also explicitly teaches how to apply these same 14 strategies to decoding words.

Extensive Number of Spelling Patterns SPELL-Links to Reading & Writing provides explicit and organized instruction for more than 70 spelling patterns—from the most basic consonant and vowel spell-ing patterns to the most advanced spelling patterns, such as derivational suffixes and word roots. The program covers all standard spelling patterns, as well as patterns that are often absent from spelling/word study curricula and are partic-ularly challenging to master, such as unstressed vowels and the syllabic-r, syllabic-l vowel sounds. Because the SPELL-Links to Reading & Writing curricu-lum uses a phonologically-driven word study approach, spelling patterns are organized by sound. Within each spelling pattern, multiple spellings may be taught. For example, the short vowel e – / / – sound is most commonly spelled with the letter ‘e’ (net), but can also be spelled with the letter ‘a’ (many) or the letters ‘ea’ (head), ‘ai’ (said), ‘ie’ (friend), ‘eo’ (leopard), ‘ee’ (been), ‘ei’ (heifer). These uncommon, alternate spellings of the target sound, often found in “sight words”, are recognized as “allowable spellings” in the SPELL-Links curriculum. Explicit instruction in all allowable spellings provides the opportunity to integrate phonemic and whole word instruction within a single spelling pattern lesson.


Integrated Spelling & Reading InstructionSPELL-Links to Reading & Writing teaches spelling and reading together to give students ample opportunity to apply related word study knowledge and skills and to maximize exposure to words, which helps develop automaticity in spelling and decoding of words. Students spell words they read and read words they spell; the integration of encoding and decoding leads to significant gains in pho-nemic awareness, alphabetic decoding, word reading, spelling, writing, fluency, and comprehension.

Repeated Practice & Multiple Levels of InstructionSPELL-Links to Reading & Writing provides repeated practice and systematic instruction at multiple levels, from word-level instruction to connected writing and reading activities. The repetitive practice strengthens word study knowledge, skills, and strategies. The carefully scaffolded instruction of the writing and read-ing activities—from simple, familiar words to sentences to short stories and texts containing more complex, less familiar words—facilitates the successful transfer of word study knowledge, skills, and strategies to independent writing and read-ing across the curriculum. The cross-curriculum extension activities and Home Link activities provide further opportunity for students to practice and apply pat-tern-specific word study knowledge and skills with content-area and grade-appropriate reading materials.

xx SPELL--Links to Reading & Writing


Curriculum Implementation ModelsSPELL-Links to Reading & Writing can be used as a performance-based instructional program, as a supplemental instructional program, or as a stand-alone word study curriculum. Before using the SPELL-Links to Reading & Writing curriculum, take some time to become familiar with the design and organization of the program, which will enable you to develop an implementation plan that will best meet the needs of your students (see Determining Implementation Model, p. xxx).

Performance-Based Model • Tier 2 or Tier 3 intervention

• Dyslexia intervention

• English as a Second Language (ESL) instruction

• Title 1 intervention

• Special education and IEP interventions

The performance-based instruction model targets students’ specific learning needs with the most appropriate lessons and activities to address those needs (see the Performance-Based Instruction Plan & Progress Monitoring Chart, Appendix E). This model provides the most differentiated instruction and is most commonly used by remediation and intervention specialists. By teaching only the spelling patterns a student needs to learn using only the precise instructional methods needed (i.e., data-driven instruction), learning is accelerated. The performance-based approach can be used to teach both individuals and groups as well; when working with more than one student, group students based on similarity of instructional needs.

Supplemental Model • Tier 2 intervention

• Title 1 intervention

• Small group classroom instruction

The supplemental instruction model is ideal for response-to-intervention (RTI) pro-grams. This model can be used by specialists and classroom teachers to fill in criti-cal components of word study instruction that may be missing or provide additional, carefully constructed opportunities for students to practice and learn what is being taught through the existing curriculum (see Supplemental Instruction Plan & Progress Monitoring Chart, Appendix F). When implementing the supplemental instruction model as an RTI program, use the Performance-Based Instruction Plan & Progress Monitoring Chart (Appendix E) to more precisely document a student’s response to intervention and collect the data needed for decision-making.

SPELL--Links to Reading & Writing xxi


Curriculum Model • Tier 1 instruction

• Whole group classroom instruction

The curriculum instruction model provides a single, integrated word study solu-tion through all grade levels. All students benefit from receiving explicit, system-atic, and comprehensive word study instruction, developing and strengthening cognitive connections with all five linguistic properties of words. As students progress through SPELL-Links to Reading & Writing from year to year, they build upon previously learned word study knowledge, skills, and strategies, applying these to ever more challenging, grade-appropriate words. Refer to the Recommended Sequence of Instruction Chart (Appendix G) to determine the grade-level instructional sequence of lessons. This model does not allow time for intensive instruction and practice with the whole class, however the Activity Performance Tracking Sheets (located on the SPELL-Links to Reading & Writing Companion CD) provide a quick and easy way for teachers to note which stu-dents are struggling and may require more intensive instruction.

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Curriculum Instruction SPELL-Links to Reading & Writing features 73 word study lessons divided between 15 sections, with separate sections devoted to the application of word study knowledge, skills, and strategies to authentic writing and reading activi-ties. This organization allows you to quickly and easily locate a specific lesson when using either the performance-based or supplemental instruction model.

Structure of Word Study SectionsEach section of SPELL-Links to Reading & Writing is comprised of one or more lessons, outlined in section-specific tables of contents, and contains a Section Overview that highlights “Important to Know” information. For word-study sec-tions, this information details common misspellings and types of word study knowledge and skills needed to successfully spell the target patterns, including segmenting and discriminating sounds; letter-sound relationships; letter pat-terns & spelling rules; vocabulary; letter-meaning relationships; rules for modify-ing words; semantic relationships; base word and word root spelling; and mental images of words.

Structure of Word Study Lessons & Activities All spelling word study lessons feature several word-level instructional activities. Each activity provides explicit instruction in one or more of the five language blocks (core areas) of word study: phonological awareness, orthographic knowl-edge (phonics), semantic and vocabulary knowledge (vocabulary), morphological knowledge and awareness (word parts and related words) and mental orthograph-ic images (mental images of words). The types and goals of instruction are listed in Table 1 (p. xxiv).

Each lesson also includes writing and reading activities. The writing activities provide guided practice in the application of word study knowledge, skills, and strategies for correct spelling of a target spelling pattern when writing words, sentences, and paragraphs. The reading activities reinforce the link between reading and spelling, improve decoding accuracy, and develop reading fluency.

Each instructional activity—word-level and related writing and reading activi-ties—within a lesson focuses on the lesson’s target spelling pattern and address-es a specific learning objective. For example, if the learning objective is to devel-op knowledge of letter-sound relationships for the short vowel a sound, then errors that occur in other aspects of the word will not be immediately addressed and corrected unless the error represents a pattern or concept previously learned. This approach allows students to concentrate cognitive and memory resources on the learning of specific language patterns and the application of newly acquired knowledge and pattern-specific skills when writing and reading.

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Table 1: Types and Goals of Instruction

Type of Instruction

Phonological Awareness (PA)

• Segmenting Sounds

• Discriminating Sounds

Orthographic Knowledge (OK)(Phonics)

• Letter-Sound Relationships

• Letter Patterns & Spelling Rules

Semantic and Vocabulary Knowledge (SEM) (Vocabulary)

Morphological Knowledge and Awareness (MK) (Word Parts & Related Words)

• Letter-Meaning Relationships

• Rules for Modifying Words

• Semantic Relationships

• Base Word and Word Root Spelling

Mental Orthographic Images (MOI)(Mental Images of Words)

Writing

Reading

Goal of Instruction

• develop the ability to segment words into phonemes and syllables, sequence phonemes, and map letters to sounds

• develop the ability to discriminate between phonemes, distinguish between stressed and unstressed syllables, and map letters to sounds

• develop knowledge of letter-sound relationships

• develop knowledge of conventional letter patterns and spelling rules

learn to use word meaning to help spell words

• learn the meanings and spellings of prefixes, suffixes, and word roots

• learn rules for modifying words when forming contractions and possessive nouns and when adding a prefix or suffix to spell a related word

• develop knowledge of semantic relationships and word relatives and learn to use that knowledge to help spell words

• learn to use knowledge of base words and word roots to help spell related words

develop clear and complete mental images of words and word parts in long-term memory and learn to use these mental images to spell words

learn to apply newly acquired word-level knowledge and skills to writing

reinforce the link between reading and spelling and develop reading fluency

OK

SEM

MK

MOI

PA

Format of Word-Level Instructional Activities All word-level instructional activities are presented in the same format and include the following: activity title, learning objective, performance objective(s), materials list, starter word list, instructions for teacher and student preparation, and step-by-step activity directions. A quick-reference section (Did You Know?) highlights facts, data, and teaching tips that directly relate to the activity’s target spelling pattern and learning objective. Details on adapting word-level instruc-tional activities for group instruction and ideas for extending the learning objec-tive across the curriculum are also provided.

While not explicitly included in the step-by-step directions, all SPELL-Links to Reading & Writing activities should be administered using a three-step direct instruction model that requires active student participation.

1) I DO – The teacher explains the purpose of the activity and demonstrates the tar-get behavior(s).

2) WE DO – The teacher assists the student, as needed, to complete the task(s) and provides corrective feedback within the activity (accuracy of performance objec-tive is not calculated when student receives assistance).

3) YOU DO – The student independently completes the activity without assistance (accuracy of performance objective is calculated).

Student Word Study Journal At the completion of each word-level instructional activity, the student is directed to make entries into the Word Study Journal, including placing one or more stick-ers next to the strategy or strategies practiced in the activity. (You may choose to direct the student to color or highlight the strategies instead of using stickers.) When complete, a lesson’s journal page summarizes key concepts, strategies, allowable spellings, and uncommon spellings for each spelling pattern, providing students with a resource to be used with home activities, writing and reading activities, and independent writing across the curriculum. Each lesson contains an annotated journal page that models student journal entries. Word Study Journal pages for the student are located on the SPELL-Links to Reading & Writing Companion CD-ROM, along with extra My Word Gallery pages.

Format of Writing & Reading Instructional Activities All writing and reading instructional activities are presented in the same format and include the following: activity title, learning objective, performance objec-tives, materials list, instructions for teacher preparation, and step-by-step activity directions. A quick-reference section (Did You Know?) provides information that relates to the activity’s performance objective.

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b While activity titles are repeated across lessons and sections, keep in mind that each activity is customized for a specific learning objective of a specific target spelling pattern. Always be sure to carefully read and follow the step-by-step directions found in each activity.

c Do not include facilitated student responses when calculating performance accuracy to determine if performance criterion has been met. Performance accuracy is always calculated based on student responses given without assistance from the teacher. If a student’s initial response is incorrect, score the response as incorrect and provide corrective feedback (i.e., model or explain the correct answer) unless specifically directed not to provide feedback during a particular step.

d You may modify the wording of the directions to match the student’s developmental level.

e The different spellings for each phoneme and the spelling frequency data listed in the “Did You Know?” sections were extrapolated from Fisher (1975) Improving Voice and Articulation, Boston, MA: Houghton Mifflin Company, and Edwards (1992) Applied Phonetics: The Sounds of American English, San Diego, CA: Singular Publishing Group.

Table 2: Breakdown of Word-Level Instructional Activities

Item Description

Activity Title descriptive and catchy titleb

Learning Objective learning goal or purpose of the activity

Performance Objective(s) description of specific student tasks and recommended performance criterionc

Materials Needed list of materials needed to complete the activity

Starter Word List list of words that facilitate the learning of new spelling patterns, concepts, and strategies by excluding or minimizing more linguistically complex words

Teacher Preparation instructions that help the teacher prepare for the activity

Student Preparation (occasional) instructions that help the student prepare for the activity, facilitating active involvement and learning

Directions for the Activity step-by-step directions for completing the activity with an individual studentd

Did You Know? facts, data, and teaching tips that directly relate to the focus of the activitye

Group Adaptation details for easily and quickly adapting the activity for group instruction

Cross-Curriculum Extension ideas for extending the activity’s learning objective across the curriculum

Review & Practice Across Multiple Spelling PatternsAs a student progresses through the lessons, periodic administration of writing and reading activities focusing student attention on completed spelling patterns from across multiple lessons is recommended. This approach provides additional practice for students and allows educators to monitor retention of pattern-specific knowledge and skills over time. We recommend review and practice once a stu-dent completes three word study lessons.

Home Link Activities Each Home Link activity reinforces the learning objective of the related word- level instructional activity and helps build and strengthen literacy skills. A Home Link activity takes just 5-10 minutes to complete with the help of a parent, learn-ing coach, or homework helper. Home Link activities are located on the SPELL-Links to Reading & Writing Companion CD-ROM.

