RDLA267.7 Feed

Wiki Page, RDLA267.7: S5.2 Literacy Skills of Diverse Learners

2018-03-14T13:35:14-04:00

Increasing Literacy Achievement for All Students

We begin this session with two seminal publications by major researchers in the field of literacy instruction. These authors present research-based perspectives on the teaching of reading and writing; addressing what should be included in a comprehensive, balanced and integrated literacy curriculum.

Read: "Critical elements of classroom and small-group instruction promote reading success in all children" by Foorman and Togessen.

Read: "Balanced Literacy" by Pressley and colleagues.

Discussion: Direct Instruction
Compare and contrast the viewpoints presented in the two articles in the online discussion forum.

How will the recommendations presented by the authors inform your teaching of the second language learners and students who do not learn readily by traditional methods of instruction?

As you complete the rest of the readings and assignments for this session, return to the discussion forum one more time and continue the discussion of direct instruction for students, particularly those who do not learn word level skills readily. Using information from the readings, consider ways to link phonics and spelling instruction to meaningful opportunities for oral and written language at the students’ developmental level.

Refer to the discussion rubric to review the expectations for participating in online discussions in this course.

Instructional Interventions for Struggling Students

Let's step into a classroom to observe direct instruction. Watch "Vowel Teams: Examples and Best Practices" and take note of how the teacher explains the skill being taught, and how she emphasizes the sound as well as the spelling pattern throughout the video. See what happens when a student offers letters in response to a question about vowel team sounds. The teacher also emphasizes oral motor skills for enunciation of the vowel team sounds. Finally, she also points to one student's "stretching" of the sounds within a word to spell it. As you know by now, these are all elements of direct and explicit instruction which involve some multi-sensory techniques.

Next, read "Beginning to Decode," a chapter from Rollanda O'Connor's book "Teaching word recognition: Effective strategies for students with learning difficulties" (2nd ed.). In this reading, O’Connor explains how letter-sound correspondence should be explicitly taught before children begin to read by analogy (i.e., readers need to learn how to blend individual sounds within words before they can read larger words which may be orthographically similar like, being able to read hot because one can read cot).

Next read "Analyzing Words and Making Discoveries About the Alphabetic System: Activities for Beginning Readers" (pp. 6-20). Gaskins and her colleagues describe word learning activities to help struggling first-grade readers develop foundational knowledge about our language system to use strategically when reading and spelling words. As you read, think about how to engage students in conversations about the alphabetic system while emphasizing specific strategies for decoding and spelling.

Return to the online discussion about direct instruction and expand on your comments about direct instruction to include methods for supporting students who struggle to learn reading and spelling skills. Using information from the readings, consider ways to link phonics and spelling instruction to meaningful opportunities for oral and written language at the students' developmental level that reflects their cultural identities and specific needs.

Online Journal: Supporting Diverse Students

Open the Online Journal for this session and respond to the prompt below:

Describe specific methods that you might use in your present or future classroom to support students with diverse backgrounds and learning styles who lag behind in developing and applying their phonological and orthographic knowledge. Incorporate methods for students whose developing foundational knowledge supports both reading and spelling.

Credits: The video Vowel Teams: Examples and Best Practices from Reading K-3: Road to the Common Core are used with permission from the producer Nashville Public Television.

Wiki Page, RDLA267.7: S1.8 Look Ahead

2018-03-14T13:35:14-04:00

In Session 2, you will study the early stages of spelling development. Key to this section is the book Words their way: Word study for phonics, vocabulary, and spelling instruction (6th Edition) by Bear, D.R., Invernizzi, M., Johnston, F., & Templeton, S. (2016). Make sure you have either downloaded the electronic version or acquired a copy of the book from a library or books store before the session begins.

Keep in mind that to complete this course you will need to submit a final project in Session 6. Your project will require you to develop a case study for a kindergartner, first, second or third grader. Before proceeding to Session 2, take time to review the requirements for this project. You should begin to think about this project now and record notes and ideas about what you have learned so far from the readings, discussions, and other activities in this session. You do not have to wait until Session 6 to begin working on your final project.

Wiki Page, RDLA267.7: S2.8 Look Ahead

2018-03-14T13:35:14-04:00

Session 1 explored the roles of reading and writing in learning to spell and discussed the advantages and disadvantages of embedding spelling instruction into an integrated language arts program. Session 2 outlined the early stages of spelling development and provided strategies for connecting instruction to a student's developmental stage in spelling to facilitate spelling growth.

You can use the information you learn in each session to help you plan your final project in Session 6. Don't forget, you do not have to wait until Session 6 to begin working on it.

In Session 3, you will continue to learn about the stages of spelling development.

Wiki Page, RDLA267.7: S3.1 Introduction

2018-03-14T13:35:14-04:00

"Try not to panic when you see you can't get to every sound or spelling pattern.”

-Taberski

Overview

Session 3 builds on Session 2 by helping learners identify and plan appropriate instruction for the spelling stages beginning with the Letter Name - Alphabetic Stage and then continuing on to Within Word Patterns and Syllable and Affixes stages. Through the readings, video, interactives, discussions, and online journal reflections, you will identify key features of the later stages of spelling development and evaluate different instructional approaches to teaching phonics and spelling in an integrated language arts program. At the end of the session, you will share your online journal reflections with your facilitator.

Objectives

By the end of this session, you will be able to:

Discuss and justify your position on Wilde's philosophy for teaching spelling.
Analyze and compare Wilde and Taberski’s perspectives on spelling instruction and determine which approach provides a greater degree of direct and explicit instruction.
Create and describe two instructional activities for a student within the Letter Name –Alphabetic Stage in your online journal.
Create and describe two instructional activities for a student within the Within Word Stage in your online journal.

If you haven't done so already, download and print the Assignment Checklist to keep track of your assignments for this course.

Wiki Page, RDLA267.7: S3.8 Look Ahead

2018-03-14T13:35:14-04:00

Session 3 built on Session 2 by identifying and examining appropriate instruction for the later spelling stages, including Within Word Pattern and Syllable Juncture stages. You can combine this information with the concepts learned in Sessions 1 and 2 and incorporate them into your final project. We suggest you begin working on your final project at this time and ask your facilitator any questions you have about the requirements.

Session 4 will present diagnostic tools that help teachers set instructional goals for students and will examine various assessments for monitoring phonics and spelling achievement. You will need to work with a second grade student to complete the assignment in Session 4.

Wiki Page, RDLA267.7: S5.1 Introduction

2018-03-14T13:35:14-04:00

"In addition to the challenges involved in learning a new language, ESL students are also faced with the challenge of learning a new culture."

- Watts-Taffe and Truscott

Overview

What are effective phonics and spelling instructional strategies for diverse students? How do "teachable moments” help to reinforce and strengthen the learning that occurs as a result of direct and explicit instruction? In this session, you will use your understanding of the developmental stages of spelling and how to assess phonics/spelling as a means to explore the ways in which language and socio-cultural factors influence the development of reading, writing, and spelling for English language learners (ELLs) and students with diverse learning styles. You will also discover instructional practices that support language development and literacy for these students. At the end of this session, you will share your online journal reflections with your facilitator.

Objectives

By the end of this session, you will be able to:

Discuss the methods that enable teachers to best use 'teachable moments' to reinforce spelling and phonics skills.
Describe specific methods that may support the reading, writing, and spelling development of students who are English language learners (ELLs) and students with diverse learning styles in your classroom in your online journal.
Describe some of the challenges you may experience in providing an optimal learning environment for English language learners and those with diverse learning styles.
Conduct a peer review of one other learner’s lesson plan for an English language learner or a student with a diverse learning style.

In an integrated language arts program, reading, writing, and spelling are very much interconnected. Session 5 focuses on practices that support literacy learning for students of diverse backgrounds and those who do not learn readily with traditional methods of instruction. As you move forward in Session 5, think about instructional interventions that you use, or would use, to support students who struggle with reading, writing, and spelling.

If you haven't done so already, download and print the Assignment Checklist to keep track of your assignments for this course.

Wiki Page, RDLA267.7: S6.1 Introduction

2018-03-14T13:35:15-04:00

"Analysis of writing samples is probably the most important evaluation tool for teachers because it examines how well skills and knowledge are being applied, the goal of a spelling program."

- Rosencrans

Overview

In the previous sessions, you have learned about spelling development, how to teach spelling and phonics effectively, and how to differentiate instruction for students with diverse backgrounds and learning styles. In this session, you will have the opportunity to implement all these concepts by developing one week of lesson plans for teaching phonics and spelling to a student in grades K-3.

Objectives

By the end of this session, you will be able to:

Design appropriate instructional plan and activities to meet the needs of your student or the student in the case study.
Align your instructional goals and objectives with CCSS.
Assess your learning in this course by comparing your prior knowledge and acquired knowledge.
Analyze the learning experience in this course by reflecting on your professional goals and expectations.

If you haven't done so already, download and print the Assignment Checklist to keep track of your assignments for this course.

To make sure you're meeting the requirements for the final project, print the assessment rubric for the final project.

Wiki Page, RDLA267.7: Session Resources

2018-03-14T13:35:15-04:00

Here is an index of the readings you'll complete, the interactives you'll use, and the videos you'll view in this course, along with links to each. Details are included in the sessions. Use this page as a reference so that you can find a particular reading, interactive, or video quickly by clicking on the title.

Session 1: Reading, Writing, and Spelling

Readings

"How Readers and Writers Use Phonics" (PDF)

"Questions Teachers Ask About Spelling" (PDF)

"A Weekly Procedure for Teaching Spelling" (Web site)

Understanding and Recognizing: Writing Disabilities (Web site)

Spelling and Students with Learning Disabilities (Web site)

Five Guidelines for Learning to Spell and Six Ways to Practice Spelling (Web site)

"What Is Our Responsibility in Helping Children Learn to Spell?" (PDF)

"A Speller's Bill of Rights" (PDF)

Video

"Shared Writing"

Video Lesson Plan - Shared Writing

Additional Resources (not required)

Reading and Language (English / Spanish) (Web site)

The Issues: A Recipe for Motivating Creative Writers (PDF)

Session 2: Stages of Spelling Development--Early Spelling Stages

Readings

"Explorations in Developmental Spelling: Foundations for Learning and Teaching Phonics, Spelling, and Vocabulary" (PDF)

"Words Their Way" (PDF)

"Where's the Phonics? Making the Case (Again) for Integrated Code Instruction" (PDF)

"Kindergartners Talk About Print: Phonemic Awareness in Meaningful Contexts" (PDF)

"Interactive Writing in a Primary Classroom" (PDF)

Interactive

Analyze Student Writing

Additional Resources (not required)

Supporting Your Child: Creating Good Practices (Web site)

Writing and Spelling: Practical Ideas for Parents (Web site)

Tool Kit for Parents: Tips for Helping With Writing Tasks (Web site)

Writing: Responses (Web site)

"Learning to Read and Write: Developmentally Appropriate Practices for Young Children" (PDF)

"Word Journeys: Assessment-Guided Phonics, Spelling and Vocabulary Instruction" (PDF)

Session 3: Stages of Spelling Development - Later Spelling Stages (Within Word and Syllable Juncture)

	Readings "Building a Knowledge Base in Spelling" (PDF) "Word Study Groups: Analyzing Words for Their Phonetic, Structural, and Morphemic Features" (PDF) "Integrated Word Study: Spelling, Grammar, and Meaning in the Language Arts Classroom" (PDF)
	Video "Phonological Patterns: Finding Patterns in Books" Video Lesson Plan - Phonological Patterns: Finding Patterns in Books
	Interactive Within Word Patterns
	Additional Resources (not required) Alphabet Soup (Web site) Chicken Stacker (Web site) Blending Bowl (Web site) "Using Phonics and Spelling Patterns" (PDF)

Session 4: Assessing Phonics and Spelling

Readings

"Ongoing Assessment and Evaluation of Students Spelling" (PDF)

"A Developmental Perspective: Understanding Children's Word Knowledge" (PDF)

"Technology and Teaching Students to Read" (Web site)

"The Issues: The Internet and the Early Childhood Classroom" (PDF)

Interactives

Puppy Letters (Web site)

Golden Crown Spelling Bee (Web site)

Dog's Letter Pit (Web site)

Additional Resources (not required)

Technology Integration: Research and Best Practices (PDF)

The Issues: Assessing Young Children (PDF)

Session 5: Effective Phonics and Spelling Instruction for Diverse Students

Readings

"Balanced Literacy Instruction: Addressing Issues of Equity" (PDF)

"Analyzing Words and Making Discoveries About the Alphabetic System: Activities for Beginning Readers" (PDF)

"Focus on Research: Using What We Know About Language and Literacy Development for ESL Students in the Mainstream Classroom" (PDF)

"A Chinese Boy's Joyful Initiation into American Literacy" (PDF)

Video

"Guided Reading: Applying Phonics and Spelling Knowledge"

Video Lesson Plan - Guided Reading: Applying Phonics and Spelling Knowledge

Additional Resources (not required)

Colorín Colorado (Web site)

Maya and Miguel (Web site)

Becoming Bilingual (Web site)

Word Boxes Help Children with Learning Disabilities Identify and Spell Words (PDF)

"'I Know English So Many, Mrs. Abbott': Reciprocal Discoveries in a Linguistically Diverse Classroom" (PDF)

Session 6: Final Project: A Case Study of a Second-Grade Speller

Additional Readings (not required)

"Journal Entries as a Window on Spelling Knowledge" (PDF)

"Sort, Search, and Discover: Spelling in the Child-Centered Classroom" (PDF)

Wiki Page, RDLA267.7: S1.8 Self-Assessment

2018-03-14T13:35:15-04:00

Complete the following self-assessment to determine whether you understand the concepts in Session 1.

