-Outline

Stage in Development

Common mistakes found

Activities to use

Within Bear and Templeton's model (1998) the syllables and affixes is the fourth stage in the spelling development model.

--The syllables and affixes in the Spelling Stages is one of the final stages of spelling (Bear & Templeton 1998)- - This stage involves teachers and students understanding and knowledge of the English spelling system. Since it is a Word Study stage,the students also focus on the meaning of the words through the structural elements-roots, prefixes and suffixes that combine to make new words. There is abundant evidence that spelling plays a key role in the development of vocabulary in students(Bear& Templeton 1998; Gentry, 2000; Heald-Taylor, 1998) At the syllables stage of spelling development, vocabulary and grammar begin to link to spelling instruction.

Stage in Development

The syllable-juncture stage is the fifth stage of the word study model. (Bear & Templeton, 1998) This stage focuses instruction for the intermediate reader and writer, grades three through eight usually. Teachers are helping students understand what goes on with words when they are put together or they are polysyllabic. Since there is a sequence in stages the four prior stages (prephonemic, Letter Name Stage, Within-Word Patterns) have built the foundation for the concepts, patterns, and rules of the syllable and affixes stage. Just as this stage builds more knowledge for the Derivational Relations, which is the final stage of this development.

Common mistakes found

Before entering this stage of development students must have a strong sense of spelling single syllable words. In this stage students are grasping the spelling and understanding of common prefixes and suffixes found in polysyllabic words. This stages underlying principle is that the students can double consonants to mark the short vowel sound in multiple syllable words (Bear & Templeton, 1998 Gentry, 2000) Some example spellings would be hoping for hopping or tumy for tummy. When students spell these words in this manner they are unaware to the double consonant rule that is crucial in the syllables stage of spelling. At other times the student might be doubling consonants that do not need to be doubled. For example confusshun for confusion. Another sign the students are applying knowledge of what they have learned at the syllables stage is that they are able to read polysyllabic words and show evidence of breaking down the words into pronounceable syllables (Taft, 1991)

Activities to use

The use of Word Sorts and word games and Word Hunts is an excellent tool to help students link semantic, visual, and phonetic functions of spelling (Heald-Taylor 1998). These types of games can reinforce rules that are taught at the syllables and affixes stage of development. Since reading and spelling are closely linked, it is also suggested that the words used in word study activities come from the students reading material. The students could keep word journals of new or difficult words they encounter in their independent reading. This will give more meaning to the students since the words are found in context (Heald-Taylor, 1998)

References

Bear, D, & Templeton, S (1998). Explorations in developmental spelling: Foundations for learning and teaching phonics. spelling, and vocabulary. The Reading Teacher . 52 (3), 222-242.

Gentry, J (2000).A retrospective on invented spelling and a look forward. The Reading Teacher. 54, 318-332.

Heald-Taylor, G (1998).Three paradigms of spelling instruction in grades 3 to 6. The Reading Teacher. 51, 404-414.

Taft, M (1991). Reading and the mental lexicon. Hillsdale NJ: Erlbaum .

Templeton, S (1991).Teaching and learning the English spelling system: Reconceptualizing method and purpose. Elementary School Journal. 92, 183-199.

International Reading Association

Understanding Word Patterns for Teachers

Word Study Link

Examples of each Spelling Stage

Student Center Activities

Raiza,

I think you wrote a beautiful article.

Comments by Clark Barrow:

PARA 1:

"The syllables and affixes in the Spelling Stages is one of the final stages of spelling (Bear & Templeton 1998)" I THINK IT WOULD BE BETTER TO BE MORE SPECIFIC. MAYBE IT SHOULD READ -- "WITHIN BEAR AND TEMPLETON'S MODEL (1998), SYLLABLES AND AFFIXES IS THE FOURTH STAGE AND INVOLVES TEACHERS AND STUDENTS' UNDERSTANDING AND KNOWLEDGE OF THE ENGLISH SPELLING SYSTEM." IF IT IS NOT WRITTEN LIKE THIS, THEN THERE NEEDS TO BE A COMMA BETWEEN TEMPLETON AND 1998. (SEE PG. 207 OF APA MANUAL, 5TH ED.)