Prerequisite Student Skills SPELL-Links to Reading & Writing is appropriate to use with students who have a developmental age of at least five years and who have mastered or are in the process of acquiring the following skills:

• letter-name knowledge;

• letter writing (formation of alphabet letters);

• early phonological awareness (concept of spoken word, ability to segment spoken words into syllables, awareness of word rhyme, and ability to isolate sounds in words);

• concept of word/base word;

• basic concept knowledge (left/right, above/below, over/under, top/bottom, first/last, now/then, etc.).

The appropriateness of specific lessons and activities is determined by the indi-vidual student’s level of word study knowledge. Implementing the program using a performance-based instruction plan (see p. xxxi) ensures that each student completes appropriate lessons and activities.

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Time Requirements The time required to complete the SPELL-Links to Reading & Writing curriculum will vary from student to student, depending on the number of word-level instruc-tional activities, writing activities, and decoding and reading fluency activities administered and the number of times each activity is repeated to achieve perfor-mance criterion. A single administration of most SPELL-Links to Reading & Writing activities requires 20–25 minutes. Depending on your group size and make-up, however, you may wish to spend more time on some activities or repeat one or more activities within a lesson to provide review and extra practice or to allow students to focus on one sound or letter pattern at a time.

When planning your instruction, you will want to consider the total number of activities within a lesson. Many SPELL-Links to Reading & Writing lessons have five or fewer word-level instructional activities and can be completed within five days, but some lessons do have more and additional days will be needed for the writing and reading activities that are administered at the completion of a les-son's word-level activities.

Progress Monitoring ToolsSPELL-Links to Reading & Writing includes several tools and progress monitoring charts to document student progress through the lessons: Teacher Observation Checklist (Appendix B), Student Self-Assessment Checklist (Appendix C), Performance-Based Instruction Plan & Progress Monitoring Chart (Appendix E), Supplemental Instruction Plan & Progress Monitoring Chart (Appendix F), Student Progress Chart (Appendix H), Reading Performance Chart (Appendix P), and the spelling and decoding mastery measurements and activity performance tracking sheets (located on the SPELL-Links to Reading & Writing Companion CD-ROM). Before using the SPELL-Links to Reading & Writing curriculum, take some time to become familiar with these tools and charts in order to determine which will best meet your needs and the needs of your students.f

Mastery MeasurementsSPELL-Links to Reading & Writing includes word lists for each lesson that can be used to measure student mastery of pattern-specific spelling and word decoding. Mastery measurement word lists include words from a lesson’s Starter Word Lists as well as additional words and were compiled so that spelling patterns not pre-viously covered (assuming you are following the recommended sequence of instruction) do not appear, with few exceptions. If you wish to add you own words to these word lists, space is provided. We recommend that students pass the mastery measurements with 90% or greater accuracy; mark scores on the Performance-Based Instruction Plan & Progress Monitoring Chart (Appendix E).

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f A variety of professional develop-ment offerings are also available to help you become more adept at using these tools and collecting data. Visit www.learningbydesign.com for more details.

Obtaining Baseline Measures Before implementing SPELL-Links to Reading & Writing, it’s a good idea to obtain baseline measures of a student’s current spelling ability to later document student progress. We suggest using one or more of the assessment tools listed below.

Prescriptive Spelling Assessment It’s easy to identify a student who is having spelling problems—he or she can’t spell. The challenge is to understand why the student misspells words so that you can address the source of the problem and provide the most appropriate word study instruction. A prescriptive assessment uses spelling error analysis to determine which spelling patterns a student can and cannot spell and, more importantly, which word study knowledge deficits underlie the spelling errors. The prescriptive assessment establishes baseline measures and directs the teaching process. If you plan to use the performance-based implementation model of the SPELL-Links to Reading & Writing curriculum, you must first com-plete a prescriptive assessment.

Prescriptive Assessment Software The authors and educators of SPELL-Links to Reading & Writing also developed a software assessment program, SPELL-2: Spelling Performance Evaluation for Language and Literacy (Second Edition).g This software program (sold separately) administers a prescriptive assessment to students with little or no supervision, automatically recording, scoring, and analyzing individual student responses. The program then rapidly tabulates and interprets results, providing detailed reports with specific recommendations for word study instruction matched to the student’s current level of word study knowledge. The printable SPELL-2 recommendations report provides the road map for intervention by identifying the specific lessons and activities that should be completed in the SPELL-Links to Reading & Writing curriculum and the recommended sequence of instruction.

Standardized Testing Standardized tests provide normative data—spelling grade level, standard scores, percentile rank—to quantitatively measure a student’s spelling ability rel-ative to his or her peers. These quantitative measures are often needed to qualify a student for special services and may be required to formally document base-line spelling performance level. Standardized tests, such as the Test of Written Spelling – 4 (TWS–4) and the Test of Written Language – 3 (TOWL–3) may be used for this purpose.

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g The SPELL-2 software assess-ment is intended for administration by educational specialists, includ-ing Title I reading specialists, learn-ing disability teachers, educational psychologists, and speech-lan-guage pathologists.

Spelling Inventories Spelling inventories provide descriptive information about which spelling pat-terns a student can and cannot spell but do not provide information about why a student misspells words or what type of instruction is needed. For this reason, the spelling inventory as an assessment tool is more appropriate when using the supplemental and curriculum models of SPELL-Links to Reading & Writing. The SPELL-2 software (sold separately) will automatically create a detailed spelling inventory for each student. Alternatively, spelling inventory worksheets are avail-able from a variety of sources.

Teacher Observations Teacher observations provide important information about a student’s use of word study knowledge and skills when writing. These observations can also pro-vide valuable information about a student’s approach to task and self-regulation methods. Checklists, such as the Teacher Observation Checklist (Appendix B), help to track student progress over time and may be used to record observations across different types of writing tasks.

Student Self-Assessments Student self-assessments provide valuable information about student percep-tions of spelling and spelling abilities (see Student Self-Assessment Checklist, Appendix C). The assessments can be used to develop successful teaching strate-gies to improve how a student approaches the task of spelling and to improve the student’s perception of spelling ability and motivation for correct spelling. Review Interpreting Items on the Student Self-Assessment Checklist (Appendix D) for information on how to interpret student checklist.

Determining Implementation Model While SPELL-Links to Reading & Writing was specifically designed for implemen-tation using the performance-based instruction model, the curriculum was also designed with great flexibility in order to be easily adapted for use as a supple-mental or stand-alone word study curriculum. Before using the SPELL-Links to Reading & Writing curriculum, you will need to consider which implementation model will best meet your needs and the needs of your students. Each model is described on the next page and Table 3 (p. xxxii) compares the features and ben-efits of the three models.

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Performance-Based Model The performance-based instruction model of SPELL-Links to Reading & Writing begins with a prescriptive assessment that informs and directs the teaching pro-cess by identifying the most appropriate learning goals and instructional meth-ods for each student. Because students’ deficits in word study knowledge have been identified, the educator can zero-in on each student’s specific learning needs with the most appropriate instructional activities. By teaching only the spelling patterns a student needs to learn and using only the precise instruction-al methods needed, time is available for intensive instruction and practice and learning is accelerated.

Ideal for anyone, the performance-based instruction model is the best approach for students who are spelling, reading, and writing below grade-level expectations and who require intensive remedial instruction to close the gap between grade-level norms and individual performance level. It is also the best approach for students with learning disabilities including dyslexia; failure to teach spelling in an explicit and organized way with appropriate scaffolding of instruction can impede the development of reading and of other writing skills, such as planning, organizing, and generating written text. Language and literacy specialists, including speech-language pathologists, learning disabilities teachers, ESL teachers, and Title I read-ing specialists, will likely find this approach to be most effective because it pro-vides the most precisely targeted, data-driven instruction for each student.

Supplemental Model Not every teacher will be able to or want to implement a performance-based instruction plan with each and every student. The supplemental instruction model of SPELL-Links to Reading & Writing can be used to enhance any estab-lished spelling, reading, or language arts curriculum. This approach will fill in and reinforce critical components of word study instruction by providing explicit instruction and intensive practice without requiring significant changes to the existing curriculum. The supplemental instruction model is particularly beneficial to K–8 students who are struggling with the regular spelling and reading curricu-lum. Classroom teachers and home-schooling parents may choose to adopt this approach because it easily provides explicit instruction and additional practice when needed.

Curriculum ModelThe curriculum model of SPELL-Links to Reading & Writing is ideal for schools and home school parents who wish to provide a single, integrated word study solution across grade levels. The curriculum model devotes daily classroom instruction time to spelling word study. This approach provides carefully scaffolded instruction and continuity for students and teachers across grades.

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Table 3: Comparison of Implementation Models

Feature/Benefit Performance-Based Model

Supplemental Model

Curriculum Model

Requires prescriptive assessment X

Works hand-in-hand with the SPELL–2® prescriptive spelling assessment

X

Teaches only what each student needs to learn X

Uses the most appropriate instructional methods for each individual student

X

Accelerates student learning by focusing word study instruction precisely where it is needed

X

Follows a systematic sequence of instruction that reflects spelling acquisition research

X X

Gradually scaffolds student from simple to complex spelling patterns (based on orthographic and other linguistic properties)

X X

Ensures that each student is receiving instruction at the most appropriate level

X X

Provides systematic instruction X X

Complements any established reading, spelling, or language arts curriculum X X N/A

Devotes daily classroom instruction time to spelling word study X

Provides explicit instruction X X X

Uses research-based methods of instruction X X X

Teaches word study strategies, not just skills X X X

Promotes active student engagement X X X

Integrates spelling, reading, and writing instruction X X X

Encourages word study across the curriculum X X X

Emphasizes the connections among phonology, orthography, and morphology

X X X

Integrates instruction for regular words, irregular words, word structure, and derived words

X X X

Assists teachers in following a test-teach-test sequence for spelling instruction

X X X

Emphasizes the predictability of English spelling X X X

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Table 3: Comparison of Implementation Models

Feature/Benefit Performance-Based Model

Supplemental Model

Curriculum Model

Encourages repeated practice with words to highlight phonemic/orthographic/morphemic patterns X X X

Offers cumulative review of spelling words and patterns X X X

Includes authentic writing activities for the applica-tion of spelling words and patterns X X X

Explicitly teaches strategies for learning to spell regular and irregular words X X X

Suggests methods for peer collaboration or peer tutoring X X X

Demonstrates segmenting single-syllable words into onset and rime X X X

Teaches position rules and phonemic patterns for spelling sounds in units X X X

Introduces syllable types one at a time, emphasizing the salient features of each X X X

Includes high frequency irregular words X X X

Provides practice with a family of words sharing a rime pattern (e.g., walk, talk, chalk) X X X

Demonstrates and provides exercises to illustrate how syllables are joined X X X

Teaches morphemic spelling rules associated with affixing words and preserving roots/base words X X X

Includes irregular words that are multi-syllabic, of lower frequency, or both X X X

Creating a Teaching Plan Prior to beginning SPELL-Links to Reading & Writing with either an individual stu-dent or a group of students, the teacher will want to create an instruction plan using one of the available worksheets (see Appendices E – F). Each plan is described below and Table 4 (p. xxxiv) summarizes the process of creating a teaching plan.

Performance-Based Instruction Plan A performance-based plan for word study instruction requires a prescriptive assessment to identify the causes of spelling errors and determine the best type of remediation for an individual student. There are four basic steps to completing a prescriptive assessment and a performance-based instruction plan.

1. Obtain an adequate sample of spelling for each spelling pattern within the indi-vidual student’s developmental spelling level.h To obtain the sample, we recom-mend using SPELL-2: Spelling Performance Evaluation for Language and Literacy (Second Edition). The spelling assessment software program approxi-mates the student’s developmental spelling level and then collects a compre-hensive spelling sample for each spelling pattern within that level.i

2. Examine the student’s spellings of each spelling pattern to identify which spell-ing patterns are misspelled most frequently. These are the spelling patterns that will require explicit word-level instruction and practice. The SPELL-2 spell-ing assessment software program identifies spelling patterns that are mis-spelled more than 60% of the time as spelling patterns that require explicit word-level instruction and practice.

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Table 4: Creating a Teaching Plan

If you are using this implementation model …

select lessons & activities based upon …

using this teaching plan worksheet.

Performance-Based Model results of prescriptive assessment for each individual student

Performance-Based Instruction Plan – Worksheet A (Appendix E)

Supplemental Model existing reading, spelling, or language arts curriculum

Supplemental Instruction Plan – Worksheet B (Appendix F)

Curriculum Model recommended sequence of instruction

Recommended Sequence of Instruction Chart (Appendix G)

h Standardized spelling tests and spelling inventories may be used to determine developmental spelling level.

i The SPELL–2 software is based on research first published in Spelling Assessment: Charting a Path to Optimal Intervention, Topics in Language Disorders, 20(3), 50–65, (2000).