Mary is reading a short text for beginning readers. She comes across the word "plant" in the sentence, "The plant needs water." She refers to the picture illustration on the page and then reads "flower" for "plant." What cueing systems is she using?
1. a. Graphophonetic and background knowledge
2. b. Graphophonetic and semantics
3. c. Semantics and structural analysis
4. d. Semantics and syntax
5. e. Semantics and background knowledge
answer
When teaching phonics, what are suggested guidelines teachers should follow?
1. a. Memorization of phonic rules ensures application of those rules.
2. b. Reading and spelling words should be exclusively dependent upon phonics.
3. c. Phonics is a means to an end, not an end in itself.
4. d. Teaching students to use phonics should be evident in a student’s spelling.
5. e. Correct application of phonic rules should be assessed by running records and worksheet tasks.
answer
In the video showing a brief part of a Language Experience Approach lesson, why does the teacher ask the students for the sounds of the letters and not the letter names?
1. a. She wants the children to learn the sounds associated with letters and to use that knowledge in their reading and spelling.
2. b. She wants the children to see how orthographic patterns exist in words.
3. c. She thinks it’s a behavioral strategy to keep the students on task.
4. d. She thinks it will promote their understanding of word families.
5. e. All of the above
answer
A student spells the word "shine" as "sin" In which of Ehri’s spelling stages would this student be characterized?
1. a. Prealphabetic
2. b. Partial alphabetic
3. c. Full alphabetic
4. d. Consolidated alphabetic
5. e. All of the above
answer
Sight words include:
1. a. High frequency phonetically regular words that can be read without conscious effort
2. b. High frequency phonetically irregular words that can be read without conscious effort
3. c. Low frequency phonetically regular words that can be read without conscious effort
4. d. Low frequency phonetically irregular words that can be read without conscious effort
5. e. All of the above
answer

Wiki Page, RDLA267.7: S4.1 Introduction

2018-03-14T13:35:15-04:00

"Once we have the questions, it is much easier to find the answers, and emphasis moves past marks and on to planning."

- Rosencrans

Overview

What are the most effective ways to assess phonics and spelling knowledge? In Sessions 2 and 3 you learned about the different stages of spelling development. This session presents diagnostic tools that help teachers set instructional goals for students and examines various assessments for monitoring phonics and spelling achievement. The readings, interactives, discussions, and online journal reflections should help you make informed decisions and effective changes in assessing your students’ knowledge and skills and beginning to plan instruction.

Objectives

By the end of this session, you will be able to:

Discuss the importance of informed observation in assessing students’ reading and spelling.
Use assessment results to analyze features of student spelling based on a developmental framework.
Use assessment results to plan for instruction in phonics and spelling.

If you haven't done so already, download and print the Assignment Checklist to keep track of your assignments for this course.

Wiki Page, RDLA267.7: S6.7 Look Ahead

2018-03-14T13:35:15-04:00

Congratulations on completing the PBS TeacherLine course, “Teaching Phonics and Spelling for Emergent Readers and Writers (Grades K—3)” ! We hope that you have gained a strong foundation of research-based literacy instruction and that you have a better understanding of how to improve your students’ phonemic and phonological awareness, phonics skills, and spelling development. It is also our hope that you can find ways to integrate the ideas, strategies, and activities into your lessons. Don’t forget to take from this experience your learning from discussion board interactions and your online journal reflections. Please consider using other PBS TeacherLine online professional development courses to increase your knowledge about other topics, such as "Teaching Reading Fluency" and "Teaching Vocabulary."

Wiki Page, RDLA267.7: S5.7 Look Ahead

2018-03-14T13:35:15-04:00

In the next session, you will complete the final project for the course. At this time, you may want to review your online journal entries and assignments that you completed in Sessions 1-5 in preparation for the final project. If you have questions or would like some advice, this is a good time to ask your facilitator for help.

Wiki Page, RDLA267.7: S4.6 Look Ahead

2018-03-14T13:35:15-04:00

In Session 5, you will study effective phonics and spelling instructional strategies for diverse students.

Remember, you will need to complete a final project in Session 6. At this time you may want to consider how you will use the ideas from the readings, online discussion, and your online journal reflections to craft your final project. You do not have to wait until Session 6 to begin working on your final project.

Wiki Page, RDLA267.7: Policies and Procedures

2018-03-14T13:35:15-04:00

Policies

Be respectful of your facilitator and fellow learners and offer appropriate feedback and comments.
If you plan to be away from the class for more than three days, notify your facilitator and any learners who may be affected by your absence beforehand.
Check current PBS TeacherLine terms of service regarding refunds and other policies.
Participate in course discussions/activities at least three times each week. Your first discussion communication should occur by the third day of the course. Your subsequent responses should occur naturally, move the conversation forward, and support the building of your online community. Your participation in discussions is crucial to the success of this course. Be ready to participate and contribute.
If you need support with technical issues, adjusting to online learning, understanding an assignment, or participating in the discussion forums, it is your responsibility to actively seek help until your needs are met.

Procedures

Following these procedures will help you to maximize your online learning experience and support the development of your learning community.

If you haven't done so already, complete PBS TeacherLine's free online learning orientation mini-course "Practice Learning Online with TeacherLine." Even if you have taken an online course through another provider, you should review this practice course to familiarize yourself with the PBS TeacherLine course environment.
Respond to the comments of others professionally and respectfully, keeping in mind that all communications are public.
Familiarize yourself with this course by exploring each section. By the second day of the course, you should have read the syllabus and e-mailed your facilitator with any questions or concerns.

Wiki Page, RDLA267.7: Roles and Responsibilities

2018-03-14T13:35:15-04:00

The following paragraphs describe the role of the online community, the role of a course facilitator, and your role and responsibilities as a learner. Please read this information carefully.

Role of the Online Learning Community

An online learning community is one that is created around an electronic learning environment like the one for this course. Members (facilitator and learner cohort) of this special community are expected to explore and reflect on various topics, socially construct knowledge through collaboration, openly share ideas with others, and provide support to each other.

Roles and Responsibilities of the Learner

As a member of this learning community you are expected to support the learning and professional development of your fellow learners. Specifically, you must:

Participate and actively engage in discussions with your fellow learners while contributing to the social construction of knowledge. The sooner you post your ideas and questions, the more time others have to respond and deepen the discussion.
Reflect on newly acquired knowledge and assess your own progress.
Create a time management structure that works for you and complete all assignments accordingly.
Be self-directed and self-motivated.

Roles and Responsibilities of the Facilitator

With the emergence of online learning communities, the roles of learners and instructors have changed from those found in traditional educational settings. Most significantly, in learning communities, facilitators help guide the group toward collaborative group learning, rather than providing traditional "teacher-led" instruction. Therefore, you can expect that your facilitator will:

Guide and support your learning of the subject matter.
Share his/her knowledge and experience, but also participate as a learner when he/she is not an "expert" on a certain topic.
Provide additional resources when appropriate.
Facilitate productive and collaborative discussions.
Establish a comfortable learning environment and help you with any problems or questions.
Provide feedback and assess your work:
- For the online journal activities and final project within seven days of submission.
- For participation in discussion forums.

Wiki Page, RDLA267.7: Session Summary and Schedule

2018-03-14T13:35:15-04:00

Session Summary

This course is divided into six sessions:

Session 1: Reading, Writing, and Spelling
Session 2: Stages of Spelling Development (Part I)
Session 3: Stages of Spelling Development (Part II)
Session 4: Assessing Phonics and Spelling
Session 5: Effective Phonics and Spelling Instruction for Diverse Learners
Session 6: Final Project: A Case Study of a Student in Grades K-3

The sessions in this course include readings, videos, interactive activities, journal reflections, and discussion questions. You should work through the sessions in order. Each session will provide you with opportunities to plan and prepare for work on your final project. Session 6 provides instructions for the final project which you will complete and submit to your facilitator.

Schedule

It will take about 45 hours to complete this course. Each session should take approximately 7.5 hours. If you find yourself spending several hours more than this in any given session, please contact your facilitator to make sure this is necessary to complete the given assignments.

Sessions 1-6 will be offered in succession (usually one per week).
You should expect to complete one session per week.
Your facilitator can adjust the schedule if a special circumstance arises.
Your facilitator will notify you of any schedule changes in the Announcements section.

Wiki Page, RDLA267.7: Introduction and Goals

2018-03-14T13:35:15-04:00

Introduction

In this course, you will learn about research-based instructional activities that teach phonics and spelling to beginning and transitional readers in grades K-3. The activities help students learn letters, letter-sound correspondences, letter-sound patterns, and high-frequency words, which in turn help them develop oral reading fluency. The topics and methods include research-based practices, which provide the foundation for federal and state policies and standards. They are identified in the following:

The Report of the National Reading Panel "Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction." This resource presents information about the explicit instruction of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010).Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC.

The topics and methods presented reflect:

The Standards for the English Language Arts jointly published by the National Council of Teachers of English and the International Reading Association (1996, 2012).
The joint position statement of the National Association for the Education of Young Children and the International Reading (now Literacy) Association titled, "Where we stand on learning to read and write." (2009).

The course specifically addresses the following:

Developmental sequences in reading and spelling development
How reading and writing in an integrated language arts program contribute to students' spelling development
The relationship between spelling development and literacy development
The stages of spelling development and developmentally appropriate instruction
Methods for assessing phonics and spelling
Strategies for adapting phonics and spelling instruction for diverse learners

Standards addressed in this course are:

NCTE/IRA: Standards for the English Language Arts (http://www.ncte.org/standards/ncte-ira)

CCSS: RF.K.3, RF.1.3, RF.2.3, RF.3.3

Goals

At the end of this course, you will have an understanding of:

Pedagogical approaches that improve student achievement
Research based elements of phonics and spelling that should be explicitly taught to beginning and transitional readers in Grades K-3
The use of assessment and informed observation of student performance that guide instructional decisions
Strategies for using developmentally appropriate reading and spelling activities, including those for English Language Learner students and struggling readers

Required Reading

All of the academic journal articles and publications required for this course are made available for you to download and print with permission from the content publishers. There is one exception, however. In Sessions 2, 3, and 4, you will be required to read selections from Words their way: Word study for phonics, vocabulary, and spelling instruction (6th Edition) by Bear, D.R., Invernizzi, M., Johnston, F., & Templeton, S. (2016). You will need to acquire a copy of this text from your school's professional learning library, purchase a copy, or rent the eTextbook prior to starting the course.

Purchase or rent an eTextbook from Amazon.

Purchase or rent a new or used paperback copy from Amazon.

Wiki Page, RDLA267.7: S5.7 Self-Assessment

2018-03-14T13:35:15-04:00

Complete the following self-assessment to determine whether you understand the concepts in Session 5.

Which of the following is a characteristic of social language?
1. a. informal style of communication
2. b. use of body language to aid in communication
3. c. lack of standard grammatical features
4. d. clues to comprehension embedded in a context
5. e. all of the above
answer
Which of the following is an example of academic language proficiency?
1. a. asking directions
2. b. participating in whole group discussion led by the teacher
3. c. participating with friends in a game
4. d. talking on the telephone
5. e. all of the above
answer
Which of the following literacy skills and strategies can most ELL students transfer from their native language to English?
1. a. knowledge of text structure
2. b. emergent reading skills such as book handling and symbols representing meaning
3. c. use of pictures to support meaning
4. d. comprehension strategies
5. e. all of the above
answer
Which of the following is an example of gradual release of responsibility?
1. a. explaining the CVVC pattern to a small group of students
2. b. modeling how to use the word wall to help spell a word
3. c. reviewing a strategy and only prompting when help is needed
4. d. peer editing of a writing draft
5. e. all of the above
answer
Lydia is writing a story about cooking with her mother. She figures out how to spell cook from a known word "book” on the word wall. This is an example of:
1. a. letter-sound spelling
2. b. using analogy
3. c. memorization
4. d. contextual guessing
5. e. all of the above
answer

Wiki Page, RDLA267.7: Example Student Profile for Final Project Case Study

2018-03-14T13:35:15-04:00

A Case Study of a Second Grade Student

To develop a lesson plan from this case study, review the materials below that describe a second-grade student in a Midwest suburban school. This example includes:

a description prepared by the teacher that discusses the student’s background, attitudes, and progress in developing literacy;
the student’s latest Words Their Way Primary Spelling Inventory and the Feature Inventory Analysis; and
two samples of the student’s writing (taken in October and May of the school year).

STUDENT PROFILE
Description of student’s background, attitudes, and progress in developing literacy:

Karen is a second grader and lives in a rural Midwest town. She is seven years old. She has a brother who is five years older, and her parents have been members of the community since their childhood. They attended the same elementary school that Karen attends. Some of the current teachers were teaching when Karen’s parents went to school. Karen is outgoing and considered a tomboy by her friends and family. Her grandparents and aunt live in the community and serve as caregivers when needed. Karen appears to be a very happy, social child. Karen’s progress falls within the mean of the class. She usually receives average ratings on class assignments and sometimes does not put forth full effort. She seems to want to get seat-work done quickly so that she can move on to more active tasks. Although she is outgoing and eager to participate during class discussions, she does not venture to answer when she is not sure of the answer. She does not like to predict or hypothesize. Her reading level is a 24 on the Developmental Reading Assessment. Second graders usually score between 24-28 at this time of the year. Karen’s spelling is progressing. Her scores on the Words Their Way Primary Spelling Inventory (PSI) assessment are recorded in the table below.

Primary Spelling Inventory	October	May


Words Spelled Correctly (7 items for each category)	7	10
Feature Points	34/56	43/56
Inflected Endings (note, she misspells “ed”)	n/a	n/a
Other Vowels	0	1
Common Long Vowels	0	7
Blends	6	7
Digraphs	7	7
Short Vowels	7	7
Final Consonants	7	7
Initial Consonants	7	7

Results from the Spelling Tests:

TARGET ITEM:	OCTOBER	MAY
fan	fan	fan
pet	pet	pet
dig	dig	dig
rob	rob	rob
hope	hop	hope
wait	wat	wat
gum	gum	gum
sled	sled	sled
stick	stick	stick
shine	shin	shine
dream	dem	dreme
blade	blad	blade
coach	coch	coch
fright	frit	frit
chewed	chud	chud
crawl	crall	crall
wishes	wishs	wishs
thorn	thrn	thorn
shouted	Testing discontinued with 6 consecutive errors	shootd
spoil		Student attempted no other items from this point on
growl
third
camped
tries
clapping
riding

Writing Sample 1: October 3

I have a tree fort and this is watt you wude see. A slide a firmensploe and a bag. A coch and you wud see cloer croite and a later. Trees holding it up and you wude see tape on the wols. My tree fort is behind my house it is cool because it has stuff to play with and it is coll because it has a firmersploe.