"This stage involves teachers and students understanding and knowledge of the English spelling system." I BELIEVE TEACHERS AND STUDENTS IS POSSESSIVE. SHOULD IT READ " ... TEACHERS AND STUDENTS' ..."?

"Since it is a Word Study stage,the students..." ADD A SPACE BETWEEN THE COMMA AND THE. "... STAGE, THE..."

"students(Bear, Templeton 1998, Gentry, 2000 Heald-Taylor, 1998) At..." IT SHOULD READ: "STUDENTS (BEAR & TEMPLETON 1998; GENTRY, 2000; HEALD-TAYLOR, 1998). AT..." SEE P. 212 OF APA FOR AN EXAMPLE.

"At the syllables stage of spelling development vocabulary instruction and grammar instruction can begin to link to the spelling instruction." I THINK IT WOULD SOUND BETTER TO REWORD AND ADD PUNCTUATION: "AT THE SYLLABLES STAGE OF SPELLING DEVELOPMENT, VOCABULARY AND GRAMMAR INSTRUCTION BEGIN TO LINK TO SPELLING INSTRUCTION."

PARA 2:

"The syllable-juncture stage is the fifth stage of the word study model. (Bear, Templeton, 1998)" "(BEAR, TEMPLETON, 1998)" SHOULD READ "(BEAR & TEMPLETON, 1998)"

"Teachers are helping students understand what goes on with words when they are put together or they are polysyllabic." WOULD IT SOUND BETTER TO READ, "DURING THIS STAGE, TEACHERS HELP STUDENTS UNDERSTAND WHAT GOES ON WHEN WORDS ARE PUT TOGETHER OR ARE POLYSYLLABIC."

"Since there is a sequence in stages the four prior stages (prephonemic, Letter Name Stage, Within-Word Patterns) have built ..." THIS SENTENCE TALKS ABOUT THE FOUR PRIOR STAGES AND THEN LISTS ONLY THREE. SHOULD IT LIST FOUR? I THINK THERE SHOULD BE A COMMA AFTER THE WORD "STAGES" .. "SEQUENCE IN STAGES, THE FOUR..."

"of breaking down the words into ..." WOULD IT SOUND BETTER TO REMOVE THE WORD "DOWN"? IT WOULD READ "OF BREAKING THE WORDS INTO..."

PARA 3:

"Before entering this stage of development students ..." SHOULD THERE BE A COMMA AFTER DEVELOPMENT?

"In this stage students ..." SHOULD THERE BE A COMMA AFTER STAGE?

"do not need to be doubled. For example confusshun for confusion. Another ..." I DON'T THINK "FOR EXAMPLE ..." IS A SENTENCE. SHOULD IT READ, "DO NOT NEED TO BE DOUBLED (E.G., CONFUSSHUN FOR CONFUSION)."?

"This stages underlying... SHOULD IT READ "THIS STAGE'S UNDERLYING ...."

"(Bear & Templeton, 1998 Gentry, 2000) " SHOULD READ "(Bear & Templeton, 1998; Gentry, 2000)."

"spellings would be hoping I'M NOT SURE, BUT WOULD IT BE BETTER TO USE THE WORD "ARE" INSTEAD OF "WOULD BE"?

"are unaware to the ..." SHOULD THE WORD "TO" BE "OF" ?

"Another sign the students are applying knowledge of what they have learned at the syllables stage is that they are able to read polysyllabic words and show evidence of breaking down the words into pronounceable syllables (Taft, 1991)" IF IT WERE ME, I WOULD REWORD AS FOLLOWS: "STUDENTS ALSO SHOW THEIR ABILITY TO APPLY KNOWLEDGE OF THE SYLLABLES STAGE BY READING POLYSYLLABIC WORDS AND BREAKING WORDS INTO PRONOUNCEABLE SYLLABLES (TAF, 1991)." WOULD IT BE MORE APPROPRIATE TO USE THE WORD "DECODING" INSTEAD OF "BREAKING WORDS INTO"? (I AM NOT SURE THIS IS THE SAME MEANING)