3. For each frequently misspelled spelling pattern, carefully examine the nature of the spelling errors to determine what specific word study knowledge deficits are responsible for the misspellings: segmenting and discriminating sounds; letter-sound relationships and letter patterns and spelling rules; vocabulary; letter-meaning relationships, rules for modifying words, semantic relationships, and base word and word root spelling; and mental images of words.

The SPELL model of prescriptive assessment may be used to manually com-plete the spelling error analysis task.j Alternatively, the SPELL-2 spelling assessment software program will automatically analyze spelling errors, tabu-late results, provide detailed reports with specific recommendations for word study instruction, list the specific SPELL-Links to Reading & Writing lesson number and starting activity for each spelling pattern that requires word-level instruction, and sequentially organize the recommendations for instruction based on linguistic complexity of the spelling patterns.

4. Transfer the results of the prescriptive assessment to the Performance-Based Instruction Plan & Progress Monitoring Chart – Worksheet A (Appendix E). After an instruction plan has been completed for each student, students can be grouped according to which lessons and instructional methods will be used. The SPELL-2g version of the SPELL-2 software will automatically group students who share the same instructional needs.

5. Create a student record for each student. Print mastery measurements for each SPELL-Links lesson to be completed by a student. Organize the mastery mea-surements and the completed Performance-Based Instruction Plan & Progress Monitoring Chart into a three-ring binder or other type of organizer.

Supplemental Instruction Plan This instruction plan may be used for the whole classroom, a group of students, or an individual student. Before using SPELL-Links to Reading & Writing as a supple-ment for an established classroom curriculum, you may wish to complete the Supplemental Instruction Plan & Progress Monitoring Chart – Worksheet B (Appendix F). Use this worksheet to identify the spelling patterns that will be taught during the course of the school year, to highlight which SPELL-Links lessons will be used to supplement the classroom curriculum, and to track student completion of each of the selected lessons.

Curriculum Instruction PlanThis instruction plan may be used for the whole classroom, a group of students, or an individual student. Before using SPELL-Links to Reading & Writing as a stand-alone word study curriculum, you may wish to print an Activity Performance Tracking Sheet (located on the SPELL-Links to Reading & Writing

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j A case-study of the SPELL model of prescriptive spelling assessment was published in Spelling Assessment: Applying Research in School-Based Practice, ASHA Special Interest Division 16, School-Based Issues Newsletter, April 2003, 4 (1).

Companion CD) for each lesson to be administered and organize these into a three-ring binder or other type of organizer. Use these performance tracking sheets to make note of any students who seem to be having difficulty with activi-ty learning objectives within the lesson and may require more intensive and tar-geted instruction to improve their spelling, reading, and writing. The Activity Performance Tracking Sheets will also help you organize targeted small group instruction by providing a snapshot of each student’s performance by spelling pattern and specific skill area.

Preparing for Lessons & Activities Adequate teacher preparation is important for integrity of implementation which, in turn, is critical for student success. Before beginning any SPELL-Links to Reading & Writing lesson, take time to read and review the Section Overview. The overview identifies the individual spelling patterns taught in the section and highlights “Important to Know” information about these specific spelling pat-terns. This information details common misspellings and the types of word study knowledge and skills needed to successfully spell the section’s spelling patterns: segmenting and discriminating sounds; letter-sound relationships and letter pat-terns and spelling rules; vocabulary; letter-meaning relationships, rules for modi-fying words, semantic relationships, and base word and word root spelling; and mental images of words.

The SPELL-Links to Reading & Writing activities are designed for one-on-one instruction but are easily adapted for small and large group instruction. When implementing activities with groups, be sure to take time to review the activity's step-by-step directions as well as the group adaptation prior to implementation.

For each activity, it is important to carefully review the activity’s learning and performance objectives and step-by-step directions; to gather and prepare the materials needed; and to create additional word lists, if needed. A variety of professional development offerings are available to help you become more adept at implementing the SPELL-Links to Reading and Writing curriculum (visit www.learningbydesign.com for details).

Materials Needed A list of materials needed is provided at the beginning of each SPELL-Links to Reading & Writing activity. Make sure you have all materials on hand before implementing an activity.

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Starter Word Lists Each word-level instructional activity includes a starter word list. The linguistic struc-ture of each word in the starter word list is carefully controlled to facilitate achieve-ment of the activity’s learning and performance objectives. More challenging grade-appropriate words are introduced to the student later, in the writing and reading activities. The words in the starter word lists are often organized into groups. Group column headers are intended for viewing and use by the teacher only.

Modifying the starter word list is generally not recommended. After performance criteria have been achieved with the starter word list, however, more challenging grade-appropriate words may be introduced. The SPELL-Links Word List Maker (software sold separately) allows you to search a 50,000 word database by spell-ing pattern, to exclude spelling patterns not yet covered by the student, and sort search results by grade level as well as number of syllables, position of pattern in word, and word frequency.

Printing Word Lists Each starter word list has been formatted for automatic printing on standard busi-ness cards (2" x 3 1/2", Avery® #5371 card stock). These formatted word lists are available in Adobe Reader® (.pdf ) and Microsoft® (.doc, .rtf ) formats on the SPELL-Links to Reading & Writing Companion CD-ROM. If you prefer, you may print the word lists on regular paper and cut apart the words to create word cards. The SPELL-Links Word List Maker software (sold separately) automatically creates printed word cards.

Creating Additional Word Lists When moving beyond the starter word lists—either to include more challenging words in the word-level instructional activities or to scaffold application of word study knowledge, skills, and strategies in the writing and reading activities—select words that contain the target spelling pattern and increase the level of difficulty gradually. Table 5 (p. xxxviii) lists several factors that will increase the linguistic complexity of a word, thereby increasing the challenge for the student. Be sure to change only one or two of these factors at a time to scaffold instruction. You can automatically create additional word lists using the SPELL-Links Word List Maker software (sold separately); the software allows you to control linguistic complexity of your search results by allowing you to specify position of target spelling pattern in word, number of syllables in word, difficulty of other spelling patterns in word, word frequency, grade-level, and morphological complexity of words. You may also wish to use the program to create word lists for the Curriculum Extension and Home Link activities instead of asking the student to search texts for pattern-spe-cific words.

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Table 5: Factors Affecting the Spelling Difficulty of a Word

Factor Explanation/Recommendationk

Position of target spelling pattern in word

As a general rule, spelling patterns are least challenging at the begin-ning of a word, more challenging at the end of a word, and most chal-lenging in the middle of a word.

Begin with words that feature the target spelling pattern in the word-ini-tial position, then word-final position, and finally word-medial position.

Number of syllables in word The overall complexity of a word, as well as the level of spelling difficulty, is directly related to the number of syllables in the word.

Begin with one- or two-syllable words that feature the target spelling pat-tern, then increase word length one syllable at a time.

Difficulty of other spelling patterns in word

The number and difficulty of spelling patterns present in a word affect the ease or difficulty of correctly spelling the target spelling pattern.

Use the Recommended Sequence of Instruction Chart (Appendix G) to help you make selections.

Student familiarity with written word form

The more frequently a word occurs in materials a student reads, the more previous exposure the student likely has had to the written form of the word and the easier it is to spell.

Whenever possible, begin instruction with high frequency words, grad-ually introducing lower frequency words.

Student familiarity with word meaning The more familiar the word, the easier it is to spell.

Whenever possible, begin instruction with vocabulary words that are familiar to the student, gradually introducing new vocabulary words as instruction progresses.

Presence of affix(es) in word A base word is easier to spell than a word with an affix attached.

Make certain the student has adequate spelling proficiency in base words before introducing words that contain a prefix or suffix.

Transparency of base word or word root in word with affix(es)

Transparency, or the degree to which a base word or word root remains intact when a prefix or suffix is added, affects the ease or difficulty of correctly spelling inflected and derived words.

Begin with transparent words in which all the letters and sounds of the base word or word root remain the same when an affix is added; pro-ceed next to semi-transparent words in which one or more sounds of the base word or word root change or one or more letters of the base word change when an affix is added; and finish with opaque words in which one or more sounds and one or more letters of the base word change when an affix is added.

k The SPELL-Links Word List Maker (software sold separately) allows you to search a 50,000 word database by spelling pattern, to exclude spelling patterns not yet covered by the student, and sort search results by grade level as well as number of syllables, position of pattern in word, and word frequency.

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l Another option is to place the Performance-Based Instruction Plan & Progress Monitoring Chart or Supplemental Instruction Plan & Progress Monitoring Chart for each student inside a single binder. Use this binder to guide instruction and to record data during and after each session. In a separate binder, orga-nize one complete set of decoding mastery measurements for all les-sons in the SPELL-Links to Reading & Writing curriculum. As students finish lessons, open the binder to the corresponding mastery mea-surement. Administer the decoding test, allow the student to write her responses for the spelling test on a sheet of writing paper, score both tests, and record the data on the student’s Performance-Based Instruction Plan & Progress Monitoring Chart.

Creating a Word Study Journal BinderBefore beginning the SPELL-Links to Reading & Writing curriculum with a stu-dent, you may want to create a Word Study Journal binder. In a three-ring binder or other type of organizer you will include one blank journal page for each SPELL-Links lesson to be completed by the student, arranging the journal pages in the order in which the lessons will be completed. You may also wish to include a blank Student Progress Chart (Appendix H). If so, the chart should be the first page. Blank journal pages and student progress charts are available on the SPELL-Links to Reading & Writing Companion CD-ROM.

Creating a Student Record BinderBefore beginning the SPELL-Links to Reading & Writing curriculum with a stu-dent, you may also want to create a student record binder. In a three-ring binder or other type of organizer, first place a Performance-Based Instruction Plan & Progress Monitoring Chart (Appendix E) or a Supplemental Instruction Plan & Progress Monitoring Chart (Appendix F) followed by the spelling and decoding mastery measurements for each SPELL-Links lesson to be completed by the stu-dent arranged in the order in which the lessons will be completed. You may later wish to add the written work completed by the student during the writing activi-ties and the Reading Performance Charts created during the reading activites, both marked with the date completed and organized according to lesson.l

Progressing Through Lessons & Activities

Using a Performance-Based Instruction Plan When using SPELL-Links to Reading & Writing as a performance-based curriculum, only those lessons targeting spelling patterns that the prescriptive assessment identified as problem areas are administered to the student. Once a performance-based instruction plan has been created, the teacher has a clear roadmap for pro-gressing through the SPELL-Links to Reading & Writing lessons and activities. The teacher begins a lesson with a word-level activity for the specific type of word study instruction indicated by the results of the prescriptive assessment (e.g., let-ter patterns and spelling rules), proceeds sequentially through the remaining areas of word study instruction in the lesson (e.g., vocabulary and mental images of words), and wraps up the lesson with the writing and reading activities.

xl SPELL--Links to Reading & Writing


START

Has student achieved performance criteria for mastery measurements?

Transfer the results of the prescriptive assessment to the Performance-Based Instruction Plan & Progress Monitoring Chart (Appendix E).

Complete a prescriptive assessment of student’s spelling to determine which spelling patterns require word study instruction and the type of instruction that is needed.

Locate the first prescribed SPELL-Links lesson.

Use the results of the prescriptive assessment to determine where to begin word-level instruc-tion within the lesson.

Administer the prescribed word-level instructional activity.

Proceeding sequentially from the pre-scribed word-level activity, administer all remaining word-level activities in the lesson. Repeat each activity as needed for the student to achieve performance criterion.

Administer Writing activities (Section 16) for the target spelling pattern.

Use Performance-Based Instruction Plan & Progress Monitoring Chart to select the next SPELL-Links lesson.m

Repeat activity until student achieves perfor-mance criterion; if the student is unable to complete the starting point activity and the activity is not the first activity in the lesson, back up and administer the preceding word-level activity.

Administer Reading activities (Section 17) for the target spelling pattern.

Administer mastery mea-surements for the target spelling pattern.

Using a Performance-Based Instruction Plan

YES

NO

m We recommend review and practice once a student completes three SPELL-Links les-sons (see Review & Practice Across Multiple Spelling Patterns, p. xxvii).

Using a Supplemental Instruction Plan When using SPELL-Links to Reading & Writing as a supplemental curriculum, the order in which the lessons are taught is determined by the classroom curriculum. Each specific SPELL-Links to Reading & Writing lesson is administered in conjunc-tion with, or as a follow-up to, classroom instruction of a particular spelling pat-tern. The teacher locates the corresponding SPELL-Links lesson and begins with the first phonological awareness instructional activity (if included in that particu-lar lesson), proceeding sequentially through each area of word study instruction in the lesson, and wrapping up learning of the target spelling pattern by complet-ing the writing and reading activities.

SPELL--Links to Reading & Writing xli

Administer mastery mea-surements for the target spelling pattern.

Use the classroom curriculum sequence of instruction to determine the spelling pattern to be taught.

Proceed sequentially through all word-level activi-ties for the lesson. Repeat each activity as needed for the student to achieve per-formance criterion.