Writing Sample 2: May 5

They are getting reddy for Oregon. Kate fond a cat and she namd it snuggs and she did not tell anebody. Kate’s ma said that cat had ben folny us and Kate new she had to tell the truth and ma said that she could keep Snuggs.

Wiki Page, RDLA267.7: S1.3 Integrating the Language Arts

2018-03-14T13:35:15-04:00

Reading, Writing, and Spelling within an Integrated Language Arts Program

To get a general overview of what typically developing children are expected to accomplish, read “Reading And Writing Accomplishments Of Young Children,” a list compiled from the work of Snow, Burns and Griffin (1998) and Shaywitz (2003) that was created based on research conducted before the seminal Report of the National Reading Panel (NRP) in 2000. Those listed by Sally Shaywitz pull from the findings of the NRP report as well as her own research. As you read, focus particularly on the development of skills relating to reading and spelling words, and look for the overlap in accomplishments between the two sets of authors.

Read "How Readers and Writers Use Phonics." In this chapter, Strickland describes an integrated language arts program that embeds reading, writing, phonics, and spelling within meaningful literacy activities. She discusses common strategies that young children use as they apply their knowledge of phonics when reading and writing words. As you read, think about your current language arts classroom and what changes you might make in your practices based on the information in the reading.

Watch the video "Language Experience Approach." In this brief part of a Language Experience Approach lesson, what cueing system (as explained by Strickland in her article) is the teacher promoting? Why does she ask for letter sounds and not names?

Adding to the ideas of Strickland about how reading, writing and spelling are integrated within a comprehensive language arts program, the research of Linnea Ehri (2014) has shown us that children actually do progress through phases in their attempts to understand and master the alphabetic orthography of the English language. Read through the descriptions of these phases as well as the connections that there are among reading, spelling and vocabulary in Ehri’s (2014) article "Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning." As you read, you should know that Ehri uses the term “sight word” for any word that a reader can read without conscious decoding – i.e., the student has a complete phonological and orthographic representation of it in her mental lexicon. This mastery is the result of direct, explicit instruction in letter sound correspondences and patterns as well as frequent practice reading and writing words.

In the article "How Readers and Writers Use Phonics," Strickland makes the following statements:

"Teaching phonics is not synonymous with teaching reading."

"Phonics does not stand alone...Readers use what they learn about phonics during writing, and writers are helped to spell by what they have learned about phonics through reading."

Online Journal: Teaching Phonics and Spelling

Think about Strickland's statements, then open the Online Journal to respond to the prompts below. In your response, include the instructional implications of teaching phonics and spelling to grades K-3 students, supporting your ideas with examples from the reading, video, and your professional practice.

What do Strickland’s statements mean to you in terms of your current teaching, what you feel you do correctly, and what you think needs to be improved?

Wiki Page, RDLA267.7: S3.8 Self-Assessment

2018-03-14T13:35:15-04:00

Complete the following self-assessment to determine whether you understand the concepts in Session 3.

Which of the following features of our spelling system represent knowledge students need to acquire in order to become competent spellers?
1. a. predictable relationships between sounds and letters
2. b. variant spellings of sounds
3. c. orthographic patterns
4. d. morphemic patterns
5. e. all of the above
answer
Which of the following spelling rules has enough consistency that it should be explicitly taught?
1. a. consonant doubling before adding -ed or -ing (clapped/clapping)
2. b. changing -y to -i before adding most suffixes (dries/flier)
3. c. drop a final silent e before adding a suffix starting with a vowel (coming/liking)
4. d. --i before -e except after -c (receive)
5. e. all of the above
answer
Which of the following is an advantage of knowing common rhyming patterns?
1. a. helps in decoding and writing words
2. b. helps in synthesizing sounds
3. c. helps in one-to-one matching of sounds and letters
4. d. reinforces concept of left-to-right direction of print
5. e. all of the above
answer
Which of the following instructional activities would be appropriate for a student at the Syllable Affixes Stage of spelling development?
1. a. clapping the syllables in a polysyllabic word
2. b. exploring the spelling-meaning connection by examining homophones
3. c. sorting words that contain long and short vowel patterns
4. d. sorting rhyming words from a making words activity
5. e. all of the above
answer
Which word below is an example of a long vowel/vowel team sound?
1. a. strand
2. b. grasp
3. c. blast
4. d. day
answer

Wiki Page, RDLA267.7: S1.5 Strategies for Effective Spelling Instruction

2018-03-14T13:35:15-04:00

Research about Effective Spelling Development

It seems that teachers have been teaching spelling the same way since the era of the one-room schoolhouse: we offer students a list of words, give them time to study, and test them on spelling accuracy. Is this the best way to teach spelling? Consider your response as you read "Questions Teachers Ask about Spelling." As you read, note how the authors use research to come to many of the conclusions and recommendations they make.

Next, read "A Weekly Procedure for Teaching Spelling" for an example of how to develop a weekly spelling program that focuses students on the sequence of sounds in words first.

Discussion: Spelling Development Instruction

Participate in the online discussion on effective spelling instruction by responding to the following questions. You should use all of the readings and video from Session 1 to help you consider the challenges and changes-in-practice when using a developmental model as well as what some "popular" terms really mean.

What do you think are the advantages and disadvantages of a developmental model of spelling instruction versus traditional methods that use spelling books and weekly tests?

What does it mean to use a “systematic” spelling program?

As you complete the rest of the readings and assignments for this session, you should go to the discussion forum at least one more time to continue the discussion. Refer to the discussion rubric to review the expectations for participating in online discussions in this course.

Spelling Debate: Amount and Type of Instruction

What is the best approach to spelling instruction? The next two readings explore the advantages and disadvantages of instructional strategies.

In "What Is Our Responsibility in Helping Children Learn to Spell?", Wilde discusses the pros and cons of embedding spelling instruction into the writing curriculum. As you read, think about how much direct instruction (instruction that includes explicit explanations of what students need to learn, modeling, and independent practice) in spelling your students need, and how much time should be spent on this type of instruction.

In "A Speller's Bill of Rights," Wilde addresses frustrating instructional experiences, such as students misspelling common words and failing to edit their work, and the controversy surrounding invented spelling. As you read, evaluate her suggestions for instruction in relation to your perspective and your district's perspective on spelling instruction.

We frequently hear that all readers, but particularly struggling readers, benefit from direct and explicit instruction in reading. But what do the terms “direct” and “explicit” mean? Read the article by Rupley and colleagues "Effective reading instruction for struggling readers: The role of direct/explicit teaching," and think about what might be a connecting link among developmental spelling patterns, the integration of spelling into a complete ELA program, and direct and explicit instruction.

Online Journal: Reflect on Your Practice

Think about your current spelling instruction and/or your knowledge of spelling instruction. Open the Online Journal and respond to the prompt below:

After reading the articles and watching the video in this session, what changes might you consider making in your teaching practice? Provide a rationale from both the readings and your practice in your response.

Use the ideas from your journal entries and discussion board conversations, as well as the information you learn in each session, to help you plan your final project.

Additional Resources (Optional)

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

Sources

Ehri, L.C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.

Rupley, W., Blair, T., and Nichols, W. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading and Writing Quarterly, 25(2-3), 125-138.

Shaywitz, S., M.D. Overcoming dyslexia: A new and complete science based program for reading problems at any level. New York: Alfred Knopf.

Snow, C.E., Burns, M.S., and Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy of Sciences.

Strickland, D. (1998). Teaching phonics today: A Primer for educators. Newark, DE: International Reading Association

Wilde, S. (1996). What is our responsibility in helping children learn to spell? Teaching Writers to Spell, Primary Voices K-6, 4, (4), p. 2-6. National Council of Teachers of English. Reprinted with permission. See website, www.ncte.org.

Wilde, S. (1996). A Speller's Bill of Rights, Teaching Writers to Spell, Primary Voices K-6, 4, (4), p. 7-10. National Council of Teachers of English. Reprinted with permission. See website, www.ncte.org.

All articles are used with permission.

Wiki Page, RDLA267.7: Online Journal Rubric

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The PBS TeacherLine online journal is used to facilitate the documentation of knowledge you are constructing throughout the course. It will help you take control of and direct your own learning experience, identify what you have learned, what questions you have, and what you would like to know more about. You should not only reflect on knowledge gained through materials and discussion, but also new ideas to explore, feedback from others, and the impact and possible change in professional practice.

In the sessions that have journal items, you will be prompted to write reflections in response to one or two specific questions. These questions will encourage you to use the course content, your prior knowledge, and your experience to craft your responses. Bring your current classroom responsibilities into your reflections when appropriate. Your facilitator will review your reflections and provide feedback based on the rubric presented below.

Reflection is an opportunity to construct knowledge and meaning from your work. It is one of the most valuable activities you will perform in this course. Consider the following suggestions when you are crafting your responses in the online journal (your facilitator will be looking for evidence of these suggestions to assess the quality of your reflections):

Your reflections should be written during the session in which they are being addressed. Keep in mind that the main purpose of this exercise is to help you construct meaning and self-assess your progress.
Your reflections should be thorough and thoughtful. Support your ideas by using examples, readings, experiences from your own professional practice, other course work, etc.
Your reflections should be within a range of 2-5 paragraphs.
Your reflections should address the question or problem. Take advantage of this unique opportunity to think about your thinking and your learning. Make sure your reflections have depth and reflect critical thinking, analysis, and synthesis.
Your reflections should be complete and free of grammatical or structural errors.
The "Getting Started" and "Look Back" entries are not assessed.

	Unsatisfactory	Satisfactory	Exemplary
Demonstrates content knowledge, understanding and application gained from assignments	Reflections show very little evidence of understanding course content knowledge, or application of content in professional practice.	Reflections demonstrate understanding of course content knowledge and application of content in professional practice using prior knowledge when applicable. Reflections include critical thinking and synthesis.	Reflections demonstrate understanding of course content knowledge and application of course content in professional practice using prior knowledge and other resources when applicable. Reflections include critical thinking and synthesis. Reflections connect course concepts with other concepts in the subject matter area.
Completion of reflections and timeliness	The learner does not complete reflections and/or does not submit reflections on time.	N/A	The learner completes reflections and submits them on time.

Unsatisfactory

Satisfactory

Exemplary

Demonstrates content knowledge, understanding and application gained from assignments

Reflections show very little evidence of understanding course content knowledge, or application of content in professional practice.

Reflections demonstrate understanding of course content knowledge and application of content in professional practice using prior knowledge when applicable.

Reflections include critical thinking and synthesis.

Reflections demonstrate understanding of course content knowledge and application of course content in professional practice using prior knowledge and other resources when applicable.

Reflections include critical thinking and synthesis.

Reflections connect course concepts with other concepts in the subject matter area.

Completion of reflections and timeliness

The learner does not complete reflections and/or does not submit reflections on time.

N/A

The learner completes reflections and submits them on time.

Wiki Page, RDLA267.7: Rubric: Spelling Feature Analysis and Instructional Plan

2018-03-14T13:35:15-04:00

Assignment or Criteria	Unsatisfactory	Satisfactory	Exemplary
Completion of assignment and timeliness	The learner does not complete assignment or does not submit assignment on time.	N/A	The learner completes assignment and submits on time.
Analysis of student spelling progress	Learner does not provide a detailed description of the student’s spelling development and/or includes three or fewer observations about the student’s current understanding of spelling features.	Learner provides a description of the student’s spelling development, including some observations about the student’s current understanding of spelling features.	Learner provides a comprehensive description of the student’s spelling development, including four or more observations about the student’s current understanding of spelling features.
Outline of instructional plan	Learner describes an instructional plan that may or may not link spelling skills to the analysis of the student’s feature inventory responses. The instructional plan may or may not build on the strengths and weaknesses identified in the feature inventory.	Learner describes an instructional plan that includes comprehensive coverage of spelling skills directly linked to the analysis of the student’s feature inventory responses. The instructional plan builds on the strengths and weaknesses identified in the feature inventory, including developmental spelling strategies discussed in course readings.	Learner describes a detailed instructional plan that includes comprehensive coverage of spelling skills directly linked to the analysis of the student’s feature inventory responses. The instructional plan builds on the strengths and weaknesses identified in the feature inventory, including developmental spelling strategies discussed in course readings. Learner provides a rationale linking instructional strategies to developmental spelling theories discussed in course readings.

Wiki Page, RDLA267.7: Assignment Checklist

2018-03-14T13:35:15-04:00

Before You Begin

Task

Assessment

Complete: Pre-Course Evaluation Survey

Session 1

Task

Assessment

Getting Started

Reflect: Expectations

Reflect: Prior Knowledge

Discuss: Get to Know Each Other

Reading, Writing, and Spelling Within an Integrated Language Arts Program

Read: "Reading and Writing Accomplishments of Young Children"

Read: "How Readers and Writers Use Phonics"

Watch: "Language Experience Approach"

Read: "Orthographic mapping in the acquisition of sight word reading, spelling memory and vocabulary learning"

Reflect: Instructional implications of teaching phonics and spelling to students in grades K-3

Online Journal Rubric

Research about Spelling Development and Spelling Instruction

Read: "Questions Teachers Ask About Spelling"

Read: "A Weekly Procedure for Teaching Spelling"

Discuss: Advantages and disadvantages of a developmental model of spelling instruction. What does it mean to use a “systematic spelling program?"

Discussion Forum Participation Rubric

Spelling Debate: How Much and What Type of Instruction is Best?

Read: "What Is Our Responsibility in Helping Children Learn to Spell?"

Read: "A Speller's Bill of Rights: Teaching Writers to Spell"

Read: "Effective reading instruction for struggling readers: The role of direct/explicit teaching"

Reflect: What changes would you make to your methods of spelling instruction?

