Spelling English can be a complicated language when it comes to the sound symbol relationship. Nonetheless, while there are exceptions, more than 80% of English words prove phonetically predictable (Moats & Tolman, 2009). It is important for English Learners (ELs) to learn patterns that provide a framework for spelling that increases their chances for spelling accuracy. English learners often draw from and rely upon the sounds of their native languages which can result in negative transfer (Lenski & Verbruggen, 2010). Negative transfer is called interference. The phonemes and graphemes are different from English and will conflict. For example, the Spanish grapheme v is pronounced as /b/; thus, a Spanish-speaking EL will pull in the letter they know, so may spell the word vast as “bast.” At other times, linguistic transfer can be positive. For example, with cognates, Els can bring in the phonetics they know and spell words with a head start over native English speakers. Connect uses research-based practices to teach spelling and word analysis. Word Study As English Learners develop their knowledge in literacy, they need additional and more advanced decoding strategies that focus on the structure of words. When ELs learn to segment multisyllabic words into parts, they have a strategy for determining word meanings. For example, teaching affixes demonstrates to students that there are word parts that are common across words. Explicit instruction of prefixes, suffixes, and inflectional endings such as -s, -es, -ed, and -ing is useful as they are in over 60% of vocabulary words in elementary grades (Vaughn & Linan-Thompson, 2007). When ELs learn the word parts and their meanings, they are able to analyze unfamiliar words and gauge meaning. Other challenges in English posed by homophones and homographs require direct instruction so ELs can gain mastery as they compare and contrast words (Jacobson, Lapp & Flood, 2007). References Jacobson, Julie & Lapp, Diane & Flood, James. (2007). A Seven-Step Instructional Plan for Teaching EnglishLanguage Learners to Comprehend and Use Homonyms, Homophones, and Homographs. Journal of Adolescent & Adult Literacy. Lenski, S. and Verbruggen, F. (2010). Writing Instruction and Assessment for English Language Learners K-8. 12, 126-7, 147-8. New York: Guilford Press. Moats, L, & Tolman, C. (2009). Excerpted from Language Essentials for Teachers of Reading and Spelling (LETRS): Spellography for Teachers: How English Spelling Works (Module 3). Boston: Sopris West. Vaughn, S., & Linan-Thompson, S. (2007). Research-based methods of reading instruction for English language learners, grades K-4. Alexandria, VA: Association for Supervision and Curriculum Development. Instructional routine • Explore and learn Instruct using the Connect to Spelling and Word Study sections in the TE interleaf pages before each unit. Have students complete the related pages in the Practice Book. • Practice ELs should explicitly interact with words. They can create spelling or word study flashcards. They can create bingo games using the morphology and spelling patterns. In addition, they can orally name and spot words throughout the unit, as well as in the school environment (e.g., things visible in the classroom), that incorporate these patterns from orthography or morphology. • Communicate When students engage in activities that include the spelling or morphology patterns, have them notice the patterns, verbalize them, and point them out in the chart in the book. Allow time for correct spelling and pronunciation as some of these phonemes and graphemes may be new. • Assess Collect activities from the spelling activities and word study sections as formative assessments. Use them to tailor instruction. SPELLING AND WORD STUDY Txxii
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