If time allows, repeat Writing and Reading activities; otherwise proceed to the next spelling pattern.



Locate the SPELL-Links lesson for this spelling pattern.

Begin word-level instruction with the first activity.

START

Using a Supplemental Instruction Plan


Has student achieved performance criteria for mastery measurements?

YES

NO

Using a Curriculum Instruction Plan When using SPELL-Links to Reading & Writing as a stand-alone word study curriculum, all students progress through the lessons according to the Recommended Sequence of Instruction Chart (Appendix G). Use this chart to identify the sequence of lessons for each grade. At the beginning of the school year, the classroom teacher locates the first SPELL-Links lesson for the classroom grade level and begins with the first phonological awareness instructional activity (if included in that particular lesson), proceeding sequentially through each area of word study instruction in the lesson, and wrapping up target spelling pattern learning by completing the writing and reading activities.

xlii SPELL--Links to Reading & Writing


Administer mastery measurements for the target spelling pattern.

Periodically review Mastery Measurement data along with data recorded on the Activity Performance Tracking Charts to identify students who require pre-scriptive assessment and data-driven instruction and intervention.

Use the Recommended Sequence of Instruction Chart to select the next SPELL-Links lesson.n

Use the Recommended Sequence of Instruction Chart (Appendix G) to determine the spelling patterns to teach to a specific grade level.

Proceed sequentially through all word-level activities for the lesson. Repeat activites as needed for the group; use the Activity Performance Tracking Chart for the target spelling pattern to note indi-vidual students who may require additional instruction and practice.



Locate the SPELL-Links lesson for the first spelling pattern in the sequence of instruc-tion for a specific grade.

Begin word-level instruction with the lesson's first activity.

START

Using a Curriculum Instruction Plan

n We recommend review and practice once a student completes three SPELL-Links lessons (see Review & Practice Across Multiple Spelling Patterns, p. xxvii).

Assessing & Documenting Student Progress Teachers may chart student progress through the SPELL-Links to Reading & Writing curriculum by marking completion of each type of word study instruction and mas-tery measurement scores at the completion of each lesson on an individual stu-dent’s performance-based instruction plan and progress monitoring chart or by marking the completion of each lesson on a supplemental instruction plan and progress monitoring chart. The teacher may also wish to chart and display student progress using the Student Progress Chart (Appendix H). During or at the end of implementation of the curriculum, the teacher may wish to use one or more of the spelling assessment tools (see pp. xxix–xxx) or other spelling, decoding, and fluency assessment tools to assess and document student progress.

Curriculum Fun & GamesStudents and teachers alike will love the engaging SPELL-Links to Reading & Writing activities that promote active, hands-on learning and interaction between students and teachers. To add another layer of fun to activities, try implementing some of the following suggestions.

Segmenting Sounds • For Tap & Map activities, allow students to place colored bingo chips in the

sound boxes as they tap them.

• Use musical notes to stand for the syllables, or beats, within words. Outline or place one musical note made from colored paper on a central work area for each beat counted in a word. Then write the letter or letters that represent the vowel sound in each syllable inside the musical notes.

• Give each student a sheet of colored dot stickers and direct them to place one dot on their paper for each sound in a word. Then have students write the letter or letters that represent the sounds inside (or under) the corresponding stick-ers. You may allow students to choose the colors or you may direct them to use one color for consonant sounds and another color for vowel sounds.

Discriminating Sounds • Include your students’ names in the activity word list when they contain the

target vowel or consonant sound(s).

• Allow students to stand up and sit down to indicate aural recognition of the target sound.

SPELL--Links to Reading & Writing xliii


Share your ideas on the SPELL-Links to Reading and Writing Facebook page.

Letter-Sound Relationships • Allow students to make silly gestures to indicate aural recognition of the

target sound.

• Allow students to use glitter glue, gel pens, or other coloring tools to trace the allowable spellings of a target sound.

Letter Pattern & Spelling Rules • Allow students to use glitter glue, gel pens, or other coloring tools to trace the

spellings that are predicted by a target spelling rule.

Vocabulary• Encourage students to watch for and collect real-life examples of homophone

confusions, for example, a sign on the door of a restaurant that says “Sorry, we are closed. We’re out of meet.” Students can write down or take pictures of their discoveries. Teachers can share the photos on the SPELL-Links to Reading and Writing Facebook page.

Mental Images of Words • Print empty Word Picture Frames (available on the SPELL-Links to Reading &

Writing Companion CD). Have students “frame” the words studied during the activity and hang them in a classroom Word Gallery.

• Use Rhyme This Time

❏ Challenge students to see how many real words containing the target word ending they can think of within a set time period.

❏ Ask students to make up fun sentences using all the words with the same word ending, “The elf fell off the shelf and scared himself.”

• Picture This!

❏ Work together to spell a word backwards, with the teacher and student taking turns saying alternating letters.

❏ Allow students to use crayons to write the word they see in their “mind’s eye”, using one color for vowel letters and another for consonant letters.

xliv SPELL--Links to Reading & Writing


Decoding & Reading Fluency• Challenge students to find or re-create a piece of writing from everyday life

(handwritten note, email, advertisement, product container, etc.) that contains all the target letters of the current lesson. Have the students underline the letters and sort the words by different spellings of individual sounds. You may wish to award a prize to the student who finds the most instances of the target letters or instances of each different spelling of the target sounds.

• Challenge students to identify all words that contain certain letters, sounds, or spelling patterns in a short story, book, or other selected reading material. Write all the words found by students on a central work area and divide students into groups. Have each group work together to complete an assigned task with these words. Challenge students to see which group is the first to complete the task. Tasks may include sorting words by number of sounds, by number of syllables, or by position of letter or sound in word (beginning, middle, or end). Alternatively, you may allow three minutes per task and see which group correctly sorts the most words in the allotted time. When all sorting tasks have been finished, call on students to read aloud the text.

Writing• Challenge students, individually or in groups, to write a story, poem, or song

lyrics using as many of the words from a lesson as possible; you may also allow them to add illustrations or music. When they have finished, have students present their creations to the class.

• Challenge students to write a story using each allowable spelling of the target sound(s) at least once. You can keep the stories in the writing center to use for individual review and practice.

• Review student writing to find and circle misspelled words or ask students to review their own writing. Place the appropriate strategy sticker(s) above each cir-cled word and challenge students to self-correct their own spelling mistakes. Alternatively, challenge students to identify the appropriate strategy or strategies that can help them to correctly spell the misspelled words.

SPELL--Links to Reading & Writing xlv


Classroom Extension Ideas• Dismiss students to recess based on the number of target sounds in their names.

• Each morning review the lunch menu. Say the words in slow motion and ask students to quickly blend the sounds together. Then ask students to segment the words.

• Display the SPELL-Links 14 Strategies for Spelling Success classroom poster (sold separately). When the class encounters a new word during instruction, challenge them to explain how to use one or more of the strategies to spell or read the word. Allow one student to write the word on a word wall and affix the appropriate strategy sticker(s) next to the word. When every strategy has been used, consider offering a class reward.

• Have each student create their own word gallery book using construction paper for the front and back covers and notebook paper for the inside pages. Students may staple the papers together or use a hole punch and yarn to make the books. Be sure to have students add a title and their names as authors. When a student misspells a word, ask him/her to add that word to the book and to place the appropriate strategy sticker(s) next to the word. When every strategy has been used, offer the student a reward, such as a spe-cial sticker to decorate the book cover.

Curriculum FAQs1. When teaching a lesson that addresses more than one target sound (for exam-

ple, Lesson 6 address the target sounds / r / and / l /), is it OK to focus on one target sound and its corresponding spelling pattern at a time?

When presenting activities with multiple target sounds you may teach one tar-get sound at a time to allow students to focus on just one sound.

2. Do I need to use all the words in a starter word list?

Each starter word list is carefully controlled to help students achieve the activi-ty’s learning objectives. If students grasp the word study skills and strategies before all words in the starter word list have been presented, it is not neces-sary to go through the complete list.

xlvi SPELL--Links to Reading & Writing


3. Is it OK to modify a starter word list?

Each starter word list is carefully controlled to help students achieve an activi-ty’s learning objectives. Depending on the ability level of your students and your activity goals (e.g., teach vs. enhance word study skills), you may choose to modify the starter word list by replacing or adding words with the target spelling pattern. The SPELL-Links Word List Maker (sold separately) allows you to search for words by spelling pattern, letter, or sound. You can then filter results by position of letter, sound, or spelling pattern in word; grade level of word; specific letters in word; or number of syllables in word. You can also organize word lists by position, grade level, syllables, and word frequency.

4. Is it OK to present different words to different groups of students within the same activity in order to match words to student ability levels?

Yes, this is an acceptable and desirable teaching strategy.

5. Are students expected to memorize all the allowable spellings presented in letter-sound relationships activities?

No, the goal of the letter-sound relationships activities is for students to become aware of multiple spellings of target sounds, to gain exposure to irreg-ularly spelled words, and to understand the purpose of the multiple-linguistic, multiple-strategic approach featured in SPELL-Links to Reading & Writing.

6. Can I present only some of the allowable spellings during the letter-sound rela-tionships activities?

Always present all of the allowable spellings during the letter-sound relationships activities. Exposure to all allowable spellings, not just grade-level spellings, of a target sound is a critical component of the multiple-linguistic, multiple-strategic word study approach featured in SPELL-Links to Reading & Writing.

7. Is it OK to modify the exact wording of the directions provided to the student?

Modifying the exact wording of the step-by-step directions and question prompts to match the student’s developmental level is recommended.

8. Can I modify an activity to make it more appropriate for a particular group of students?

Nobody knows your students better than you do so feel free to modify an activ-ity to best match your students’ level of development and interest. You may modify a task as long as you do not modify the teaching elements (explanation, modeling, practice, feedback, reflection) as presented in the activity. For exam-ple, in the Hidden Treasure activity you may wish to place a sticker under a sheet of paper or a trinket under a paper cup instead or a coin under a card.

SPELL--Links to Reading & Writing xlvii


9. Some students require more assistance than I can provide in whole class teaching. How can I modify SPELL-Links to Reading & Writing to accommo-date these students?

You may wish to consider separating the class into smaller groups, each group working with a teacher or aide. Alternatively, one or more groups may be assigned independent word study work to complete while you work directly with one group.

10. When do I proceed from one activity to the next?

Each activity builds on the preceding activity within that lesson. Therefore, repeat an activity until students achieve the performance criterion before proceeding to the next activity.

11. Do my students need to simultaneously say sounds as they write letters dur-ing all activities or just during the segmenting activities that teach this skill?

Saying sounds as you write letters is a critical word study skill and should be practiced continuously so that it becomes second nature. In fact, while each SPELL-Links to Reading & Writing activity teaches one or more specific word study skills and strategies, instruction should always focus on improving stu-dents’ ability to use all of the word study knowledge, skills, and strategies in conjunction with one another.

12. During the writing activities, should I expect students to correctly spell all words or just words with the target spelling pattern?

The focus of the SPELL-Links to Reading & Writing activities is always on the target spelling pattern. You may choose to ignore spelling errors that occur on spelling patterns that are beyond the students’ current level of word study or you may wish to simply provide the correct spellings and reassure students that they will learn how to correctly spell those spelling patterns another time. If, however, students make errors on spelling patterns previ-ously studied and learned, you may wish to call attention to the misspellings and facilitate the correct spelling of those patterns as well.

13. How do I develop auditory discrimination skills with students who have uncommon discrimination errors (i.e., for which there is not a specific dis-crimination activity or starter word list)?

For students who have uncommon discrimination errors, you can adapt a dis-crimination activity from another lesson by modifying the target words and the foil words (i.e., the words that contrast with the target vowel pattern).

xlviii SPELL--Links to Reading & Writing


Related ResourcesJoin Spell Talk, a free online discussion group for educators dedicated to improv-ing word study skills.http://mailman.listserve.com/listmanager/listinfo/SpellTalk

Related ReadingsAbbott, R. D., Amtmann, D., & Berninger, V. W. (2008). Identifying and Predicting Classes of Response to Explicit Phonpological Spelling Instruction During Independent Composing. Journal of Learning Disabilities, 41, 218-234.

Abbott, R. D., Begay, K., Berninger, V. W., Coleman, K. B., Curtin, G., Hawkins, J. M., & Vaughan, K. (2002). Teaching Spelling and Composition Alone and Together: Implications for Simple View of Writing. Journal of Educational Psychology, 94, 291-304.

Abbott, R. D., Berninger, V. W., Breznitz, Z., & Lee, Y-L. (2011). Teaching children with dyslexia to spell in a reading-writers’ workshop. Annals of Dyslexia, 1-24.

Apel, K. (2011). What Is Orthographic Knowledge? Language, Speech, and Hearing Services in Schools, 42, 592-603.