Online Journal Rubric

Session 2

Task

Assessment

Connecting Spelling Development and Literacy Development

Read: "Explorations in Developmental Spelling: Foundations for Learning and Teaching Phonics, Spelling, and Vocabulary"

Read: : Figure 1.14 "Developmental Stages, Characteristics, and Word Study Instruction" from Words Their Way

Discuss: Models of Word Study

Discussion Forum Participation Rubric

Identifying Developmental Spelling Stages: Analyze Student Writing

Explore: Analyze Student Writing Interactive

Read: "Word Study Instruction in the K-2 Classroom”

Reflect: Is it more important to focus on word accuracy or content in grades K-3?

Online Journal Rubric

Integrating Spelling in Reading and Writing Activities

Read: "Teaching Rimes with Shared Reading”

Read: "Strategy Instruction during Word Study and Interactive Writing Activities"
Read: "Figure 1 in “Interactive Writing in the Primary Classroom”

Reflect: What are your experiences of using classroom discussions about print with your students? Or: What are your questions and concerns about using classroom discussions about print with your students?

Online Journal Rubric

Assessment of Student Spelling Assignment

Complete:
Examination of Student Spelling Samples
Explore: PBS websites for Home-School Connections

Examination of Student Spelling Samples Rubric

Session 3

Task

Assessment

Building a Knowledge Base in Spelling

Read: "Building a Knowledge Base in Spelling"

Discuss: Do you agree or disagree with Wilde that teaching spelling is not about teaching skills, but instead is aimed at building a knowledge base in spelling? State the rationale for your position and discuss its implications for your literacy curriculum.

Discussion Forum Participation Rubric

Integrated Spelling Instruction

Read: "Word Study Groups: Analyzing Words for Their Phonetic, Structural, and Morphemic Features"

Reflect: Whose approach, Wilde or Taberski’s, will best approach the needs of your students or prospective students? Write about the strengths and weaknesses of both approaches.

Online Journal Rubric

Instructional Activities for Letter Name - Alphabetic Stage

Watch: Phonological Patterns: Finding Patterns in Books

Read: Lesson Plan demonstrated in the video
Read: Summary of Sequence of Word Study for Letter Name – Alphabetic Stage

Within-Word Patterns Activities

Activity: Work on the Within Word Sorting activity. (This is self graded, no rubric.)

Reflect: Instructional Activities for Letter Name – Alphabetic Stage and Within-Word Patterns Stage

Explore: Technology Integration

Spelling Instruction at the Syllable Juncture Stage

Read: "Integrated Word Study: Spelling, Grammar, and Meaning in the Language Arts Classroom"

Complete: Spelling Instruction Activity Assignment for Peer Review

Spelling Instruction Activity Rubric

Peer Review Guidelines

Session 4

Task

Assessment

Assessments That Lead to Informed Teaching

Read: "Getting Started: The Assessment of Orthographic Knowledge" (pp. 23-47)

Discuss: Assessing students' spelling skills and planning for individual needs

Discussion Forum Participation Rubric

Using Assessment to Focus Instruction

Read: The remainder of “Getting Started: The Assessment of Orthographic Knowledge" (Words Their Way, pp. 23-47)

Activity: Sample Practice (Words Their Way, pp. 33-34) in “Getting Started: The Assessment of Orthographic Knowledge" (This is self graded. Upon completion, see results at the botton of p.34.)

Discuss: Your impressions about using informed observation and developmental feature spelling analysis as a means of planning differentiated instruction. What do you see as the advantages and the disadvantages?

Technology and Young Students

Read: "Technology and Teaching Students to Read"

Read: "The Issues: The Internet and the Early Childhood Classroom"

Explore: Apps for Supporting Phonics and Spelling Instruction with Struggling Students

Planning for Instruction Using Spelling Features

Complete: Planning for Instructiong Using Spelling Features

Informal Assessments with Interactive Games

Explore: Interactive games from PBS

Spelling Feature Analysis and Instruction Plan Rubric

Session 5

Task

Assessment

Increasing Literacy Achievement for All Students

Read: "Balanced Literacy"

Read: “Critical elements of classroom and small-group instruction promote reading success in all children”

Watch: Vowel Teams: Examples and Best Practices

Discuss: Methods that enable teachers to implement balanced literacy and direct instruction, particularly for those who do not learn word level skills readily.

Discussion Forum Participation Rubric

Instructional Interventions for Struggling Students

Read: "Beginning to Decode"

Read: "Analyzing Words and Making Discoveries About the Alphabetic System: Activities for Beginning Readers"

Reflect: Reflect on specific methods you might use to support the literacy skills of students with diverse backgrounds and learning styles.

Online Journal Rubric

Supportive Environments for English Language Learners

Read: "Focus on Research: Using What We Know About Language and Literacy Development for ESL Students in the Mainstream Classroom"

Meeting Students' Individual Needs

Complete: Lesson plan for an ELL or struggling reader and post for peer review.

Lesson Plan Rubric

Peer Review Guidelines

Session 6

Task

Assessment

Final Project: A Case Study of a Student in Grades K-3

Complete:
1. Summary of student's background, attitudes, and progress in developing literacy
2. Analysis of data, determination of spelling stage, instructional needs
3. Develop one-week lesson plan based on assessment

Discuss: Review peers' lesson plans

Submit: Final Project

Final Project Rubric

Discussion Forum Participation Rubric

Peer Review Guidelines

Look Back

Reflect: What knowledge did you acquire?

Reflect: How does this new knowledge affect your professional goals and expectations?

Complete: Post-Course Evaluation Survey

Wiki Page, RDLA267.7: Spelling Instruction Activity Rubric

2018-03-14T13:35:15-04:00

Criteria	Unsatisfactory	Satisfactory	Exemplary
Completion of Assignment and Timeliness	Learner does not complete assignment or does not submit assignment on time.	N/A	Learner completes assignment and submits it on time.
Student Groups	Learner does not provide a word-study activity for all five student groups, and/or each activity is not appropriate for the students' level of spelling development.	Learner provides a word-study activity for all five student groups. Each activity is appropriate for the students' level of spelling development.	Learner provides a word-study activity for all five student groups. Each activity is appropriate for the students' level of spelling development. Each activity is creative and meaningful and has a direct link to reading and writing.
Description of Activities	Learner does not provide a description for each word-study activity that includes classroom management strategies, activity directions, and a rationale based on course readings.	Learner provides a description for each word-study activity that includes classroom management strategies, activity directions, and a rationale based on course readings.	Learner provides a description for each word-study activity that includes classroom management strategies, activity directions, and a rationale based on course readings. Learner references specific readings in the session that support the instruction.
Peer Review	Learner does not create an introductory posting and attach the spelling activity descriptions. Learner does not provide feedback for at least two fellow learners on their spelling activities.	Learner creates an introductory posting and attaches the spelling activity descriptions. Learner provides feedback for two fellow learners on their spelling activities.	Learner creates an introductory posting and attaches the spelling activity descriptions. Learner provides constructive feedback for two fellow learners on their spelling activities. The feedback reflects the Peer Review Guidelines.

Wiki Page, RDLA267.7: Rubric: Feature Inventory Analysis

2018-03-14T13:35:15-04:00

Assignment or Criteria	Unsatisfactory	Satisfactory	Exemplary
Completion of assignment and timeliness	The learner does not complete assignment or does not submit assignment on time.	N/A	The learner completes assignment and submits on time.
Analysis of student spelling progress	Learner does not provide a detailed description of the student’s spelling development, and/or includes three or fewer observations about the student’s understanding of within word pattern features.	Learner provides a description of the student’s spelling development, including some observations about the student’s understanding of within word pattern features.	Learner provides a comprehensive description of the student’s spelling development, including four or more observations about the student’s understanding of within word pattern features.
Outline of instructional plan	Learner describes an instructional plan that may or may not link spelling skills to the analysis of the student’s feature inventory responses. The instructional plan may or may not build on the strengths and weaknesses identified in the feature inventory.	Learner describes an instructional plan that includes comprehensive coverage of spelling skills directly linked to the analysis of the student’s feature inventory responses. The instructional plan builds on the strengths and weaknesses identified in the feature inventory, including developmental spelling strategies discussed in course readings.	Learner describes a detailed instructional plan that includes comprehensive coverage of spelling skills directly linked to the analysis of the student’s feature inventory responses. The instructional plan builds on the strengths and weaknesses identified in the feature inventory, including developmental spelling strategies discussed in course readings. Learner provides a rationale linking instructional strategies to developmental spelling theories discussed in course readings.

Wiki Page, RDLA267.7: S1.1 Introduction

2018-03-14T13:35:16-04:00

"Parents and many educators are concerned about invented or temporary spelling, fearful this will lead to a lifetime of poor spelling."

-Cramer

Overview

In this course, you will learn about research-based instructional activities to teach phonics and spelling to students in grades K-3. You will learn about the importance of systematic instruction and the development nature of how reading and spelling develop. You will learn assessment techniques based on these developmental patterns that will help inform your instruction.

Objectives

By the end of this session, you will be able to:

Define your professional goals and expectations for this course in your online journal.
Explain your prior knowledge about the most effective methods for teaching phonics and spelling in grades K-3 in your online journal.
Reflect on statements about teaching phonics in your online journal.
Compare/contrast traditional and contemporary perspectives on spelling through online discussion.
In your online journal, use course readings and the video to explain changes in your instructional practice for teaching spelling.

Required Reading

Purchase or rent an eTextbook (Links to an external site.)Links to an external site. from Amazon.

Purchase or rent a new or used paperback copy (Links to an external site.)Links to an external site. from Amazon.

Expectations

Reflect on your professional goals and expectations for this course and record them. Find the Online Journal for this section and respond to the prompt below:

What are your expectations for this course?

What knowledge and skills do you hope to learn?

How will this professional development experience shape your future instruction?

Prior Knowledge

Before you begin the course, think about the most effective methods for teaching phonics and spelling in grades K-3. If you wish to refresh your knowledge of early literacy development or if you are transferring from teaching a different age group, you may find it useful to read a summary of literacy development at Reading and Language in English or Spanish. Go to the Online Journal for this section and respond to the prompt below:

Draw from your teaching experiences, what you already know about the topic, and your questions and concerns to formulate some thoughts about how to best develop and support the phonics and spelling skills of beginning and transitional readers.

To keep track of your assignments for this session, print the Assignment Checklist.

Get to Know Each Other

Take a moment to introduce yourself to your fellow learners on the discussion board. Go to the discussion board and click on the Virtual Café forum. When you introduce yourself, include the following information:

Your name
What grades and classes you teach (or plan to teach)
Why you are taking the course
Any other relevant information about you and why you are studying effective literacy instruction

Wiki Page, RDLA267.7: S2.8 Self-Assessment

2018-03-14T13:35:16-04:00

Complete the following self-assessment to determine whether you understand the concepts in Session 2.

Reading promotes the spelling development of young students by
1. a. building a sight word vocabulary.
2. b. providing a context for learning letter-sound relationships.
3. c. encouraging students to look at the print in texts to interpret the messages.
4. d. developing awareness of sound segmentation.
5. e. all of the above
answer
Which of the following is an important component of Word Study instruction?
1. a. phonics
2. b. focus on word structure
3. c. vocabulary
4. d. exploring and examining words
5. e. all of the above
answer
Which of the following is a feature of alphabetic knowledge?
1. a. left-to-right letter sound match
2. b. being able to apply the vowel-consonant-silent e pattern
3. c. identification of vowel digraphs
4. d. understanding syllable patterns
5. e. all of the above
answer
Julia writes, "I lik to fot" (I like to float) in her journal. Her spelling is characteristic of students in the
1. a. prephonemic stage of spelling development.
2. b. early letter name stage of spelling development.
3. c. semiphonemic stage of spelling development.
4. d. middle letter name stage of spelling development.
5. e. all of the above
answer
Which of the following instructional activities would be most appropriate for a student in the middle to late letter name stage of spelling development?
1. a. shared writing activity with a focus on short vowel patterns
2. b. word and picture sorts with long vowel patterns
3. c. word hunt for words that begin or end the same
4. d. rhyming sound sorts with pictures
5. e. all of the above
answer

Additional Resources (Optional)

Ganske, K. (2000). Word journeys: Assessment-guided phonics, spelling, and vocabulary instruction. New York: Guilford Press. (pp. 7-26). Reprinted by permission of Guilford Press.

Neuman, S. B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. (pp. 3-23). Reprinted with permission from the National Association for the Education of Young Children.

References

Bear, D. & Templeton, S. (1998). Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling, and vocabulary. The Reading Teacher, 52(3), 222-241. Used with permission of the International Reading Association.

Bear, D., Invernizzi, M., Templeton, S., Johnston, F. (2004). Words their way: Word study for phonics, vocabulary, and spelling instruction, 3rd Edition. (pp, 11, 14, 16, 18). Electronically reproduced by permission of Pearson Education, Inc., Upper Saddle River, New Jersey.

Button, K., Johnson, M., & Furgerson, P. (1996). Interactive writing in a primary classroom. The Reading Teacher, 49(6), 446-454. Used with permission of the International Reading Association.

Lapp, D. & Flood, J. (1997). Where's the phonics? Making the case (again) for integrated code instruction. The Reading Teacher, 50(8), 696-700. Used with permission of the International Reading Association.

Richgels, D., Poremba, & McGee, L. (1996). Kindergarteners talk about print: Phonemic awareness in meaningful contexts. The Reading Teacher, 49(8), 632-645. Used with permission of the International Reading Association.

All IRA articles are used with permission from the International Reading Association.

Wiki Page, RDLA267.7: Lesson Plan: Phonological Patterns: Finding Patterns in Books

2018-03-14T13:35:16-04:00

CCSS.ELA-Literacy.RF1.3: Know and apply grade level phonics and word analysis skills in decoding words.

First-Grade Students

Goals

To reinforce students’ knowledge of a phonological pattern
To help students practice identifying words that end with similar rhyme sounds
To illustrate to students the relationship between phonological knowledge and reading whole texts

Objectives

Students will be able to:

search familiar texts for a phonological pattern.
list words containing the phonological pattern on a chart.

Prerequisites

The teacher has read a story to the class and discussed the content. The teacher has introduced a phonological pattern and modeled finding words that contain the pattern.

