Phonics and Spelling
Running Head: PHONICS AND SPELLING 1
Phonics and Spelling
Field Activity, Observation, and Reflection
February 13, 2013
PHONICS AND SPELLING 2
Abstract
The purpose of this paper was to gauge a child’s level of development in spelling based on observations and research through specific activities and literacy behaviors. Researchers have identified five stages that students move through on their way to becoming conventional spellers: emergent spelling, letter name-alphabetic spelling, within-word pattern spelling, syllables and affixes spelling, and derivational relations spelling (Bear, Invernizzi, Templeton, & Johnston, 2008). I chose to do my specific research teaching three children, but in two different groups due to their age difference. I focused on the relationship between spelling and meaning during the derivational relations stage for my two eighth grade students, while concentrating on spelling patterns and rules for my second grader. Overall, I truly enjoyed the children and activities but most importantly I learned that having fun is the easiest and quickest way to motivate young children.
PHONICS AND SPELLING 3
Phonics and Spelling
Field Activity, Observation, and Reflection
“Students explore the relationship between spelling and meaning during the derivational relations stage, and they learn that words with related meanings are often related in spelling despite changes in vowel and consonant sounds (e.g., wise–wisdom, sign–signal, nation–national)” (Tompkins, 2010, p #). Hannah, age 14 and Jadyn, age 13, are two students I chose for this assignment and both demonstrated placement into the derivational relations spelling stage. In essence, spelling indicates meaning. Concepts such as consonant
Phonics and Spelling
Field Activity, Observation, and Reflection
February 13, 2013
PHONICS AND SPELLING 2
Abstract
The purpose of this paper was to gauge a child’s level of development in spelling based on observations and research through specific activities and literacy behaviors. Researchers have identified five stages that students move through on their way to becoming conventional spellers: emergent spelling, letter name-alphabetic spelling, within-word pattern spelling, syllables and affixes spelling, and derivational relations spelling (Bear, Invernizzi, Templeton, & Johnston, 2008). I chose to do my specific research teaching three children, but in two different groups due to their age difference. I focused on the relationship between spelling and meaning during the derivational relations stage for my two eighth grade students, while concentrating on spelling patterns and rules for my second grader. Overall, I truly enjoyed the children and activities but most importantly I learned that having fun is the easiest and quickest way to motivate young children.
PHONICS AND SPELLING 3
Phonics and Spelling
Field Activity, Observation, and Reflection
“Students explore the relationship between spelling and meaning during the derivational relations stage, and they learn that words with related meanings are often related in spelling despite changes in vowel and consonant sounds (e.g., wise–wisdom, sign–signal, nation–national)” (Tompkins, 2010, p #). Hannah, age 14 and Jadyn, age 13, are two students I chose for this assignment and both demonstrated placement into the derivational relations spelling stage. In essence, spelling indicates meaning. Concepts such as consonant
References: Tompkins, G. (2010). Cracking the Alphabetic Code. In L. Bishop (Ed.), Literacy for the 21st Century: A Balanced Approach, Fifth Edition(5th ed). (pp. 142-183). Boston, MA: Pearson.