Apel, K., & Lawrence, J. (2011). Contributions of morphological awareness skills to word-level reading and spelling in first-grade children with and without speech sound disorder. Journal of Speech, Language, and Hearing Research, 54, 1312-1327.

Apel, K., Masterson, J.J., & Brimo, D. (2011). Spelling assessment and intervention: A multiple linguis-tic approach to improving literacy outcomes. In A.G. Kamhi & H.W. Catts (Eds). Language and reading disabilities (3rd ed.). (pp. 226 - 243). Boston, MA: Pearson.

Apel, K., & Masterson, J.J. (2010). Linking Characteristics Discovered in Spelling Assessment to Intervention Goals and Methods. Learning Disability Quarterly, 33, 185-198.

Apel, K., & Masterson, J. J. (2006). Effect of Modality on Spelling Words Varying in Linguistic Demands. Developmental Neuropsychology, 29 (1), 261-277.

Apel, K., & Masterson, J.J. (2001). Theory-Guided Spelling Assessment and Intervention: A Case Study. Language, Speech, and Hearing Services in Schools, 32, 182-195.

Apel, K., & Masterson, J.J. (2000). Spelling Assessment: Charting A Path to Optimal Intervention. Topics in Language Disorders, 20, 50-65.

Apel, K., Masterson, J. J., & Hart, P. (2004). Integration of language components in spelling: Instruction that maximizes students’ learning. In E.R. Silliman & L.C. Wilkinson(Eds.), Language and literacy leaning in schools (pp. 292–315). New York: Guilford Press.

Apel, K., & Swank, L K. (1999). Second Chances: Improving Decoding Skills in the Older Student. Language, Speech, and Hearing Services in Schools, 30, 231-242.

Bahr, R., Silliman, E., Dow, M., & Berninger, V. (in press). Linguistic pattern analysis of misspellings of typically developing writers in grades 1 to 9. Journal Speech, Language, and Hearing Research.

Bailet, L. L. (2004). Spelling instructional and intervention frameworks. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Handbook of language and literacy: Development and disorders (pp. 661–678). New York: Guilford Press.

Beattie, R. L., & Manis, F. R. (2012). Rise Time Perception in Children With Reading and Combined Reading and Language Difficulties. Journal of Learning Disabilities, 1-10.

SPELL--Links to Reading & Writing xlix


Bellair, L. W., Coleman, C., Gregg, N., & McLain, L. (2009). A Comparison of Spelling Performance Across Young Adults With and Without Dyslexia. Assessment for Effective Intervention, 34, 94-105.

Berninger, V. (in press, May/June 2012). Strengthening the mind’s eye: The case for continued hand-writing instruction in the 21st century. Principal. National Association of Elementary School Principals’ flagship magazine.

Berninger, V., Abbott, R., Nagy, W., & Carlisle, J. (2010). Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research, 39, 141-163.

Berninger, V.W., & Fayol, M. (2008). Why Spelling Is Important and How To Teach It Effectively. Canadian Language and Literacy Research Network, 1-13.

Berninger, V.W., Lee, Y., Abbott, R. & Breznitz, Z. (2011). Teaching children with dyslexia to spell in reading-writers’ workshop. Annals of Dyslexia.

Berninger, V. W., Vaughan, K., Abbott, R. D., Brooks, A., Abbott, S. P., Rogan, L., Reed, E., & Graham. (1998). Early intervention for spelling problems: Teaching functional spelling units of varying size with a multiple-connections framework. Journal of Educational Psychology, 90(4), 587–605.

Bourassa, D. C., & Treiman, R. (2001). Spelling development and disability: The importance of linguis-tic factors. Language, Speech, and Hearing Services in Schools, 32(3), 172–181.

Calhoon, M.B., Greenberg, D., & Hunter, C. V. (2010). A comparison of standardized spelling assess-ments: do they measure similar orthographic qualities? Learning Disability Quarterly, 1-20.

Carlisle, J.F. (1995). Morphological awareness and early reading achievement. In L.B. Feldman (Ed.), Morphological aspects of language processing (pp. 189–209). Hillsdale, NJ: Erlbaum.

Carreker, S., Joshi, M., Moats, L.C., & Treiman, R. (2008-2009). How Words Cast Their Spell: Spelling is an Integral Part of Learning the Language Not a Matter of Memorization. American Educator, 6-43.

Connor, C. M., Crowe, E., Glasney, S., Fishman, B., Morrison, F. J., Piasta, S. B., Schatschneider, C., & Underwood, P. (2009). Individualizing Student Instruction Precisely: Effects of Child X Instruction Interactions on First Graders’ Literacy Development. Child Development, 80 (1), 77-100.

Conrad, N. J. (2008). From Reading to Spelling and Spelling to Reading: Transfer Goes Both Ways. Journal of Educational Psychology, 100, 869-878.

Conrad, N. J., & Levy, B. A. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24, 91-115.

Conrad, N. J., & Levy, B. A. (2007). Letter processing and the formation of memory representations in children with naming speed deficits. Reading and Writing, 20, 201-223.

Coyne, M. D., Santoro, L. E., & Simmons, D. C. (2006). The Reading-Spelling Connection: Developing and Evaluating a Beginning Spelling Intervention for Children at Risk of Reading Disability. Learning Disabilities Research & Practice, 21 (2), 122-133.

Crede, L. A., & Masterson, J. J. (1999). Learning to Spell: Implications for Assessment and Intervention. Language, Speech, and Hearing Services in Schools, 30, 243-254.

Derwing, B.L., Smith, M.L., &Wiebe, G.E. (1995). On the role of spelling in morpheme recognition: Experimental studies with children and adults. In L.B. Feldman (Ed.), Morphological aspects of lan-guage processing (pp. 189–209). Hillsdale, NJ: Erlbaum.

Ehri, L.C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20 (3), 19–36.

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Ehri, L.C. (1997). Learning to read and learning to spell are one and the same, almost. In C.A. Perfetti, L. Rieben& L.C. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 237–269). Mawah, NJ: Erlbaum.

Ehri, L.C. (1993). How English orthography influences phonological knowledge as children learn to read and spell. In R.J. Scales (Ed.), Literacy and language analysis (pp. 21–43). Hillsdale, NJ: Erlbaum.

Ehri, L. C., & Rosenthal, J. (2007). Spelling of Words: A Neglected Facilitator of Vocabulary Learning. Journal of Literacy Research, 39 (4), 389-409.

Ehri, L.C., & Wilce, L. (1982). Recognition of spellings printed in lower and mixed case: Evidence for orthographic images. Journal of Reading Behavior, 14, 219–230.

Fink-Chorzempa, B., Graham, S., Harris, k. R., Mason, L., Moran, S., Morphy, P., & Sadder, Bruce. (2008). Teaching Spelling in the Primary Grades: A National Survey of Instructional Practices and Adaptations. American Educational Research Journal, 45, 796-825.

Foorman, B. R., & Petscher, Y. (2010). Development of Spelling and Differential Relations to Text Reading in Grades 3-12. Assessment for Effective Intervention, 36, 7-20.

Glenn, P,.& Hurley, S. (1993). Preventing spelling disabilities. Child Language Teaching and Therapy, 9, 1–12.

Graham, S., Harris, K.R., & Fink-Chorzempa, B. (2002).Contribution of spelling instruction to the spell-ing, writing and reading of poor spellers. Journal of Educational Psychology, 94, 669–686.

Graham, S., Harris, K.R., & Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92 (4), 620–33.

Hanna, P.R., Hanna, J.S., Hodges, R.E., &Rudorf, H. (1966).Phoneme-grapheme correspondences as cues to spelling improvement. Washington, DC: United States Office of Cooperative Education Research.

Hinton, L. N., & Kamhi, A. G. (2000). Explaining Individual Differences in Spelling Ability. Topics in Language Disorders, 20, 37-49.

Holliman, A. J., & Wood, C. (2012). A cross-sectional study of prosodic sensitivity and reading difficul-ties. Journal of Research in Reading, 35 (1), 32-48.

Holliman, A. J., Sheehy, K., & Wood, C. (2010). Does Speech Rhythm Sensitivity Predict Children’s Reading Ability 1 Year Later? Journal of Educational Psychology, 102, 356-266.

Masterson, J., & Apel, K. (2010). Linking characteristics discovered in spelling assessment to interven-tion goals and methods. Learning Disabilities Quarterly, 33, 3, 185-198.

Masterson, J.J., & Apel, K. (2007). Spelling and word-level reading: A multi-linguistic approach. In A.G. Kamhi, J.J. Masterson, & K. Apel (Eds.), Clinical decision making in developmental language disorders. (pp. 249-266). Baltimore, MD: Brookes Publishing.

Moats, L. (2009). Knowledge foundations for teaching reading and spelling. Reading and Writing, 22(4), 379-399.

Moats, L. C. (2005-2006). How Spelling Supports Reading: And Why it Is More Regular and Predictable Thank You May Think. American Educator, 12-43.

Moats, L. (2000). Speech to print: Language essentials for teachers. Baltimore: Paul Brookes Publishing.

Moats, L.C. (1996). Phonological spelling errors in the writing of dyslexic adolescents. Reading and Writing: An Interdisciplinary Journal, 8, 105-119.

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Moats, L.C. (1995). Spelling: Development, disability, and instruction. Baltimore: York Press.

Nagy, W. E., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle school students. Journal of Educational Psychology, 98, 134–147.

Nunes, T., Bryant, P., & Olsson, J. (2003). Learning morphological and phonological spelling rules: An intervention study. Scientific Studies of Reading, 7(3), 289–307.

Reed, D.K., (2012). Why teach spelling? Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Reed, D. K. (2008). A synthesis of morphology interventions and effects on reading outcomes for stu-dents in grades K–12. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 23(1), 36–49.

Roberts, T. A., & Meiring, A. (2006). Teaching phonics in the context of children's literature or spelling: Influences on first-grade reading, spelling, and writing and fifth grade comprehension. Journal of Educational Psychology, 98(4), 690–713.

Silliman, E., & Berninger, V. (2011). Cross-disciplinary dialogue about the nature of oral and written language problems in the context of developmental, academic, and phenotypic profiles. Topics in Language Disorders, 31, 6-23.

Singer, B.D., & Bashir, A.S. (2004). Developmental variations in writing composition skill. In A. Stone, E.R. Silliman, B. Ehren, & K. Apel (Eds.), Handbook of Language & Literacy, Development and Disorders. New York: Guilford Press.

Sulzby, E. (1996). Roles of oral and written language as children approach literacy. In C. Pontecorvo, M. Orsolini, B. Burge, & L.B. Resnick (Eds.), Children’s early text construction (pp. 25–46). Mahwah, NJ: Erlbaum.

Templeton, S., & Bear, D.R. (1992). Development of orthographic knowledge and the foundations of literacy. Hillsdale, NJ: Erlbaum.

Treiman, R., & Bourassa, D.C. (2000).The development of spelling skills. Topics in Language Disorders, 20 (3), 1–18.

Trieman, R. (1993). Beginning to spell. New York: Oxford University Press.

Wolter, J. A., & Apel, K. (2010). Initial acquisition of mental graphemic representations in children with language impairment. Journal of Speech-Language-Hearing Research, 53, 179-195.

Wolter, J.A. (2009). Teaching Literacy Using a Multiple-Linguistic Word-Study Spelling Approach: A Systematic Review. Evidence-Based Practice Briefs, 3, 43-58.

lii SPELL--Links to Reading & Writing


Short VowelsSection 3 teaches spelling of short vowel sounds in stressed

syllables (e.g., apple, button).

3Section

SPELL--Links to Reading & Writing 3–1

ae

Important to Know

Segmenting SoundsThe misspelling of short vowel sounds may occur because the student is unable to separate vowel sounds from adjacent consonant sounds. To successfully spell short vowel sounds, a student needs adequate segmentation skills to divide a word into its component sounds. The student also needs to understand that every sound must be represented by at least one letter and that every syllable contains one vowel sound represented by one or more vowel letters.

Short vowel segmentation errors most often occur when any short vowel sound is followed by the consonant sounds / r, l, m, n, ŋ / and when the short vowel u sound is preceded by the consonant sounds / b, p, t, d, g, k, , /. To facilitate learning, begin with words in which the short vowel sound is not followed by the letters ‘r, l, m, n, ng, nk’ and the short vowel u sound is not preceded by the letters ‘b, p, t, d, g, j, hard c, k, ch’.

A student may also struggle with segmenting sounds if she is familiar with the spelling of a particular word and thinks about letters instead of sounds during the segmentation task. In this case, it may be helpful to begin with nonsense words until the student fully understands the concept of segmenting a word into sounds and not into letters.

Discriminating SoundsSpelling errors of short vowel sounds are common and may occur because the student cannot distinguish between similar vowel sounds. Provide ample practice to firmly establish a student’s ability to discriminate between vowel sounds. The most common perceptual confusions among short vowel sounds are listed below.