Materials

newsprint paper
markers
books that have recently been read to or by the students

Lesson Description

Students gather in small groups at a table with books they have previously read. They look for examples of a phonological pattern (such as words that rhyme with at). The students look for words that contain the phonological pattern and write the words. They read the sentences in which they find the words to the teacher as she circulates among groups and monitors their activity.

Lesson Procedure

The teacher reads a book containing multiple examples of a phonological pattern to the class during shared reading time.
After discussing the content of the book, the teacher introduces a phonological pattern and points out an example or two in the book.
She asks student volunteers to find examples of the pattern on a page or two of the book.
She has them copy the words onto a paper.
She assigns students to small groups and asks them to look through the books they have read to find examples of the phonological patterns. She has previously placed several books around the room on tables or at workstations.
She tells students to read the sentence in which the word occurs to the group, to write the word on the paper, and to reread the sentence to the group.
The teacher moves from group to group monitoring the students’ progress and listening to the students reading their sentences.

Closure and Conclusion

When finished, the teacher collects the papers from each group and hangs them at the front of the class. She asks groups to read their words to the class.

Wiki Page, RDLA267.7: S6.3 Alternative Project 3

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This is the third of three alternative projects in this course. Remember, you should only complete this alternative project if you have chosen to do three alternative projects instead of one final project.

Evaluation of State Standards: Alternative Project 3

The goal of this project is to evaluate and compare different state's literacy standards. You may wish to review the assessment rubric for Alternative Project 3 before you begin.

1. Visit three State Department of Reading Web sites to find their literacy standards. If possible, review both their primary-grade standards and their early-childhood standards. If you are unfamiliar with conducting web searches, refer to the web search checklist.

2. Rate the standards on a scale of 1 to 5 (A "1" rating indicates that standards do not address research-based, developmentally appropriate practice, and a "5" rating indicates that standards thoroughly address research-based, developmentally appropriate practice).

3. Evaluate the standards in relation to the following topics:

concepts of print
alphabetic code
connections between phonics and spelling
connections between phonics and reading
connections between phonics and writing
connections between phonics and vocabulary study
assessment of phonics and spelling progress
developmental stages of spelling development
integration of word study in reading, writing, and spelling

4. Write an evaluation of the standards you explore for each state. Give an overall rating for how well they address topics related to word study, and make suggestions about how the state might improve the content of their standards. Support your ratings with references to course readings.

Peer Review

Go to the discussion board to share your evaluation with your fellow learners who will provide constructive feedback. You will also review and provide feedback to their evaluations.

Create and save your evaluation and other state standards documents using a word processing program.
Go to the discussion board and enter Session 6: Discussion Forum 2.
Create an introductory posting and attach your evaluation.
Review the postings of at least two other learners and provide constructive feedback. Use the assessment rubric and peer review guidelines to guide your feedback.
Make any necessary changes to your work based on your peers' feedback. You are expected to consider the feedback presented by your peers and make modifications before submitting your evaluation to your facilitator.
Submit your evaluation for each state to your facilitator.

Wiki Page, RDLA267.7: S6.5 Look Back

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Acquired Knowledge

Go back to your online journal entries and read your response to the "Prior Knowledge" question you answered in Session 1. Open the Online Journal for this session and respond to the prompt below:

What have you learned and what skills have you acquired from the course?

Identify the essential ideas and strategies you gained from this course and how you plan to incorporate them into your current or future classroom.

Professional Goals and Expectations

Reflect on what you learned from the assignments, articles, discussions, and the journal reflections you completed during this course. Find the Online Journal for this session and respond to the prompt below:

How does this learning experience compare with your goals and expectations?

Were there any professional goals you were unable to achieve? Explain why. How do you plan to address these areas of professional development in the future?

Post-Course Evaluation Survey

Complete the Post-Course Evaluation Survey. The information from the survey is very important, as it will help PBS TeacherLine evaluate and improve courses.

Optional: Rethinking Spelling Instruction: Weaving Theory and Research

Read "Journal Entries as a Window on Spelling Knowledge." Fresch uses journal entries written by the same child from kindergarten through grade 4 to vividly demonstrate that child's developing understanding of spelling from Pre-phonemic to the Derivational Constancy stage. She provides examples of how an analysis of journal entries can provide teachers with valuable information that can inform instruction.

Read "Sort, Search, and Discover: Spelling in the Child-Centered Classroom." Fresch and Wheaton describe how to integrate theory and research with classroom practice to create an individualized spelling program. They present a five-day instructional plan that parallels the classroom reading and writing program. The goal is to help these third-grade children move beyond invented spelling and into applying their knowledge of how the language system works.

In your online journal, write your ideas about ways to bring about meaningful changes in your spelling instruction. Submit your response to the prompt below:

How can teachers implement a developmental spelling approach? Is it necessary to completely discard traditional approaches?

Sources

Fresch, M.J. (2001). Journal entries as a window on spelling knowledge. The Reading Teacher, 54(5), 500-513.

Wiki Page, RDLA267.7: Course Design and Elements

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Course Design

The design and structure of PBS TeacherLine courses are based on best practices and current research that highlights the importance of online learning communities. This is not a self-paced course for a learner to complete in isolation. In fact, most new ideas are formed through collaboration with other participants. Some key course design features include:

Collaboration: Group interaction among learners and the facilitator is crucial to a successful online learning experience. The discussion board area allows you and your fellow learners to create a supportive community which fosters learning.
Scheduled Online Discussions: Discussions are initiated by your facilitator at scheduled intervals throughout the course. This allows you and your colleagues to focus on the same topic at the same time and engage in high-quality group discussions.
Asynchronous Communication: You and your fellow learners may not always log in to the course at the same time, but you will still have meaningful interactions. Discussion boards allow you to communicate, but at times that fit your varying schedules.
Purposeful Virtual Spaces: Some online communication is more appropriate than others, depending on the situation. In this course you will have academic, technical, and course-related discussions in the discussion board. You should share more personal information with your facilitator and other learners through e-mail.

Course Elements

The following list highlights the core elements in a PBS TeacherLine course. Having a solid understanding of how they work together, will help you to successfully complete your coursework.

Syllabus: An outline that lists course requirements, assessment criteria, course content, expectations, and other relevant information.
Assessment Rubrics: Your facilitator will evaluate your coursework and performance using rubrics found in the Assessment Criteria area. Familiarize yourself with the rubrics and refer to them often throughout the course.
Sessions: The course is divided into six sessions, each taking about five hours to complete.
Assignments: Within each session, you will be required to complete assignments that support the overall goals and objectives of the course.
Session Resources: This area provides a compilation of readings, interactives, video, and websites used throughout the course.
Assignment Checklist: A tool to help you manage your assignments.
Discussion Board: A tool used to support online collaboration.
Online Journal: A tool used to support self-assessment, reflection and professional growth.
Surveys: An area where you access online surveys for the course.

Course Icons

Resources from PBS television programs, pbskids.org and pbsparents.org -

Interactive- Discussion - Journal - Video -

Audio - Reading - Survey - Paper -

Wiki Page, RDLA267.7: Course Resources

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Sources

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.

Bear, D. R., Invernizzi, M., Johnston, F., & Templeton, S. (2016). Words their way: Word study for phonics, vocabulary, and spelling instruction (6th ed.).Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Button, K., Johnson, M., & Furgerson, P. (1996). Interactive writing in a primary classroom. The Reading Teacher, 49(6), 446-454. Used with permission of the International Reading Association.

Dutro, S., Mendia Nunez, R. & Helman, L. (2016) Explicit language instruction: A key to academic success for English learners (chapter 3). In L. Helman (Ed.), Literacy development with English language learners (2nd ed., pp. 43-77). New York: Guilford Press.

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21. doi: 10.1080/10888438.2013.819356

Foorman, B. & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research and Practice, 16(4), 2013-2012.

Gaskins, I., Ehri, L., Cress, C., O’Hara, C., & Donnelly, K. (1997). Analyzing words and making discoveries about the alphabetic system: Activities for beginning readers. Language Arts, 74(3), 172-184.

Gill, S. (2006). Teaching rimes with shared reading. The Reading Teacher, 60(2), 191-193.

Helman, L. & Burns, M. (2008). What does oral language have to do with it? Helping young English language learners develop a sight vocabulary. The Reading Teacher, 62(1), 14-19.

Helman, L. (2016) Opening doors to texts: Planning effective language instruction for emergent bilinguals (chapter 7). In L. Helman (Ed.), Literacy development with English language learners (2nd ed., pp. 164-181). New York: Guilford Press.

Invernizzi, M., Abouzeid, M., & Bloodgood, J. (1997). Integrated word study: Spelling, grammar and meaning in the language arts classroom. Language Arts, 74(3), 185-192.

Misunderstood Minds.(n,d.). Difficulties with Reading. Retrieved from http://www.pbs.org/wgbh/misunderstoodminds/readingdiffs.html

Murray, B. (1999). A weekly procedure for teaching spelling. Retrieved from http://www.ldonline.org/article/268/

Northrup, L. & Kileen,, E. (2013). A framework for using iPads for building early literacy skills. The Reading Teacher, 66(7), 531-537.

O’Connor, R. (2014). Beginning to decode (chapter 4, pp. 54-70). Teaching word recognition: Effective strategies for students with learning difficulties (2nd ed.). New York: Guilford Press.

Pressley, M., Roehrig, A., Bogner, K., Raphael, L., & Dolezal, S. (2002). Balanced Literacy. Focus on Exceptional Children, 34(5), 1-15.

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

Rodgers, E. (2017). Scaffolding word solving while reading: New research insights. The Reading Teacher, 70(5), 525-532.

Rupley, W., Blair, T., and Nichols, W. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading and Writing Quarterly, 25(2-3), 125-138.

Shaywitz, S., M.D. (2003) Later clues to dyslexia (chapter 9, pp. 102-119) Overcoming dyslexia: A new and complete science based program for reading problems at any level. New York: Alfred Knopf.

Snow, C.E., Burns, M.S., and Griffin, P. (1998). The process of learning to read (chapter 2, pp. 41-86). Preventing reading difficulties in young children. Washington, DC: National Academy of Sciences.

Strickland, D. (1998). How readers and writers use phonics. In Teaching phonics today: A Primer for educators. Newark, DE: International Reading Association.

Taberski, S. (2000) On Solid Ground: Strategies for Teaching Reading K-3. Portsmouth, N.H.: Heinemann.

Teale, W. (2009). Students learning English and their literacy instruction in urban schools. The Reading Teacher, 62(8), 699-703.

Templeton, S. & Morris, D. (1999). Questions teachers ask about spelling. Reading Research Quarterly, 34(1), 102-112.

Watts-Taffe, S. & Truscotte, D. (2000). Focus on research: Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts, 77(3), 258-265.

Wilde, S. (1991). Building a knowledge base with spelling (chapter 5). You kan red this! Spelling and punctuation for whole language classrooms, K-6. Portsmouth, N.H.: Heinemann.

Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., & Lundstrom, R. (2009). Word study instruction in the K-2 classroom. The Reading Teacher, 62(7), 570-578.

Williams, C. and Lundstrom, R. (2007). Strategy instruction during word study and interactive writing activities. The Reading Teacher, 61(3), 204-212.

Wiki Page, RDLA267.7: Rubric: Examination of Student Spelling Samples

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Assignment or Criteria	Unsatisfactory	Satisfactory	Exemplary
Completion of assignment and timeliness	The learner does not complete assignment or does not submit assignment on time.	N/A	The learner completes assignment and submits on time.
Analysis of student spelling	Learner does not correctly identify the spelling stages of the student work samples.	Learner correctly identifies the spelling stages of the student work samples and provides a brief explanation of features.	Learner correctly identifies the spelling stages of the student work samples and provides a detailed explanation of features.
Description of instructional activity	Learner does not provide a description of an instructional activity to improve the spelling skills of each student represented by the spelling samples.	Learner provides a description of an instructional activity to improve the spelling skills of each student represented by the spelling samples. Each activity is appropriate for the level of spelling development shown in the sample.	Learner provides a detailed description of an instructional activity to improve the spelling skills of each student represented by the spelling samples. Each activity is appropriate for the level of spelling development shown in the sample. Learner references specific readings in the session that support the instruction.

Wiki Page, RDLA267.7: S4.4 Using Technology

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While the research about using technology to support spelling development continues to expand, early findings suggest that one important benefit of technology is an increase in student motivation and engagement. While all students can benefit from a higher level of engagement, the special needs of some students is worth exploring further.

Technology and Young Students

Read "Technology and Teaching Students to Read," and focus on the best practices of how technology can best support and enhance phonics instruction.

Next, read "The Issues: The Internet and the Early Childhood Classroom" from PBS Teachers. This article provides valuable information on how to integrate technology into the early childhood classroom and tips for evaluating websites.

As you read both articles, think about the different technology and software that your school has available to support your phonics and spelling instruction. Think about how you could use your school software and online games from PBS to conduct informal student assessments.

Apps for Supporting Phonics and Spelling Instruction with Struggling Students

When used for literacy instruction, iPads can provide stimulating opportunities for beginning and transitional readers. There are hundreds of spelling apps and finding the right one can be daunting. Dr. Elaine Cheesman, who writes for the International Dyslexia Association (IDA) and is an associate professor with tenure at the University of Colorado College of Education, identified the following exceptional apps for supporting phonics and spelling. Here are a few of her selections and reviews:

Spelling City
by SpellingCity

"This app features seven activities to reinforce spelling, vocabulary, and alphabetizing skills. The sample lists include homophones and content-based words (e.g., colors, beach, space). However, one can easily create custom lists to practice any spelling pattern using a personal account on the free, accompanying website. Words to spell are dictated using a natural human voice, and words are all put into the context of a sentence. Personal lists also feature a choice of appropriate sentences to include in the activities! An added bonus is that any word list can be easily printed in manuscript or cursive on "lined” paper, combining spelling and handwriting practice." Elaine Cheesman, Ph.D.