PARA 4:

"The use of Word Sorts and word games and Word Hunts is an excellent tool to ..." REWORD AS? "THE USE OF WORD SORTS, WORD GAMES, AND WORD HUNTS ARE EXCELLENT STRATEGIES TO ..." I AM NOT SURE IF IT WOULD BE ACCURATE TO REWORD AS "THE USE OF WORD SORTS, GAMES, AND HUNTS ARE ..." (I AM THINKING THE READER MIGHT NOT KNOW THE WORD "WORD" APPLIES TO "GAMES" AND "HUNTS")

"also suggested that the words used in word study activities come from the students reading material. The students " I WOULD REWORD AS: "ALSO SUGGESTED THE WORDS USED IN WORD STUDY ACTIVITIES COME FROM THE STUDENTS' READING MATERIALS; STUDENTS ..."

"...words are found in context (Heald-Taylor, 1998)" IN THIS INSTANCE, HEALD-TAYLOR WAS PREVIOUSLY CITED IN THE SAME PARAGRAPH. THEREFORE, THE YEAR OF PUBLICATION IS UNNECESSARY (SEE P. 208 OF APA). I WOULD LIKE TO EXPRESS MY CONCERN OF THIS BEING WHAT I CALL A DEAD END SENTENCE. THE CITATION IN THE LAST SENTENCE SHOULD CLEARLY LINK TO PREVIOUS SENTNECES. MANY INSTRUCTORS EXPRESS THIS LINKAGE SHOULD BE OBVIOUS AND IN THIS CASE, IT IS NOT. IN OTHER WORDS, EVERY SENTENCE THAT IS DERIVED FROM ANOTHER SOURCE SHOULD BE OBVIOUSLY CITED IN SOME WAY. FOR EXAMPLE. "HEALD-TAYLOR FURTHER STATE..." OTHERWISE, THE SENTENCE IS PERCEIVED BY THE READER AS BEING YOURS ALONE. THE FOLLOWING SENTENCE IS AN EXAMPLE OF INCLUDING THE CITATION, CASUALLY.

"Since reading and spelling are closely linked, it is also suggested that the words used in word study activities come from the students reading material." SINCE READING AND SPELLING ARE CLOSELY LINKED, HEALD-TAYLOR SUGGEST WORDS USED IN ..."

COMMENTS ABOUT THE REFERENCES:

THE FIRST REFERENCE, "and vocabulary. The Reading Teacher . 52, 222-242." SHOULD INCLUDE THE ISSUE NUMBER. "AND VOCABULARY. THE READING TEACHER, 52(3), 222-242." THERE SHOULD BE A COMMA AFTER "THE READING TEACHER" NOT A PERIOD. SEE P. 226 OF APA FOR AN EXAMPLE. THE ISSUE NUMBER IS NOT ITALICIZED.

"Gentry, J (2000).A retrospective on invented spelling and a look forward. The Reading Teacher. 54, 318-332." THERE IS A SPACE AFTER THE PERIOD AFTER "(2000). A" THE ISSUE IS "3" SO IT WOULD READ, "... READING TEACHER, 54(3), 318-332."

"Elementary School Journal. 92, 183-199." REPLACE PERIOD AFTER "JOURNAL" WITH A COMMA.

END OF COMMENTING BY CLARK BARROW

Commentary by Vanessa Avis

Wow, I'm not really sure what I can add after all of that, but I do think I caught one proofreading error.

In paragraph two you wrote... grades three through eighth. I believe it should be grades three through eight and usually should come before the listed grades.

I also have a question. In the same paragraph you wrote...when they (words)are put together. Do you mean compounds words or something else?

I think the links you selected to use with other classmates support your findings well. Since this appears to be a well covered topic maybe you could elaborate on some the instructional strategies. I think a description of word journals and how they help students to build an understanding of this spelling stage would have been helpful.

Raiza,

I really liked the external links that you included in your topic. I think that as an expert in the field, you really need to provide teachers with not only information about particular areas in reading, but give them the tools to be able to implement what they learn from you. Well done.