• Short vowel a sound vs. short vowel e sound (bat vs. bet)• Short vowel i sound vs. short vowel e sound (bit vs. bet)• Short vowel a sound vs. short vowel o sound (cap vs. cop)• Short vowel o sound vs. short vowel u sound (cop vs. cup)

The particular consonant sound that follows a vowel sound also affects a student’s ability to perceive differences between vowel sounds. Vowel discrimination is most difficult when the vowel sound is followed by the consonant sounds / m, n / and is generally not possible when the vowel sound is followed by the consonant sounds / r, l, ŋ /. To facilitate learning, begin with words in which the vowel sound is not followed by the letters ‘m, n’ and exclude all words in which the vowel sound is followed by the letters ‘r, l, ng, nk’ when working on discrimina-tion of vowel sounds.

Lesson Crossovers

Unstressed vowels (e.g., about, lesson) are covered in Section 12, Lesson 62.

Lesson Crossovers

Homophones (e.g., red – read, sun – son) are included in this section and covered more extensively in Section 15, Lesson 73.

Short VowelsSection 3 teaches spelling of short vowel sounds in stressed

syllables (e.g., apple, button).

3Section

3–2 SPELL--Links to Reading & Writing

iuo

Letter-Sound RelationshipsShort vowel spelling errors may occur due to a reliance on a letter-name strategy. With this strategy, the student correctly hears the vowel sound but relates it to the name of a vowel that most closely resembles that sound. For example, a stu-dent correctly hears the short vowel e sound in a word like “pet” but spells the vowel sound with the letter ‘a’ as in “pat.” A student using a letter-name strategy will benefit from explicit instruction in correct letter-sound relationships. Two common letter-name misspellings for short vowels are listed below.

• ‘a’ for the short vowel e sound (‘pet’ as ‘pat’)• ‘e’ for the short vowel i sound (‘bit’ as ‘bet’)

There are several allowable spellings for each short vowel sound, though some occur more frequently than others. For example, the short vowel e sound is most commonly spelled with the letter ‘e’ (net), but can also be spelled with the letter ‘a’ (many) or the letters ‘ea’ (head), ‘ai’ (said), ‘ie’ (friend), ‘ee’ (been), ‘ei’ (heifer), or ‘eo’ (leopard).

Letter Patterns & Spelling RulesThe short vowel sounds in stressed syllables are usually spelled with their corre-sponding letters (e.g., cat, net, sit, pot, cup). Discovering and applying this knowledge about spelling patterns can be an effective spelling strategy, especial-ly for the beginning speller.

VocabularySome words containing short vowel sounds are homophone words (e.g., red – read; sun – son). To successfully spell homophone words, a student needs explicit instruction in word meaning coupled with development of mental images of words.

Misspellings of homophone words may occur because the student does not understand the effect of a word’s spelling on its meaning or because he has not established a solid link between the meaning of a word and its printed form. As a result, the student may choose a spelling that does not fit the intended meaning (e.g., “red” for “read”—I red two books last week.).

Mental Images of WordsThe student must rely upon clear and complete mental images of words to correctly spell the short vowel sound if the sound is not spelled with its corre-sponding vowel letter (e.g., head not hed); if the word contains a word ending that is pronounced the same but spelled differently from another word ending (e.g., bed and head); and if the short vowel sound is followed by ‘r, l, ng, nk’ because pronunciation of the corresponding consonant sounds distorts the short vowel sound, leaving the student unable to rely on a spell-by-sound strategy.


ContentsSection

3

Short Vowels

Short Vowel a Sound as in cat, laugh

Short Vowel e Sound as in bed, head

Short Vowel i Sound as in fish, gym

1. Tap & Map 3–5Segmenting Sounds

2. Smack Jack 3–7Discriminating Sounds

3. Sort It Out 3–9Letter-Sound Relationships

4. What’s the Pattern? 3–11Letter Patterns & Spelling Rules

5. Take Time to Inspect the Rime 3–13Mental Images of Words

6. Picture This! 3–15Mental Images of Words

Annotated Journal Page 3–17Writing Activities 16–1

Reading Activities 17–1

1. Lines & Letters 3–18 Segmenting Sounds2. Hear Here 3–20

Discriminating Sounds3. Sort It Out 3–22

Letter-Sound Relationships4. What’s the Pattern? 3–24

Letter Patterns & Spelling Rules5. Take Time to Inspect the Rime 3–26

Vocabulary; Mental Images of Words6. Picture This! 3–28

Mental Images of Words



1. Tap & Map 3–31Segmenting Sounds

2. Hear Here 3–33Discriminating Sounds



5. Take Time to Inspect the Rime 3–39Mental Images of Words




Lesson Component Page

Lesson 20

Lesson 21

Lesson 22


Short Vowel o Sound as in pot, father

Short Vowel u Sound as in cup, some

ContentsSection

3

Short Vowels

1. Sound Strings 3–44 Segmenting Sounds

2. Hidden Treasure 3–46Discriminating Sounds



5. Take Time to Inspect the Rime 3–52Vocabulary; Mental Images of Words


Annotated Journal Page 3–56

Writing Activities 16–1


1. Cut Ups 3–57 Segmenting Sounds

2. Slug a Bug 3–59Discriminating Sounds



5. Take Time to Inspect the Rime 3–65Vocabulary; Mental Images of Words


Annotated Journal Page 3–69

Writing Activities 16–1


Lesson Component Page

Lesson 23

Lesson 24


1. Tap & Map

Materials Needed • Word list • Index cards• Pencil and eraser• Highlighter pen• SPELL-Links 14 Strategies

for Spelling Success mouse pad

• Student’s Word Study Journal

• Tap & Map Worksheet (p. W–16)

Lesson 20


Section

3

Short Vowels

DID YOU KNOW?

Segmentation of short vowel sounds is most difficult when the vowel sound is followed by the consonant sounds / r, l, m, n, ŋ /. To facilitate learning, begin with words in which the vowel sound is not followed by the letters ‘r, l, m, n, ng, nk’.

To correctly spell vowel sounds, the student must understand that every syllable contains one vowel sound represented by one or more vowel letters.

Starter Word List

1 syllable 2 syllables mat happy at daddy have tab laugh pal an man am than

Teacher Preparation

1. Gather the materials.

2. Print each word from the Starter Word List or another word list on an index card. (Remember to use the Starter Word List the first time you present this activity to a student.)

3. Arrange the cards so that words in which the / æ / sound is followed by the letters ‘r, l, m, n, ng, nk’ will be presented last.

4. Review the directions for the activity.

Directions for the Activity

1. Explain that this activity involves counting the number of sounds the student hears in a word, writing down the letter or letters that spell each sound, and checking the spelling of the word when finished.

2. Place the Tap & Map Worksheet in front of the student and direct her attention to the first row of sound boxes. Explain that each box represents a sound in a word, not a letter.

3. Read aloud a word from a word card and place it, printed side down, at the top of the worksheet.

4. Instruct the student to repeat the word and sound it out, one sound at a time, making sure she correctly pronounces each sound. As she sounds out the word, direct her to tap a sound box for each sound in the word and draw a line through any empty boxes that remain in that row (see Figure 20-1).

Learning Objective: Develop the ability to segment phonemes and map letters to the short vowel a – / / – sound.

Performance Objectives: The student will segment spoken words into individual sounds and will write the letter or letters that rep-resent the / / vowel sound in the words with 100% accuracy. The student will explain two strategies for spelling the / / sound.


Group Adaptation

For each word in the word list, the teacher prints the word on the board after the students have tapped out the sounds and crossed out the remaining sound boxes on their individual worksheets. The students copy the word’s letters from the board into the appropri-ate sound boxes on their work-sheets. When they have finished, the teacher writes the word, prop-erly segmented, on the board. Each student who correctly segments and maps letters to sounds in the

word earns one point.

Cross-Curriculum Extension

The student and the teacher search content-area reading mate-rial for words containing the / / sound, keeping a list of each word found. They may choose to race against the clock or each other. When finished, the student reads the words aloud, taps out each sound in the words, and sorts the words according to the number of sounds in each word.

5. Tell the student to flip over the word card. Then instruct her to sound out the word again, writing the letter or letters that correspond to each sound in a single sound box (see Figure 20-2). Make sure the student says the sounds as she copies the corresponding letters from the word card.

6. Repeat steps 3–5 until each word has been segmented and spelled.

7. For each word, ask the student to verify that each syllable has one vowel sound represented by at least one vowel letter. If necessary, direct her to complete the following steps: clap out the syllables in the word; draw lines between the letters to divide the word into syllables as spoken; write the number of sylla-bles next to the word; and highlight the letter or letters that spell the vowel sound in each syllable (see Figure 20-3).

8. Repeat the entire activity until the student achieves performance criterion without assistance.

9. Ask the student to answer the following question. Facilitate the correct responses if necessary, pointing to strategies 1 and 3 on the mouse pad as they are identified.

? How do the Sound It Out and Catch the Beat strategies help us to correctly spell words?

Icansayawordoutloud,onesoundatatime,andwritethelettersasIsaythesounds.ImustremembertopronouncethesoundscorrectlyasIsoundoutthewordandwriteatleastoneletterforeachsoundthatIhear.

Icansoundoutthesyllablesinaword,onesyllableorbeatatatime.IneedtomakesurethatIwriteatleastonevowelletterforeachsyllableinaword.

10. Direct the student to affix the #1 and #3 strategy stickers in her Word Study Journal.

Figure 20-1

Figure 20-2

Figure 20-3

1. Tap & Map (continued)

Number of Syllables:



h a ve

h a pp y2

W–16 SPELL--Links to Reading & Writing

Tap&MapWorksheet

SoundBoxes

Row1:

Row2:

Row3:

Row4:

Row5:

Row6:

Row7:

Row8:

Row9:

Row10:

Row11:

Row12:

Row13:

Row14:

Row15:

NumberofSyllables:

Lesson 20: Short Vowel a Sound Starter Word List: Tap & Map

mat at

have tab

laugh pal

an man

am than

Lesson 20: Short Vowel a Sound Starter Word List: Tap & Map

happy daddy

tab here to add word tab here to add word





Directions for the Activity 1. Gather the items needed.

2. Review the Word Study Journal entries for this spelling lesson with your child.

3. Separately, search the reading material for words containing the short vowel a

sound.

4. Race against each other to see who can be the first to find three words with the short vowel a sound.

5. Keep lists of each word found.

6. When you have finished, direct your child to read the words aloud and tap out each sound in the words.

7. Then instruct your child to divide each word into syllables, if possible, and confirm that each syllable has at least one vowel letter.

Section 3 Short Vowels

Items Needed • Reading material such

as storybooks, newspapers, or magazines

• Writing paper • Pencil or pen • Student’s Word Study

Journal

Segmenting Sounds

Lesson 20

Home Link Activity Dear Parent: Your child is using the SPELL-Links to Reading & Writing word study program to enhance spelling, reading, and writing skills. Please complete this Home Link Activity at home with your child to support the SPELL-Links to Reading & Writing lesson we recently completed at school. The activity will take only 5–10 minutes and will enable your child to have fun while building and strengthening important literacy skills. Thank you for your invaluable involvement and support. Together, we can make learning fun and help your child achieve the skills s/he needs to be successful in the classroom and beyond!

SPELL-Links to Reading & Writing © 2004, 2012 Learning By Design, Inc. This page may be reproduced for individual student use.

www.learningbydesign.com

Lesson 20


Section

3

Short Vowels 2. Smack Jack

Starter Word List

Short vowel Short vowel Short vowel a – / / – sound e – / ε / – sound o – / ɑ / – sound at set pot mat bed on tab hen Don dad an man than

Teacher Preparation


2. Print each word from the Starter Word List or another word list on an index card. (Remember to use the Starter Word List the first time you present this activity to a student. If you are using another word list, exclude words in which the vowel sound is followed by the letters ‘r, l, nk, ng’.)

3. Shuffle the cards and then arrange them so that words in which the vowel sound is followed by the let-ters ‘m, n’ will be presented last.


5. Guide student preparation.

Student Preparation

1. Draw a vertical line down your writing paper to divide it into two columns.

2. Draw a silly face at the top of the left column; this is Jack.

Learning Objective: Develop the ability to discriminate between different vowel sounds and to map letters to the short vowel a – / / – sound.

Performance Objectives: The student will recognize the / / vowel sound in spoken words and will identify the letter or letters that represent the / / sound in the words with 100% accuracy. The student will explain one strategy for spelling the / / sound.

Materials Needed • Word list• Index cards• Pencil and eraser• Writing paper• SPELL-Links 14 Strategies



DID YOU KNOW?

The short vowel a sound is com-monly confused with the short vowel e sound and the short vowel o sound.

The consonant sound that follows a vowel sound affects the ability to perceive differences between vowel sounds. To facilitate learning, begin with words in which the vowel sound is not followed by the letters ‘m, n’ and exclude words in which the vowel sound is followed by the letters ‘r, l, nk, ng’ when working on discrimination of vowel sounds.