Starfall Learn to Read
By Starfall Education

"The app mirrors the decoding and spelling activities in Starfall.com. It includes making words from common rimes (e.g., at in cat, ake in cake), sorting one-syllable words by syllable type, games for matching words and pictures, decodable stories, and engaging cartoon videos explain phoneme-grapheme correspondences. The speech is a child's voice, with excellent and accurate pronunciation. ” Elaine Cheesman, Ph.D.

Word Wizard - Talking Movable Alphabet & Spelling Tests for Kids
By L'Escapadou

"This app is appropriate for both spelling practice and teacher-directed small groups or for independent practice using pre-set lists of words: CVC words, high frequency words, and common content words (numbers, colors). Settings are easily changed to suit the purpose of the activity: for example, when touching each letter, a human voice speaks either the sound (good for single letter-sounds) or name of the letter (appropriate for digraphs). A unique feature is that "naughty" words are transformed instantly to "oops." Elaine Cheesman, Ph.D.

Abc PocketPhonics: letter sounds & writing + first words
By Apps in My Pocket Ltd

"This app provides individualized spelling instruction in a carefully sequenced progression of consonant and vowel sounds, starting with single letters and progressing to consonant and vowel digraphs. A human voice pronounces the phonemes (e.g., /kw/) and then prompts the player to trace the grapheme (e.g. qu) that represents the sound. After reading and writing isolated phoneme-grapheme associations, the player uses known graphemes to spell words, sound-by-sound (e.g., quit). The correct response rewards the player with a comical illustration of the word's meaning. The app includes digraph ng, unvoiced th (with) and voiced th (then), a rare and welcome feature in phonics apps! However the app could be improved with a more animated and less monotone voice.” Elaine Cheesman, Ph.D.

Optional Resources:

To learn more, see Cheesman's full article "iPad Apps for Literacy Instruction" on the International Dyslexia Association website.
You are also encouraged to read the advice that Northup and Kileen (2013) provide in their article, "A Framework for Using iPads to Build Early Literacy Skills."

Planning for Instruction Using Spelling Features

Now let's pull it all together.

Assignment: Spelling Feature Analysis and Instructional Plan
In this assignment, you will analyze the results of a student’s spelling. See the assessment rubric before you begin.

Return to your copy of Word Their Way (2016) to review Figure to 2.5 "Examples of Students' Spelling in September" (pp. 34). In the Sample Practice activity you did previously in this session, you practiced identifying the developmental stage of these students and a place where you would begin instruction for each. Now, choose one of these students (Jean, Reba or Allen) and plan one instructional activity to address the student’s needs at this point in time. In preparing your response, answer the following questions:

What features are the strongest?
What features are the weakest?
Provide a rationale for the point where you would you begin instruction.

Next, create an outline of an instructional plan for the student by answering the following question:

What are some spelling and phonics instructional goals you have for the student you chose and what are your objectives?

In your outline, make sure you connect your instructional ideas to the assessment information you have for the student with instruction strategies you have learned in this course to support your instructional recommendations. Upload your work for your facilitator to grade.

Informal Assessments with Interactive Games

In this session, you thought about informed observation as a technique, explored Spelling Features Assessment tools and continued to read about how such information can help to inform instruction. You used actual assessment results to inform future instruction. Take a moment to explore the following interactive games from PBS. These games are designed to develop students' phonics development and spelling skills. As you explore each game, think about how you would implement it with your students.

Puppy Letters
In this game from Clifford, students develop early reading skills and spelling as they fill in a word to complete a sentence.

Golden Crown Spelling Bee
In this game from Super WHY! students practice sounding out and spelling words. Students are told a word that they need to spell based on the sounds that the different letters make.

Dog's Letter Pit
In this game from WordWorld, students practice letter-sound associations and phonemic awareness by helping Dog find letters that match sounds and spell words.

Sources

Bear, D. R., Invernizzi, M., Johnston, F., & Templeton, S. (2016). Getting started: The assessment of orthographic knowledge (Chapter 2). In Words their way: Word study for phonics, vocabulary, and spelling instruction (6th ed.).Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Grace, C. (2001). The issues: The internet and the early childhood classroom. Retrieved September 6, 2008.

Northeast and the Islands Regional Technology Consortium (NEIRTEC) (2004). Technology and the building blocks for teaching students to read. Retrieved February 14, 2007, from http://www.neirtec.org/reading_report. Used with permission.

Northrup, L. & Kileen, E. (2013). A framework for using iPads for building early literacy skills. The Reading Teacher, 66(7), 531-537.

Wiki Page, RDLA267.7: S2.5 Word Study in Meaningful Contexts

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Integrating Spelling in Reading and Writing Activities

Word study and spelling should not be taught in isolation. Students need explicit practice applying word level skills to authentic reading and writing. Read "Teaching Rimes with Shared Reading" and "Strategy Instruction During Word Study and Interactive Writing Activities." The authors describe ways to engage young children in reading and writing activities that encourage them to apply their knowledge about phonics and spelling. As you read, think about how you might use these strategies with your students.

Look at Figure 1 in the article "Interactive Writing in a Primary Classroom." Think about how you can use the information listed in this figure as a resource for planning and implementing shared reading and writing experiences in K-3 classrooms that integrate both meaning/content as well as word level skills.

Online Journal: Open the Online Journal for this section and respond to the prompt below:

If you have used classroom discussions about print similar to those presented by Gill (2006), and by Williams and Lundstrom (2007) with your primary-grade students during shared reading, shared writing, or interactive writing, write about your experiences and your observations related to these types of activities designed to promote students' literacy development.

If you have not had an opportunity to use these activities in a classroom, write questions and concerns about implementation such as scaffolding instruction, selection of appropriate materials, and assessing student learning.

Examination of Student Spelling Samples Assignment

In this assignment you will practice analyzing student spelling samples and use your analysis to plan instruction. You may wish to refer to the assessment rubric for this assignment before you begin.

Analyze the three spelling examples provided below and try to identify the spelling stage that each represents.

Spelling Sample 1

My bot iz beg (My boat is big.)

Spelling Sample 2

I dg (I have a dog.)

Spelling Sample 3
(Sally likes red.)
Describe the spelling features that you identify for each sample.
Provide an example of an activity from what you have read thus far to develop the spelling skills of each student.
Record your analysis and activities in a document and submit your assignment to your facilitator by the end of this session.

Home-to-School Connection with PBS

One strategy to develop students' early literacy is to involve the home and community. One way to accomplish this is to bring reading and writing materials and new learning into students' homes. You may wish to share the following resources from PBS with your students' parents to help them support their students' spelling and writing development:

Writing and Spelling: Practical Ideas for Parents
This article from Reading Rockets provides integrated spelling activities.

Writing: Responses
This Web page from the acclaimed website, Misunderstood Minds, includes tips for home and school collaboration and suggestions for how to help students accomplish writing tasks.

Bear, D. & Templeton, S. (1998). Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling, and vocabulary. The Reading Teacher, 52 (3), 222-241. Used with permission of the International Reading Association.

Bear, D. R., Invernizzi, M., Johnston, F., & Templeton, S. (2016). Words their way: Word study for phonics, vocabulary, and spelling instruction (6th ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Button, K., Johnson, M., & Furgerson, P. (1996). Interactive writing in a primary classroom. The Reading Teacher, 49 (6), 446-454. Used with permission of the International Reading Association.

Gill, S. (2006). Teaching rimes with shared reading. The Reading Teacher, 60(2), 191-193.

Lapp, D. & Flood, J. (1997). Where's the phonics? Making the case (again) for integrated code instruction. The Reading Teacher, 50 (8), 696-700. Used with permission of the International Reading Association.

Williams, C. and Lundstrom, R. (2007). Strategy instruction during word study and interactive writing activities. The Reading Teacher, 61(3), 204-212.

Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., & Lundstrom, R. (2009). Word study instruction in the K-2 classroom. The Reading Teacher, 62(7), 570-578.

Wiki Page, RDLA267.7: S3.2 A Knowledge Base in Spelling

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Building a Knowledge Base in Spelling

In "Building a Knowledge Base in Spelling," Wilde states, "As children write, inventing spelling as they go, they draw on their evolving knowledge base about the spelling system. Sometimes their knowledge is accurate and sometimes it isn't." As you read this article, think about why learning to spell is very difficult for some students.

Discussion: Participate in an online discussion by taking a position on the following issue:

Do you agree or disagree with Wilde that teaching spelling is not about teaching skills, but instead is aimed at building a knowledge base in spelling? State the rationale for your position and discuss its implications for your literacy curriculum.

As you complete the rest of the readings and assignments for this session, you should go to the discussion forum at least two or three times to continue the discussion. Refer to the discussion rubric to review some expectations for participating in online discussions in this course.

Wiki Page, RDLA267.7: S2.1 Introduction

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"When phonics is taught devoid of books, children are asked to postpone their excitement for literacy.”

- Lapp and Flood

Overview

Session 1 explored the roles of reading and writing in learning to spell and discussed the advantages and disadvantages of embedding spelling instruction into an integrated language arts program. In this session, you will focus on the early stages of spelling development and how a student's knowledge of phonics and spelling is reflected in his or her writing. You will use readings and an interactive activity to identify the developmental stages of spelling and to examine developmentally appropriate instructional strategies and activities.

Integral to course readings is Words their way: Word study for phonics, vocabulary, and spelling instruction (6th Edition) by Bear, D. R., Invernizzi, M., Johnston, F., & Templeton, S. (2016). Make sure you have either downloaded the electronic version or acquired a copy of the book from a library or books store.

Objectives

By the end of this session, you will be able to:

Explain and discuss the effectiveness of using the Bear and Templeton model for word study with older students.
Evaluate whether it is important to focus on students' spelling or the content of their writing in your online journal.
Reflect on your experiences of using classroom discussions about print with your students OR reflect on your questions and concerns about using classroom discussions about print with your students.
Analyze three spelling samples and describe an activity to develop the spelling skills of each student represented by the spelling samples.

If you haven't done so already, download and print the Assignment Checklist to keep track of your assignments for this course.

Wiki Page, RDLA267.7: S4.5 Alternative Project 2

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This is the second of three alternative projects in this course. Remember, you should only complete this alternative project if you have chosen to do three alternative projects instead of one final project.

Common Phonetic Feature Classroom Assessment: Alternative Project 2

This project will enable you to synthesize your learning from Sessions 1, 2, 3, and 4. You may wish to review the assessment rubric for Alternative Project 2 before you begin.

Design a reading and writing activity for a first-, second-, or third-grade student that provides assessment data about the student's skills in using a common phonetic feature. Include the following information:
- the grade level for which the activity is designed
- a statement about the activity's appropriateness to the grade level
- the materials and procedures needed to complete the assessment
- adaptations for students with diverse learning styles
- how the assessment task will be evaluated
- suggestions on how the assessment results can be used to inform instruction

Develop a hypothesis chart, such as the one below.

Hypothesis Chart

What the Student Did

What This May Mean About the Student's Development

Suggested Next Step in Instruction

Implement the assessment activity with a student and reflect on the results.
Write about the experience with the student in 1-2 paragraphs. Revise your hypothesis chart and activity, as needed, based on the implementation.
Submit your activity, hypothesis chart, and write-up to your facilitator.

Wiki Page, RDLA267.7: S4.2 Using Assessments to Set Goals

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Assessments That Lead to Informed Teaching

Open your copy of Words Their Way by Bear and colleagues (2016) and read the initial sections of chapter two "Getting Started: The Assessment of Orthographic Knowledge” (pp. 23-47). The authors discuss the rich observational data that can be collected just by watching children read and write for a variety of purposes throughout a given day. Think about the nature of your observations as you look at what students do. Are you looking solely to see if their reading and spelling are accurate, or are you looking to see what their reading and writing reveals about what they know and what they need to learn? One goal of the readings and activities for this session is to help you use informed observation and appropriate assessment to determine where your students fall on the developmental stages of reading and spelling. This information will, in turn, help you plan for instruction that addresses where they currently are and the direction in which they should be heading.

By teaching to the curriculum and following the information and procedures explained in “Getting Started: The Assessment of Orthographic Knowledge”, we may address the needs of the class in general as well as the needs of individual learners. Informed teaching means using observation and assessment data to make instructional decisions for individual students or groups of students. Implementing a program that is responsive to the individual needs of students can be time-consuming.

Discussion: Assessing and Planning Time

Engage in an online discussion about this issue by responding to the following questions. This discussion assignment will continue as you complete your reading of the chapter “Getting Started: The Assessment of Orthographic Knowledge” by Bear and colleagues (2016).

How do you address the issue of finding time to assess students and plan for individual needs? Is it worth the additional effort and time?

Refer to the discussion rubric to review some expectations for participating in online discussions in this course.

Using Assessment to Focus Instruction

Continue to read the remainder of the chapter “Getting Started: The Assessment of Orthographic Knowledge” (pp. 23-47) by Bear and colleagues (2016). As you read, notice the feature inventories that highlight the characteristics of the Letter Name – Alphabetic stage, the Within Word Pattern stage, the Syllable and Affixes stage, and the Derivational Relations stage. The feature inventories provide information about the aspects of word study that need to be strengthened in order to move the student into the next stage of spelling development. To strengthen your skill of using assessment results to begin to plan instruction, complete the "Sample Practice" in Words Their Way, pp. 33 and 34. This activity is, indeed, practice and will not be graded. After you complete the practice assignment, check your answers with the "Results" provided at the bottom of page 34.

Discussion: Assessing with Informed Observation and Feature Analysis

Now that you have completed the reading on assessment and have had some practice using assessment results to begin to plan for instruction, return to the discussion board to address the following questions:

What are your impressions of using informed observation and developmental spelling feature analysis as a means of planning differentiated instruction in your classroom?

What do you see as the advantages and disadvantages?

Wiki Page, RDLA267.7: Assessment Criteria

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As a learner in this course, you will be required to:

Participate in discussions during each session.
Submit assignments at the end of each session.
Reflect on your learning in the online journal.
Submit a final project.

Your overall performance will be determined by the facilitator. He/she will check that you have met all the course requirements and will also determine if you met the performance expectations for this course using the rubrics below.

Discussion Forum

Discussion Forum Participation Rubric

Online Journal

Online Journal Rubric

Session 1

There are no activities that are assessed directly in Session 1, except for the discussion forums and online journal.

