From the FREEP

Spelling

Dear Friends and Families,

Spelling is one of those topics that stirs up questions and concerns for both parents and teachers alike. Parents wonder about invented spelling and when/if their children will become proficient spellers. Teachers everywhere are challenged by the fact that the traditional method of teaching spelling, memorization of a list of words and a quiz at the end of the week, does not seem to make students better spellers. Their students may have gotten the words correct on the list but then do not apply them to their work later on. These concerns are finally being more effectively addressed as the result of new brain research and how it can be applied to the art of teaching spelling.

We know that the brain has innate neural circuitry for spoken language but not so with reading and writing. Reading, writing and spelling have to be explicitly taught. Emerging readers who invent spellings are literally establishing new neural circuitry. Children reconstruct the sound of the language by mapping the print onto the already existing spoken language circuitry. The success of learning how to spell hinges on how well the child is able to become aware of and manipulate the phonology of language. With this knowledge in hand, we now know that teaching spelling as a meaningful problem-solving task, rather than as rote memorization, gives students more effective tools to become more thoughtful, strategic and proficient spellers.

We know that children learn to spell from their reading, where they continually see words spelled conventionally. They also learn to spell while writing, as they use various strategies to spell unfamiliar words. A good speller is not necessarily someone who spells all words correctly. (A child who makes no spelling mistakes may be just a safe speller who is not willing to try unfamiliar words.) This is why we encourage invented spelling, as good spellers take risks and attempt new words.

So what does this mean for spelling at SRV? It means that we have taken a long hard look at our current spelling program and practices and have asked ourselves some challenging questions about how to become more effective teachers of spelling. We are excited to launch a more cohesive, developmental and constructivist approach to teaching spelling k-6th grade based on the most current research.

After extensive investigation we have decided to use the work of Diane Snowball/Faye Bolton, Spelling k-8, Planning and Teaching and Cindy Marten, Word Crafting as the foundations of our spelling program. Our new spelling program will focus on teaching our students how to: listen for a sound in words, use common spelling patterns, use the knowledge of the meaning of words, know how to apply common rules about how to construct words, and use multiple resources to check for conventional spelling.

Our goal is for our students to:

  • Understand that the primary purpose of learning about spelling is so that other people can read their writing
  • Know that their writing is valued regardless of the developmental stage of their spelling
  • Develop an interest in words and spelling
  • Learn how to apply spelling strategies that will help them write/learn any word
  • Learn specific words that they use frequently and become able to correctly spell these words automatically
  • Know how to use a variety of resources to help with spelling

As with developing any new approach, it will take thoughtful and collaborative work to create a consistent and cohesive pedagogically aligned program that really works. The program team has developed a 2 year plan to support our teachers in becoming master spelling teachers. In support of this, the classroom teachers have already spent hours exploring Snowball and Marten's work this year. They have viewed videos of teachers working with students of different ages, shared current classroom practices, challenges and successes, and set goals for themselves. We will meet 3 more times this spring to reflect on our progress, observe in each other's classrooms, and continue to develop new school-wide practices and curricula based on these experiences.

Please ask your classroom teachers and children about the exciting word inquiries they'll be taking. (The other day Ali's class came up with 8 different ways to make the /oo/ sound!) There is so much to learn and discover about words. We'll keep you posted about our progress and discoveries along the way.

In partnership,
Carlye

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20 School Lane : Rose Valley, PA 19063 : 610.566.1088 : office@theschoolinrosevalley.org