1. Explain that this activity involves listening for words that contain the / æ / vowel sound and then underlining the letter or letters that spell this vowel sound in each word.

2. Model the / æ / sound, then direct the student to repeat the sound.

3. Read aloud a word from one of the cards. Then give the card, printed side down, to the student.

4. Ask the student if he hears the / æ / sound in the word. If he answers Yes, direct him to “smack Jack” and then to place the word card, printed side down, below Jack in the left column of his writing paper. If he answers No, direct him to place the card in the right column. (Do not facilitate responses or provide feedback during this part of the activity.)

5. Repeat steps 3–4 until all of the word cards have been sorted.

6. Direct the student to listen carefully and to make sure he hears the / æ / sound in each word as you read aloud the words from the left column. Then direct him to listen carefully and to make sure he does not hear the / æ / sound in each word as you read aloud the words from the right column. (Provide feedback but do not show the printed words to the student during this step of the activity.)

7. Repeat steps 3–6 until the student achieves performance criterion without assistance. Then set aside the words that do not contain the short vowel a sound.

8. Instruct the student to copy the words from the cards in the left column onto his writing paper. Then direct him to read aloud the words and underline the letter or letters that spell the / æ / sound in each word.

9. Repeat step 8 until the student achieves performance criterion without assistance.

10. Ask the student to answer the following question. Facilitate the correct response if necessary, pointing to strategy 4 on the mouse pad as it is identified.

? How does the Listen Up strategy help us to correctly spell words?IneedtolistenverycarefullytocorrectlyidentifythesoundsIhearinaword.

11. Direct the student to affix the #4 strategy sticker in his Word Study Journal.

Group Adaptation

The teacher divides the students into teams and draws “Jack” on the board. The teacher then reads aloud each word from the word cards and directs students to raise their hands if they hear the / æ / sound in the words. If a word con-tains the/ æ / sound, the teacher “smacks Jack” and writes the word on the board underneath “Jack”. When the teacher has finished going through all of the word cards, representatives from each team take turns underlining the letter or letters that spell the / æ / sound in each word on the board. Teams earn one point for each word correctly underlined.


The teacher searches content-area reading material for sentences containing words with the / æ / sound. The teacher then reads the sentences aloud, substituting another vowel sound for the / æ / sound in the target words. The stu-dent raises his hand when he hears a word that doesn’t make sense. The student then repeats the sentence, substituting the cor-rect vowel sound so that the word and the sentence make sense.

2. Smack Jack (continued)


3. Sort It Out


Starter Word List

‘a’ ‘a_e’ ‘ai’ ‘au’ Foil wordsmat giraffe plaid laugh ateat caketab payanammandadthan

Teacher Preparation


2. Print each word from the Starter Word List or another word list on an index card, then shuffle the cards. (Remember to use the Starter Word List the first time you present this activity to a student. If you are using another word list, exclude words in which the vowel sound is followed by the letters ‘r, l, nk, ng’.)



1. Explain that this activity involves discovering different ways to spell the / æ / vowel sound.

2. One by one, read aloud each word from the word cards and instruct the student to indicate whether or not he hears the / æ / sound in each word. (Do not show him the printed words during this step of the activity.) Once the student has correctly identified the words that do not contain the / æ / sound (i.e., the foil words), set aside these foil word cards.

3. Place each of the remaining word cards face up in front of the student. One by one, read aloud each word and tell him to underline the letter or letters that spell the / æ / sound.

Learning Objective: Develop knowledge of letter-sound relation-ships for the short vowel a – / / – sound.

Performance Objectives: The student will identify the letter or letters that represent the / / vowel sound in words and sort the words according to different spellings of this vowel sound with 100% accuracy. The student will identify the letter-sound relationships for the / / sound and explain a related spelling strategy.

Materials Needed • Word list• Index cards• Pencil and eraser• SPELL-Links 14 Strategies



Lesson 20


Section

3

Short Vowels

DID YOU KNOW?

The short vowel a sound is spelled with the letter ‘a’ in 97% of words.

Less common spellings: ‘a_e’ (giraffe) ‘ai’ (plaid) ‘au’ (laugh)

4. Instruct the student to read aloud the words and sort the cards into piles, one pile for each different spelling of the / æ / sound.

5. Repeat the activity until the student achieves performance criterion without assistance.

6. Ask the student to examine the marked and sorted word cards and to respond to the following question, facilitating the correct response if necessary.

? What are the different ways you can spell the / æ / sound?Thisvowelsoundcanbespelledwiththeletters‘a,a_e,ai,au’.

7. Direct the student to write the allowable spellings for the / æ / sound in his Word Study Journal.


? How does the No Fouls strategy help us to correctly spell words?Imustuseanallowablespellingwhenspellingtheshortvowelasoundinaword.

9. Direct the student to affix the #6 strategy sticker next in his Word Study Journal.

Group Adaptation

The teacher divides the students into teams, each with its own set of word cards. Students raise their hands if they hear the / æ / sound in the words. Students then take turns underlining the letter or let-ters that spell the / æ / sound in each word. The teacher sets a time limit for the teams to complete the sorting task. Team members con-sult one another before a spokes-person gives the team’s answer to each question. The teams earn one point for each question correctly

answered.


The student searches content-area reading material and tries to find at least one word for each different spelling of the / æ / sound, keep-ing a list of each word found. When finished, the student underlines the letter or letters that spell the / æ / sound in each word.

3. Sort It Out (continued)



4. What’s the Pattern?

Starter Word List

Short vowel a sound Uncommon spellings of spelled ‘a’ the short vowel a sound man giraffe dad laugh tab plaid at sad fan map mat than

Teacher Preparation


2. Print each word from the Starter Word List or another word list on an index card, then shuffle the cards. (Remember to use the Starter Word List the first time you present this activity to a student.)



1. Remind the student that there are several ways to spell the / æ / vowel sound. Explain that this activity involves investigating words to discover one spelling rule and a related strategy to help spell this vowel sound correctly.

2. One by one, place the word cards face up in front of the student and read aloud each word. Instruct her to underline the letter or letters that spell the / æ / sound in each word.

3. Direct the student to read aloud each word and to sort the cards into piles, one pile for each different spelling of the / æ / sound.

4. Instruct the student to divide her writing paper into columns, one column for each different spelling of the / æ / sound, and to write a different spelling at the top of each column.

5. Direct the student to shuffle the word cards. Then tell her to read the words aloud and copy them from the cards into the appropriate columns on her writing paper, underlining the letter or letters that spell the / æ / sound in each word.

Learning Objective: Develop knowledge of letter patterns and spelling rules for the short vowel a – / / – sound.

Performance Objectives: The student will identify the letter or letters that represent the / / vowel sound and will sort words according to different spellings of this vowel sound with 100% accuracy. The student will identify one spelling rule and explain a related strategy for spelling the / / sound.

Materials Needed • Word list• Index cards• Pencil and eraser• Highlighter pen• Writing paper• SPELL-Links 14 Strategies



• Content-area reading material

Lesson 20


Section

3

Short Vowels

DID YOU KNOW?

The short vowel a sound is usually spelled with the letter ‘a’.

6. Instruct the student to search content-area reading material for several more words that contain the / æ / voewel sound, writing each word she finds in the appropriate column on her writing paper. Then tell her to underline the letter or letters that spell the / æ / sound in each word.

7. Repeat steps 2–6 until the student achieves performance criterion without assistance.

8. Challenge the student to think of one or two more words that contain the / æ / sound. When she gives a response, write the word in the appropriate column on her writing paper. Then tell the student to underline the letter or letters that spell the / æ / sound in each word.

9. Ask the student to examine the marked word lists and to respond to the following question, facilitating the correct response if necessary.

? What is the most common spelling of the / æ / sound? Thisvowelsoundisusuallyspelledwiththeletter‘a’.

10. Direct the student to highlight this spelling rule in her Word Study Journal.


? How does the Play by the Rules strategy help us to correctly spell the short vowel a sound?

Theshortvowelasoundisusuallyspelledwiththeletter‘a’.IfI’mnotsurehowtospelltheshortvowelasoundinaword,Icanusethisruletohelpmecorrectlyspellthisvowelsound.

12. Direct the student to affix the #7 strategy sticker in her Word Study Journal.

Group Adaptation

The teacher divides the students into teams, each with its own set of word cards. Students take turns underlining letters on the word cards. The teacher sets a time limit for the teams to complete the sort-ing task. The teacher then writes each of the different spellings of the / æ / sound represented in the activity word list on the board. Students take turns copying the words from the word cards under-neath the appropriate spellings on the board. Students then are chal-lenged to find or think of words containing the / æ / sound. Teams earn one point for each new word correctly added to the lists on the board and one point for each

question correctly answered.


The student searches content-area reading material for words con-taining the / æ / sound. To rein-force how frequently this vowel sound is spelled with the letter ‘a’, the student is challenged to find an uncommon spelling for the / æ / sound within a specified amount of time. While searching, the student should also keep a tally of the number of words in which the / æ / sound is spelled with the letter ‘a’.

4. What’s the Pattern? (continued)



5. Take Time to Inspect the Rime

Starter Word List

-al -ang -ankpal bang bankgal sang thankSal hang tank

Teacher Preparation


2. Print each word from the Starter Word List or another word list on an index card, then shuffle the cards. (Remember to use the Starter Word List the first time you present this activity to a student.)



1. Remind the student that the / æ / vowel sound is usually spelled with the letter ‘a’. Explain that this vowel sound can be distorted and difficult to hear in some words.

2. Advise the student that he must learn to use a strategy that will help to spell these words correctly. Then explain that the first part of this activity involves looking closely at the spellings of words and grouping words according to word endings.

3. As you give each word card to the student, read aloud the word and use it in a sentence that clearly communicates the meaning of the word (e.g., pal – She is my friend and best pal.). Tell the student to underline the vowel letter and all the letters that follow it in each word (e.g., gal, sang, bank).

4. Instruct the student to examine the set of marked word cards and to sort the words into piles according to common word ending (i.e., phonogram), one pile for each different word ending.

5. Direct the student to divide his writing paper into columns, one for each pile of cards. Tell him to write one different word ending at the top of each column. (The student may refer to this list of word endings during the remaining part of the activity.) Then take back the word cards and shuffle them.

Learning Objective: Develop clear and complete mental images of words containing the short vowel a – / / – sound.

Performance Objectives: The student will sort words according to word ending and will correctly spell the / / vowel sound in the words with 100% accuracy. The student will explain one strategy for spelling the / / sound.




1 A list of phonograms containing the short vowel a sound – includ-ing those that do not require reli-ance upon mental images to cor-rectly spell the vowel sound – is located in Appendix K (p. A–34).

Lesson 20


Section

3

Short Vowels

DID YOU KNOW?

The student must rely upon clear and complete mental images to correctly spell the short vowel a sound in the phonograms listed below.1 -al (pal, gal, Sal) -ang (bang, sang, slang) -ank (thank, bank, swank)

6. Select a card and read aloud the word. Then use the word in a sentence that clearly communicates the meaning of the word and place the card, printed side down, in front of the student.

7. Instruct the student to spell the word on the back of the word card, trying different spellings when necessary to see which spelling looks “right” or less “funny”. Once he has settled on one spelling, direct him to flip over the card to verify the correct spelling. Then tell the student to write the word in the appropriate column on his writing paper.

8. Repeat steps 6–7 for each of the remaining word cards.

9. Then challenge the student to think of several familiar rhyming words (real words) and to add these words to the list, using the spellings of the listed words to correctly spell the new words.

10. Repeat the entire activity until the student achieves performance criterion without assistance.

11. Prepare a list of nonsense words, one word for each word ending (e.g., tal, mang, zank). Dictate a nonsense word and instruct the student to write this word next to a rhyming word (e.g., gal – tal) in the appropriate column on his writing paper. Repeat with each word from your list.


? How does Use Rhyme This Time help us to correctly spell words?IfIdon’tknowhowtospellaword,Icanthinkofarhymingword.IcanusethespellingoftherhymingwordtohelpmespellthewordIdon’tknowhowtospell.

13. Direct the student to affix the #8 strategy sticker in his Word Study Journal and to write the words studied in this activity in the Word Gallery, grouping words with the same phonogram and underlining the letter that spells the / æ / sound in each word.

Group Adaptation

The teacher divides the students into teams, each with its own set of word cards. Students take turns underlining the word ending in each word. The teacher sets a time limit for the teams to complete the sorting task. When completed, the teacher collects the cards and shuffles them and then writes each of the different word endings on the board. The teacher reads aloud each word and uses it in a sentence and the students write each word on their writing papers. The teacher then writes each word on the board and the students check their spellings, correcting mistakes when necessary. Each team earns one point for each word correctly spelled by all mem-

bers of the team.