Session 2

Online Journal Rubric

Online Journal: Word Accuracy or Content?

Online Journal: Integrating Spelling in Reading and Writing

Discussion Forum Participation Rubric

Discussion: Models for Word Study

Rubric for Examination of Student Spelling Samples

Session 3

Online Journal Rubric

Online Journal: Integrating Spelling Instruction: The pros and cons of Wilde and Taberski

Online Journal: Letter Name-Alphabetic and Within Word Pattern Reflection

Discussion Forum Participation Rubric

Discussion: Building a Knowledge Base in Spelling

Rubric for Spelling Instruction Activity for Peer Review

Rubric for Peer Review

Wiki Page, RDLA267.7: S4.4 Self-Assessment

2018-03-14T13:35:16-04:00

Complete the following self-assessment to determine whether you understand the concepts in Session 4.

Which of the following is the purpose of spelling assessment?
1. a. to inform instruction
2. b. to evaluate curricular goals
3. c. to monitor student progress
4. d. to evaluate spelling strategies
5. e. all of the above
answer
Jonathan is a third-grade student. His teacher has observed that he misspells many multi-syllabic words. He would like to evaluate the extent to which Jonathan is applying specific orthographic features presented in class. Which of the following assessment measures would he find most useful?
1. a. a standardized test
2. b. the student's spelling log
3. c. daily journal entries
4. d. a dictated word list
5. e. all of the above
answer
Jonathan's teacher is also interested in knowing more about the strategies that Jonathan uses when spelling and his attitude toward self-correcting his misspellings. He could gather this information by
1. a. a writing conference
2. b. a whole class questionnaire
3. c. spelling log prompts that have students describe spelling strategies
4. d. a one-on-one interview
5. e. all of the above
answer
Mr. Urhmann is planning a word study unit for a group of students at the Within Word Pattern stage. Which of the following orthographic features would he include?
1. a. long vowel patterns
2. b. homophones
3. c. contractions
4. d. final consonant blends and digraphs
5. e. all of the above
answer
In designing a word sorting activity for students who are just beginning the Within Word Pattern stage, which of the following would be appropriate?
1. a. compare/contrast: CVC (cat, fat, rat, etc.) with VCe (ate, fate, rate, etc.)
2. b. compare/contrast: CVC (cat, fat, rat, etc.) with r-controlled vowel patterns (car, far, bar, etc.)
3. c. compare/contrast: CVC (met, bet, etc.) with CeeC (meet, keep, feet, etc.)
4. d. compare/contrast: final ch (coach) with final tch (ditch)
5. e. all of the above
answer

Wiki Page, RDLA267.7: Peer Review Guidelines

2018-03-14T13:35:17-04:00

Use these guidelines in reviewing a peer's submission.

Reference the rubric when making suggestions.
Share at least one, preferably two aspects of the submission that reflect "satisfactory" criteria from the assignment rubric.
Share at least one, preferably two aspects of the submission that could be improved. Again, reference criteria in the rubric, identify specific areas in the assignment, and make recommendations to improve the areas that are highlighted.
Your choice of words should be objective, professional, and used to improve your peer's learning experience and possible future implementation. Short phrases such as "good job" or "needs improvement" are not sufficient. Your review should be clear and identify specific areas of the submission that are being addressed.

Wiki Page, RDLA267.7: Rubric: Discussion Forum Participation

2018-03-14T13:35:17-04:00

Participation in the discussion forums is critical for maximizing your learning experiences in this course. You are required to be part of an online community who interact, through discussion, to enhance and support the professional development of the group. Part of the assessment criteria for the course includes assessing the quality and quantity of your participation in the discussion forum.

Some characteristics we consider to be part of excellent discussion contributions are outlined below. Your facilitator will consider these characteristics when assessing the quality and level of your participation.

You should submit your initial post(s) early in the session, and your subsequent responses to the posts of other learners at timely intervals within the duration of the session. Keep in mind the goal is to have a dynamic discussion that lasts throughout the entire session.
Your posts and responses should be thorough and thoughtful. Just posting an "I agree" or "Good ideas" will not be considered adequate. Support your statements with examples, experiences, or references. You are, however, encouraged to be brief — keep each post and response to one or two short paragraphs. Keep in mind that your fellow learners will be reading and responding to you, too.
Make certain to address the discussion prompt(s). This does not mean you should not extend the topic, but do not stray from the topic.
Discussions occur when there is dialogue. So, build upon the posts and responses of other learners to create discussion threads. Make sure you revisit the discussion forum and respond (if necessary) to what other learners have posted to your initial responses.
When relevant, add to the discussion by including prior knowledge, work experiences, references, Web sites, resources, etc. (giving credit when appropriate).
Your contributions to the discussions (posts and responses) should be complete and free of grammatical or structural errors.

This rubric point scale will be used to assess your work based on a 100 point scale that is cumulative throughout each session.

	Unsatisfactory	Satisfactory	Exemplary
	20/50 points	35/50 points	50/50 points
1st Visit: Initial Post (1 post)	Criteria: Quantity and timeliness Does not create an initial post. And/or does not submit early in the session.	Criteria: Quantity and timeliness Creates an initial post.	Criteria: Quantity and timeliness Creates an initial post. Submits early in the session.
	Criteria: Demonstrates knowledge and understanding of content and applicability to professional practice Post does not demonstrate evidence of knowledge and understanding of course materials and content.	Criteria: Demonstrates knowledge and understanding of content and applicability to professional practice Post demonstrates some evidence of knowledge and understanding of course materials and content.	Criteria: Demonstrates knowledge and understanding of content and applicability to professional practice Post demonstrates clear evidence of knowledge and understanding of course materials and content.
	Criteria: Generates learning within the community Post is not applicable to professional practice.	Criteria: Generates learning within the community Post is applicable to professional practice.	Criteria: Generates learning within the community Post is applicable to professional practice.
	5/15 points	10/15 points	15/15 points
Note: A reply is made in visits 2, 3, or 4 by using the 'reply' or 'add a new discussion topic' functions. Learners may earn the extra five points described in the Exemplary column of 3rd & 4th Visit in any message submitted after the Initial Post (1st Visit).
2nd Visit: Reply to Other Learner(s) (1 post early in the session)	Criteria: Quantity and timeliness Does not reply to another learner. And/or does not submit the reply early in the session.	Criteria: Quantity and timeliness Replies to another learner.	Criteria: Quantity and timeliness Replies to another learner. Submits early in the session.
	Criteria: Demonstrates knowledge and understanding of content and applicability to professional practice Response does not demonstrate evidence of knowledge and understanding of course materials and content.	Criteria: Demonstrates knowledge and understanding of content and applicability to professional practice Response demonstrates some evidence of knowledge and understanding of course materials and content.	Criteria: Demonstrates knowledge and understanding of content and applicability to professional practice Response demonstrates clear evidence of knowledge and understanding of course materials and content.
	Criteria: Generates learning within the community Response is not applicable to professional practice.	Criteria: Generates learning within the community Response is applicable to professional practice.	Criteria: Generates learning within the community Response is applicable to professional practice. Response elicits responses and reflection for others.
	5/15 points	10/15 points	15/15 points
3rd and 4th Visit: Reply to Other Learner(s) (2 posts later in the session)	Criteria: Quantity and timeliness Does not reply to a second learner. And/or does not submit the reply before the end of the session.	Criteria: Quantity and timeliness Replies to a second learner.	Criteria: Quantity and timeliness Replies to a second learner. Continues to participate in discussion threads until the end of the session.
	Criteria: Demonstrates knowledge and understanding of content and applicability to professional practice Response does not demonstrate evidence of knowledge and understanding of course materials and content.	Criteria: Demonstrates knowledge and understanding of content and applicability to professional practice Response demonstrates some evidence of knowledge and understanding of course materials and content.	Criteria: Demonstrates knowledge and understanding of content and applicability to professional practice Response demonstrates clear evidence of knowledge and understanding of course materials and content.
	Criteria: Generates learning within the community Response is not applicable to professional practice.	Criteria: Generates learning within the community Response is applicable to professional practice	Criteria: Generates learning within the community Response is applicable to professional practice. Response elicits responses and reflection for others. Response integrates multiple views or provides outside resources from others to take the discussion deeper. (+5 pts- once per discussion which will be added to the 3rd or 4th visit score)

Wiki Page, RDLA267.7: S3.4 Letter Name – Alphabetic and Within Word Pattern Stages of Spelling Development

2018-03-14T13:35:17-04:00

Integrated Spelling Instruction

As you engage in the readings and activities in this section, remember that the developmental stages represent a continuum of development. Some students will exhibit a range of features from several stages and will vary in performance, depending on the complexity of the task. In addition, differences between reading, writing, and spelling development often exist. It is not uncommon, for example, to find that some students who are accomplished readers lag in their spelling development. Also, some instructional activities may be multilevel and appropriate for a range of students.

Addressing the needs of students in your classroom who are at different developmental stages in spelling is very challenging. In "Word Study Groups: Analyzing Words for Their Phonetic, Structural, and Morphemic Features," Taberski explains how word-study groups allow her to meet the needs of students at different stages in spelling. Notice how she tackles management issues, such as how to set up flexible word-study groups, as well as the ways she addresses important spelling concepts and provides examples of instructional activities that have direct links to reading and writing. Keep in mind, though, that despite our best attempts at differentiating instruction based on spelling features, that some students might require even more direct instruction than Taberski’s approach provides.

Online Journal: What are the differences between Wilde's and Taberski's perspectives on spelling instruction? Open the Online Journal and respond to the prompt below:

Whose approach, Wilde's or Taberski's, will best address the needs of your students or prospective students? Write about the strengths and weaknesses of both approaches.

Instructional Activities for Letter Name - Alphabetic Stage

The activities presented in the the video and reading in this section help students develop knowledge about phonological and spelling patterns.

Watch the video "Phonological Patterns: Finding Patterns in Books" in which first-grade students are looking in books for examples of a phonological and spelling pattern they have just studied. As you watch, notice how the students are prompted by the teacher to discuss the patterns they have found.

Read the lesson plan demonstrated in the video.

To further your understanding of activities that can be done within the Letter Name – Alphabetic State, read through the information in the description of the Sequence of Word Study for Letter Name-Alphabetic Stage. Note that there are developmental progressions in skills within this stage from what would be considered Early Letter Name-Alphabetic (Early LNA) to Middle Letter Name-Alphabetic (Middle LNA) to Late Letter Name-Alphabetic (Late LNA).

Summary of Sequence of Word Study for Letter Name-Alphabetic Stage

(from Words Their Way, 2016)

Review beginning sounds with picture sorts [contrasts those students use but confuse] (Early LNA).
Introduce consonant digraphs and blends with picture sorts (Early LNA).
Introduce short vowels in word families using pictures and words [stick to same vowel word families] (Early LNA).
Study short vowels in mixed-word families (Middle LNA).
Include consonant digraphs and blends in word families [use pictures and words in the study of consonant clusters as needed] (Middle LNA).
Study short vowels as CVC patterns outside of rhyming families (Late LNA).
Review digraphs and blends in CVC words, especially those producing an affricate sound (e.g., tr, dr) (Late LNA).
Study pre-consonantal nasals in short vowels (e.g., mp, nk) (Late LNA).
Introduce r-influenced vowels spelled with ar and or (Late LNA).

Word Patterns Activity & Reflection

Word sorting is an important way for students to apply their word knowledge and to develop a deep understanding of phonological and spelling patterns. Sorts can be classified as “closed” where the teacher defines the categories for sorting. Sorts can also be classified as “open” where the student determines the categories for sorting upon inspection of the word items presented. In either case, students will need modeling and guided practice in sorting words into phonological and orthographic categories before they are expected to do this independently.

Within Word Sorting Activity: In this Within Word pattern activity, you will complete an open sort. You are expected to create 2 categories by which to classify the 54 words provided and complete the open sort. Complete the Within Word Patterns activity yourself and then check your answers. This assignment is not uploaded to the facilitator for a grade.

Letter Name Alphabetic Stage Reflection: Now that you've tried a sorting activity on your own, address the questions below. Jot down your answers in a document and upload your reflections for your facilitator.

1. Describe two instructional activities you would use in your present/future classroom for students in the Letter-Name-Alphabetic stage, using the information from the readings, video and activities in this session.

2. Describe two instructional activities you would use in your present/future classroom for students in the Within Word Pattern stage, using the information from the readings, and activties in this session.

You may use these questions to guide your reflection:

1. What spelling knowledge and strategies will students learn in each activity?

2. How will you modify the activities to meet the needs of students who are diverse learners?

3. How will each activity meet your literacy goals for reading and writing?

Technology Integration

Technology can be used to teach spelling patterns. The following games from the PBS show, Between the Lions, develop young students' understanding of spelling patterns in the Letter Name-Alphabetic Stage and Within Word Pattern Stage. You may wish to explore these games to help you complete the Spelling Instruction Activity in this session.

Alphabet Soup
In this game, students unscramble the letters in the alphabet soup to find the missing word in the joke.

Chicken Stacker
In this interactive game, students identify short vowel sounds.

Blending Bowl
In this game, students blend words to practice the most common English spelling patterns.

Sort It Out: Vowel Combination –oo-
Students are asked to sort words based on the sound OO makes in the word in this interactive game.

Sort it Out: Two Sounds of –c–
Students are asked to sort words based on the sound OO makes in the word in this interactive game.

Chain Game: Sound of -ou-
In this interactive activity, students practice making words by substituting consonants and vowels, beginning and ending with words that contain OU.

For other videos and games you can use for supplementing your instruction in phonics, word recognition and spelling, take a look at the Electric Company’s collection on the PBS LearningMedia.

Spelling Instruction at the Syllable and Affixes Stage

As you read the next article, you will notice that the authors define word study differently than Taberski. With more accomplished readers and writers, the instructional focus shifts. The emphasis is no longer on using orthographic knowledge to decode words and to spell words when writing. Instead, students use patterns in order to better understand how spelling represents a word's meaning and its grammatical function. Students engage in a variety of word sorting activities in which they categorize words according to both spelling and meaning.