The student searches content-area reading material to find one word for each word ending studied in this activity. Alternatively, the stu-dent may think of one word for each word ending. The student adds each word to the appropriate column on his writing paper. Next, the student uses each word in a spoken sentence. Then the stu-dent writes each word in the Word Gallery of his Word Study Journal.

5. Take Time to Inspect the Rime (continued)


6. Picture This!

Starter Word List

carryplaidlaughgiraffe

Teacher Preparation



3. Guide student preparation. (If student handwriting is poor, prepare the word cards yourself. Also, be sure to use the Starter Word List the first time you present this activity to a student.)

Student Preparation

Copy each word from the word list onto an index card, then shuffle the cards.


1. Remind the student that the / æ / vowel sound is usually spelled with the letter ‘a’. Explain that in some words this vowel sound may be distorted and difficult to hear and that in other words this vowel sound may not be spelled with the letter ‘a’. Tell the student that she must use the “camera in the mind” to “take pic-tures” of these words in order to remember their correct spellings and to help correct misspellings when no other strategy can be used.

2. Show the student a photograph and talk about what you see in it (I see the slide, the swings…). Then turn the photo over and describe it, “pointing” to significant parts of the imaginary picture.

3. Direct the student to look at the photograph again, carefully examining it to form a clear and compete mental picture. Then turn the photo over and instruct her to describe it, “pointing” to significant parts of the imaginary picture.

4. Tell the student to visualize a familiar place (e.g., her kitchen). Instruct her to describe the place aloud, “pointing” to significant parts of the imaginary picture.

5. Repeat steps 2–4 until the student demonstrates an understanding of the concept of visualization.

Learning Objective: Develop clear and complete mental images of words containing the short vowel a – / / – sound.

Performance Objectives: The student will visualize words with the / / vowel sound and will demonstrate clear and complete mental images with 100% accuracy. The student will explain one strategy for spelling the / / sound.




• Several photographs of familiar scenes (e.g., a park, a beach)

1 Various resources classify vowel sounds that precede the conso-nant sounds / r, l, ŋ / differently; phonetic context and regional dialect strongly influence the actual pronunciation of a vowel sound. Regardless of how the vowel sound is classified (e.g., long vs. short), instruction is the same. The correct spelling of any vowel sound that precedes the let-ters ‘r, l, ng, nk’ requires reliance on the mental image of a word.

Lesson 20

Section

3

Short Vowels

DID YOU KNOW?

The student must rely upon clear and complete mental images to correctly spell the short vowel a sound1 when it is followed by the consonant sounds / r, l, ŋ /. These consonant sounds distort the vowel sound (e.g., carry).

The student also must rely upon clear and complete mental images to correctly spell the short vowel a sound in words that contain uncom-mon spellings of this vowel sound (e.g., giraffe, plaid, laugh).



6. Show one word card to the student, read aloud the word, and use it in a sentence that clearly communicates the meaning of the word (e.g., laugh – His jokes make me laugh.).

7. Allow a few moments for the student to examine the spelling of the word, then turn over the word card. Ask her to answer the following questions to demonstrate clear visualization of the word.

? How many letters do you see in your picture?? How many letters are consonants? ? How many letters are vowels? ? Do you see any words inside the word? ? Can you spell the word backwards?

8. Repeat step 7 with the same word if the student was unable to respond quickly and correctly to the questions; otherwise repeat steps 6–7 for another word until all words in the word list have been covered.

9. Direct the student’s attention to the allowable spellings for the short vowel a sound in her Word Study Journal. Then write each of the words from the word list on her writing paper, using incorrect spellings for the target sound (e.g., ‘cairry’ for ‘carry’, ‘plade’ for ‘plaid’, and ‘laigh’ for ‘laugh’).

10. Point to a word on the paper, read it aloud, and ask the student to identify which part of the word looks “funny”. Then give the corresponding word card to her, printed side down, and ask her to write the correct spelling of the word using one of the allowable spellings to fix the part that looks “funny”. Direct the student to try different spellings until the word looks “right”.

11. When the student has settled on one spelling, ask her to flip over the word card to verify the correct spelling of the word. Then ask her to use the word in a spoken sentence.

12. Repeat steps 10–11 for each of the remaining words. Repeat the entire activity until the student achieves performance criterion without assistance.


? How does the Fix the Funny Stuff strategy help us to correctly spell words?Icanlookcarefullyatthespellingofawordandmakeapic-tureofthewordinmymindtorememberthecorrectspelling.Ifmyspellingofawordlooks“funny”—andnootherstrategiescanhelp—Icantrydifferentallowablespellingsforapartofthewordthatdoesn’tlook“right”andchoosethespellingofthewordthatlooks“right”orless“funny”.

14. Direct the student to affix the #13 strategy sticker in her Word Study Journal and to write the words studied in this activity in the Word Gallery, underlining the letter or letters that spell the / æ / sound in each word.

Group Adaptation

The teacher directs the students to stand and divides them into teams. Together, all the students complete steps 1–4 and then steps 6–7 for each word from the word cards. Then individuals from each team take turns spelling the words presented by the teacher. A student remains standing if she correctly spells a word and cor-rectly uses the word in a sentence. Teams compete to be the team with the last person(s) standing.


The student searches content-area reading material for words in which the / æ / sound is not spelled with the letter ‘a’ and adds these words to the Word Gallery in her Word Study Journal. When finished, the student underlines the letters that spell the / æ / sound in each word. The student then practices visualiz-ing each word.

6. Picture This! (continued)


Lesson 20


Section

3

Short Vowels

Sound: Short vowel a sound as in cat, laugh

There are several ways to spell the short vowel a sound.

Strategies and Rules Covered in This Lesson

Sound It Out!

Check the Order!

Catch the Beat!

Listen Up!

A Little Stress Will Help This Mess!

No Fouls! (see allowable spellings above)

Play by the Rules! The short vowel a sound is usually spelled with the letter ‘a’.

Use Rhyme This Time!

Spell What You Mean and Mean What You Spell!

Be Smart About Word Parts!

Build on the Base!

Invite the Relatives!

Fix the Funny Stuff!

Look It Up!

My Word Gallery

aia aua_e

bank thank tank laugh

pal Sal gal giraffe

Word Study Journal Page




Writing – Word Completion

Lesson 20

Uncle Dan’s Fancy Pants

My f__mily likes to tell stories about my

uncle D__n because he loves to wear f__ncy

p__nts. They say th__t Uncle D__n beg__n

wearing f__ncy p__nts when he was a little boy.

Looking __t old f__mily pictures from the p__st

makes me l__gh because Uncle D__n is

always wearing p__nts th__t st__nd out. There

are pictures of him wearing pl__d p__nts,

p__tterned p__nts, p__nts made out of

p__tches, __nd even a pair of __lligator __nd

gir__ff__ p__nts! It doesn’t m__tter if it’s winter

or summer or a f__ncy or c__sual event, Uncle

D__n always h__s on a pair of crazy p__nts.

SPELL-Links to Reading & Writing © 2012 Learning By Design, Inc. This page may be reproduced for individual student use.



Word count = 241 words


Reading – Sentences

Lesson 20

Sentences

1. We can carry that bag back to the wagon.

2. Dad’s cat had bad gas.

3. The fat rabbit was a sad animal.

4. I did laugh at the man in the plaid hat.

5. I saw the bank bandit at the canyon pass.

6. Our captain was bad at reading maps.

7. The falcon did happen to attack the rat.

8. The handsome lad had a fancy jacket and cap.

9. There was a mad dash from the cabin after a bang in the attic.

10. You can always relax and have a nap after a bath.

11. I ran to the van to get my camera.

12. The parrot was my pal and always sat on my lap.

13. I cannot say that I am a fan of his last act.

14. I’d rather have carrots than cactus in my salad.

15. I’ll give you this ham for a gallon of jam.

16. You must know the exact facts for this exam.

17. The cab driver sang as his feet went tap, tap, tap.

18. I shall hang a satin rag to show the path.

19. I began to get tan from my work at the corral.

20. You don’t need an axe to cut a banana.

21. The ducks like to quack as they walk in a pack.

22. A dog will wag his tail if you pat his head.

23. The pan rang out as it stuck to the magnet.

24. You can add a tag to the mat – thanks for that!

25. They act as if the giraffe has not had a bath.





Writing – TTQA Prompts

Lesson 20

Turn the Question Around

1. Where can you get a pair of plaid pants?

2. What snack does your family have after dinner?

3. Where shall I hang my jacket?

4. Can you carry a giraffe in a sack?

5. How do you get a rabbit out of a hat?

6. What makes you happy and what makes you laugh?

7. What is in the basket?

8. What makes you mad?

9. What do dragons eat for snacks?

10. How do you catch an alligator in the sand?




Word count = 400 words, including title


Reading – Short Story

Lesson 20

Uncle Dan’s Fancy Pants

My family likes to tell stories about my uncle Dan because he loves to wear fancy pants. They say that Uncle Dan began wearing fancy pants when he was a little boy. Looking at old family pictures from the past makes me laugh because Uncle Dan is always wearing pants that stand out. There are pictures of him wearing plaid pants, patterned pants, pants made out of patches, and even a pair of alligator and giraffe pants! It doesn’t matter if it’s winter or summer or a fancy or casual event, Uncle Dan always has on a pair of crazy pants.

I cannot help laughing when I remember the time Uncle Dan wore a pair of black and lavender pants to a wedding. Other than the bride, he was the one everyone talked most about. All of the women wanted to dance with him. In fact, lots of men came up to Uncle Dan and said they would like to have pants like his and asked him where he got his lavender and black pants. Uncle Dan was only too happy to answer them.

Another time I went to pick up Uncle Dan at the airport. As soon as the plane landed and people started getting off, I had no problem finding Uncle Dan. He was the only man who had on a pair of animal-pattern pants. I laughed to myself and thought, “I would have seen him from a mile away.”

The last time I saw Uncle Dan was when we had the whole family over for a backyard barbeque. Can you imagine the look on our faces as Uncle Dan walked in wearing satin pants? At first everyone thought they were pajama pants but Uncle Dan said they weren’t. I thought my dad would die laughing, but Uncle Dan just smiled.

We have all asked Uncle Dan, “How many different pairs of pants do you have?” He just says, “I would rather not answer that. Let’s just say that I have enough fancy pants to last a long time.”

The fact that Uncle Dan doesn’t dress like other people and that many people don’t understand why he likes fancy pants so much doesn’t make him mad. You have to hand it to Uncle Dan, if his fancy pants don’t make you laugh, I bet they will at least put a smile on your face.



Student Name ___________________________________ Date_______________ Lesson 20

SPELL-Links to Reading and Writing - Mastery Measurement - © 2010 Learning By Design, Inc.

Decoding

1 am 26

2 pan 27

3 sat 28

4 bang 29

5 bank 30

6 dad 31

7 fan 32

8 gal 33

9 hang 34

10 have 35

11 laugh 36

12 man 37

13 map 38

14 mat 39

15 pal 40

16 sad 41

17 sang 42

18 tab 43

19 tank 44

20 fat 45

21 carry 46

22 nap 47

23 jam 48

24 49

25 50 DIRECTIONS Reading

1. Use this list for Lesson 20 decoding mastery measurement. (If you modified any of the # correct = Starter Word Lists for Lesson 20, edit this list to reflect the additions or deletions that you # words = made.) score = % 2. Print two copies of this page and administer the Lesson 20 spelling mastery measurement (next page) before proceeding to step 3. 3. On one copy of this page, write the student's name and the date of testing in the spaces provided. 4. Give the other copy to the student and direct him or her to read the list of words aloud.

5. As the student reads, mark ' + ' or ' - ' next to each word on your copy to indicate decoding accuracy.

6. At right, enter the number of words read correctly, number of words read, and score (# correct / # words).

Student Name ___________________________________ Date_______________ Lesson 20

SPELL-Links to Reading and Writing - Mastery Measurement - © 2010 Learning By Design, Inc.

Spelling

1 26

2 27

3 28

4 29

5 30

6 31

7 32

8 33

9 34

10 35

11 36

12 37

13 38

14 39

15 40

16 41

17 42

18 43

19 44

20 45

21 46

22 47

23 48

24 49

25 50

Directions: Spelling 1. Print one copy of this page. # correct = 2. Write the student's name and the date of testing in the spaces provided. # words = 3. Give this page to the student and direct him or her to write the words you dictate. score = % 4. Dictate all or a random selection of the words to be used for the Lesson 20 word decoding mastery measurement.

5. When the student finishes, mark '+' or ' - ' next to each word to indicate spelling accuracy.

6. At right, enter the number of words spelled correctly, number of words written, and score (# correct / # words).

A–14 SPELL--Links to Reading & Writing

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Der

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sq

qq

q

SPELL-Links Sampler 2nd edition - Clinical & Classroom ...

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Transcript of SPELL-Links Sampler 2nd edition - Clinical & Classroom ...