Read "Integrated Word Study: Spelling, Grammar, and Meaning in the Language Arts Classroom." In this article, Invernizzi and Bloodgood describe how to make spelling/word meaning connections explicit through a carefully planned word-study program in an integrated language arts unit. As you read, notice the students in these classrooms are accomplished readers and writers at the Syllable and Affixes stage.

Spelling Instruction Activity Assignment

One challenge of using a developmental approach to teaching phonics and spelling is that each classroom has students spread along a developmental continuum. One lesson plan will not address the developmental needs of all of the students. Teachers implementing a developmental approach usually find themselves preparing multiple lesson plans. In this assignment, you will practice designing a spelling lesson with multiple activities for different groups of students. Remember to carefully review the Spelling Instruction Activity rubric to understand how your work will be assessed.

Assume that you are in a third-grade classroom that has the following groups of students:

Group A: four students who are struggling with r-controlled vowels (star, more, first, curl, ear, her)

Group B: five students who are struggling with abstract vowels, such as ou/ew (double oo sound as in bloom or double oo sound as in blew), oi/oy (oi sound as in annoy and avoid), oo/ou (double oo sound as in book or could)

Group C: nine students who are struggling with doubling final consonants with -ed and -ing, (such as bat, batted, batting as opposed to blend, blended, blending)

Group D: four students who are struggling with prefixes and suffixes

Group E: three students who are ready for silent versus sounded consonants, such as assign, autumn, and bomb

Follow these steps to complete the assignment:

Step 1: Design a 20-minute word-study activity for each group of students. Each description of the activity should include (in 6-8 sentences):

A statement of how you would organize the classroom and manage the different groups.
Directions for the various activities.
A rationale for using each activity from the readings in this session.

Step 2: Post your spelling instruction activity plans for peer review. Begin with an introductory posting and attach your activity descriptions.

Step 3: Review the postings of one other learner and provide constructive feedback. Use the Spelling Instruction Activity rubric and Peer Review Guidelines to guide your feedback.

Additional Resources (Optional)

"Using Phonics and Spelling Patterns"
In this chapter, Cunningham describes how to use these and similar activities to encourage students' independence in decoding and spelling regular one- and two-syllable words.

Sources

Cunningham, P. (2000). Phonics they use: Words for reading and writing, 3/e. Allyn and Bacon: Boston, MA. Reprinted by permission of the publisher.

Invernizzi, M., Abouzeid, M., & Bloodgood, J. (1997). Integrated word study: Spelling, grammar, and meaning in the language arts classroom. Language Arts, 73(3), 185-192. Copyright (c)1997 by the National Council of Teachers of English. Reprinted with permission. See website, www.ncte.org (Links to an external site.)Links to an external site.

Taberski, S. (2000). Word study groups: Analyzing words for their phonetic, structural, and morphemic features. Heineman: Portsmouth, NH. Reprinted by permission from On Solid Ground by Sharon Taberski.

Wilde, S. (1992) Building a knowledge base in spelling. Published by Heinemann, a division of Reed Elsevier, Inc., Portsmouth, NH. Reprinted by permission from You Kan Red This!

All IRA articles are used with permission from the International Reading Association.

Wiki Page, RDLA267.7: Web Search Checklist

2018-03-14T13:35:17-04:00

The following Web search checklist was taken from Guidelines for Evaluating Web Sites, ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER, and appears in an abbreviated form below. Compiled from several sources, the checklist is a summary of criteria for evaluating Web sites; the more criteria a site meets, the more likely it is to be a valuable resource:

For more Information About ERIC, contact ACCESS ERIC 1-800-LET-ERIC. For the complete list of Web search guidelines from ERIC, visit www.ericdigests.org/1999-3/web.htm.

The information in "Citations for Web Sites" has been taken from APA Online. For a complete set of guidelines for citing and referencing Web sites, visit APA Online at www.apastyle.org.

TECHNICAL CONSIDERATIONS

• Verify that the Web site's important capabilities, such as graphics or animations critical to the subject matter, can be utilized with the technology you have available. Some sites require more advanced browsers.

• The web page should be stable, that is, consistently available.

• All the links and special features such as audios must be functioning with no error messages.

• If there is a fee for using the site, the site should provide a secure way to send payment.

PURPOSE

• A site's purpose should be clear, and its content should reflect that purpose, be it to entertain, educate, or sell.

• Advertising should not overshadow the content.

CONTENT

• A site's content should be comprehensible, appropriate, and of value to the intended audience.

• The information should be current, accurate, and regularly updated. A "last updated" notification is a useful feature.

• There should be enough information to make visiting the site worthwhile. Information on how often the site is visited may indicate its usefulness.

• Although there may be variations in how information is ordered, the organization should generally be logical.

• Sites that promote social biases (e.g., gender, racial, or religious biases) should be rejected or critically reviewed.

• Copyright information is useful if you anticipate copying a substantial amount of the content for dissemination.

• Links to more information on the topic should be provided.

• Graphics should be relevant and appropriate to the content.

AUTHORSHIP/SPONSORSHIP

• The name of the individual or group creating the site should be clearly stated.

• The Web site author or manager should provide contact information for users to make comments or ask questions.

• Where applicable, reference sources for information cited should be provided. See "Citations for Web Sites" below for guidelines on referencing Web sites.

• Sites that clearly violate copyright statutes or other laws should not be linked, listed, or recommended.

FUNCTIONALITY

• Language used in messages and instructions should be clear, concise, and easy to understand.

• The skills required to use the site's features should be appropriate for its intended audience.

• Navigation within the site should be easily carried out. Required "plug-ins" or other helper applications should be clearly identified, and navigational buttons should be of a consistent shape and location.

• If a search function is available, instructions for conducting searches should be provided.

CITATIONS FOR WEB SITES

Bibliographical citations
Reference sources for information from online periodicals, journals, and newsletters should be cited in a bibliography accordingly:

Author's or authors' last name(s), first and middle initials, date of publication in parentheses. Title of article, title of publication in italic, volume number in italic, and page numbers. Retrieved [date of retrieval] from [URL of the Web site].

For example:

Frederickson, B. L. (2000, March 7). Cultivating positive emotions to optimize health and well-being. Prevention & Treatment, 3, 117-123. Retrieved November 20, 2000, from http://journals.apa.org/prevention/volume3/pre0030001a.html.

Internal citations
Reference sources for information from online periodicals, journals, and newsletters within your paper accordingly:

Indicate the page, chapter, figure, table, or equation at the appropriate point in the text. Always provide page numbers for quotation. Note that the words "page" and "chapter" are abbreviated in such text citations.

For example:

(Cheek & Buss, 1961, p. 332)
(Shimamura, 1989, chap. 3)

For electronic sources that do not provide page numbers, use the paragraph number using either the paragraph symbol, if available, or the abbreviation, para.

For example:

(Myers, 2000, P5) (Beutler, 2000, Conclusion section, para. 1)

Calendar Event: Session 1 begins

2018-06-06T00:20:39Z

Jun 13, 2018 at 12am

Calendar Event: Session 2 begins

2018-06-06T00:20:51Z

Jun 20, 2018 at 12am

Calendar Event: Session 3 begins

2018-06-06T00:21:00Z

Jun 27, 2018 at 12am

Calendar Event: Session 4 begins

2018-06-06T00:21:13Z

Jul 4, 2018 at 12am

Calendar Event: Session 5 Begins

2018-06-06T00:21:23Z

Jul 11, 2018 at 12am

Calendar Event: Session 6 begins

2018-06-06T00:21:37Z

Jul 18, 2018 at 12am

Calendar Event: End of Course

2018-06-06T00:21:50Z

Jul 24, 2018 at 12am

Discussion: Virtual Café

2018-06-17T12:07:43-04:00

Come in, have a cup of virtual coffee, introduce yourself, and get acquainted with your fellow learners! When you introduce yourself, include the following information:

your name,
what grades and classes you teach (or plan to teach),
why you are taking this course,
and ...

Assignment: S1.2 Online Journal: Prior Knowledge and Expectations

2018-06-19T18:30:14Z

Due: Jun 19, 2018 by 11:59pm

S1.2 Online Journal: Prior Knowledge and ExpectationsWhat are your expectations for this course?

What knowledge and skills do you hope to learn?

How will this professional development experience shape your future instruction?

S1.2 Online Journal: Prior Knowledge and ExpectationsWhat are your expectations for this course?

What knowledge and skills do you hope to learn?

How will this professional development experience shape your future instruction?

Assignment: S1.4 Online Journal: Teaching Phonics and Spelling

2018-06-19T18:33:56Z

Due: Jun 19, 2018 by 11:59pm

S1.4 Online Journal: Teaching Phonics and Spelling

What do Strickland’s statements mean to you in terms of your current teaching; what you feel you do correctly, and what you think needs to be improved?

S1.4 Online Journal: Teaching Phonics and Spelling

What do Strickland’s statements mean to you in terms of your current teaching; what you feel you do correctly, and what you think needs to be improved?

Assignment: S1.6: Discussion: Spelling Development Instruction

2018-06-19T18:36:33Z

Due: Jun 19, 2018 by 11:59pm

S1.6: Discussion: Spelling Development Instruction What do you think are the advantages and disadvantages of a developmental model of spelling instruction versus traditional methods that use spelling books and weekly tests?

What does it mean to use a “systematic” spelling program?

Discussion: S1.6: Discussion: Spelling Development Instruction

2018-06-20T00:18:37-04:00

What does it mean to use a “systematic” spelling program?

Wiki Page, RDLA267.7: S2.2 Developmental Spelling Stages

2018-06-20T22:37:48-04:00

Connecting Spelling Development and Literacy Development

Understanding the developmental stages of spelling can be challenging. The article "Explorations in Developmental Spelling: Foundations for Learning and Teaching Phonics, Spelling, and Vocabulary" and Figure 1.14 “Developmental Stages, Characteristics, and Word Study Instruction" from Words Their Way (pp. 19) provide an overview of the stages you might find in a classroom of students.

As you read, think about where students might fall within the developmental stages. Think about how you might use the charts to assess student performance and design a developmentally appropriate spelling program.

Discussion: Models for Word Study

Participate in an online discussion about Bear and Templeton's proposal for a model for word study by responding to the following questions.

Think of a child you know. Would the description of the stages in the developmental sequence discussed by Bear & Templeton (1996) and illustrated in the Words Their Way table help you to characterize and describe that child’s spelling? What are your impressions of the reading, writing and word study focus suggestions provided in the table? How might these suggestions help you plan for instruction?

As you complete the rest of the readings and assignments for this session, you should go to the discussion forum at least two or three times to continue the discussion. Refer to the discussion rubric to review the expectations for participating in online discussions in this course.

Identifying Developmental Spelling Stages: Analyze Student Writing

Connecting instruction to a student's developmental stage in spelling is essential for spelling growth. Making the best instructional decision begins with careful analysis of student writing. Take a look at this example of how to Analyze Student Writing and study the developmental features of each students' writing and the instructional activities for intervention. The article "Explorations in Developmental Spelling: Foundations for Learning and Teaching Phonics, Spelling, and Vocabulary" and charts from "Words Their Way" will guide your understanding of the instructional decisions identified in this example. You should note that some of the stages have been revised since Bear and Templeton began their work and research on developmental spelling in the 1990s: for example, derivational constancy is now known as derivational relations.”

Read Word Study Instruction in the K-2 Classroom. As you do so, you should be mindful of the 10 “tips” that the authors provide in structuring their word study lessons and providing practice for students to use what they are learning in their reading and writing throughout the day.

In the reading, "Explorations in Developmental Spelling: Foundations for Learning and Teaching Phonics, Spelling, and Vocabulary," Bear and Templeton reviewed some of the research that supports approaching spelling from a developmental perspective and analyzing student writing as an effective way to monitor developmental progress. Some educators worry that focusing on spelling will inhibit student writing. For instance, Sandra Wilde reminded us that the main goal of having students write is not to produce perfect spelling but to communicate their thoughts and ideas. What do you think?

Online Journal: Accuracy or Content?

Open the Online Journal on Accuracy or Content and respond to the prompt below:

Is it more important to focus on word accuracy or content in grades K-3?

Use examples from your own professional experiences and reading to support your response.

Assignment: S1.7: Online Journal: Reflect on Your Practice

2018-06-21T15:08:05Z

Due: Jun 19, 2018 by 11:59pm

S1.7: Online Journal: Reflect on Your Practice What changes would you make to your methods of spelling instruction?

Assignment: S2.4 Online Journal: Accuracy or Content?

2018-06-27T01:36:16Z

Due: Jun 26, 2018 by 11:59pm

In grades K-3, is it more important to focus on word accuracy or content?

Use examples from your own professional experiences and reading to support your response.

In grades K-3, is it more important to focus on word accuracy or content?

Use examples from your own professional experiences and reading to support your response.

Discussion: S2.3 Discussion: Models for Word Study

2018-06-26T23:50:33-04:00

Think of students or children you know. Which ones are proficient readers and writers who appear to grasp phonics and spelling skills readily? Are there also others who need additional support learning and applying these skills? How might the model be modified to meet the ability levels and curricular goals of these two different types of students? What role would direct and explicit instruction play in these modifications? Provide reasons from your experience and from our readings in your response.

Assignment: S2.3 Discussion: Models for Word Study

2018-06-27T04:15:52Z

Due: Jun 26, 2018 by 11:59pm

Assignment: S2.6 Online Journal: Integrating Spelling in Reading and Writing

2018-06-27T19:55:40Z

Due: Jun 26, 2018 by 11:59pm

What are your experiences of using classroom discussions about print with your students? And/or: what are your questions and concerns about using classroom discussions about print with your students?

Assignment: S2.7 Examination of Student Spelling Samples

2018-06-27T20:09:41Z

Due: Jun 26, 2018 by 11:59pm

Submit the Examination of Student Spelling Samples Assignment here.

Discussion: S3.7 Assignment: Step One...Spelling Instruction Activity to be posted by Saturday midnight for Peer Review, Step Two

2018-07-04T01:49:18-04:00

Step One: Create an introductory posting and attach your activity descriptions.
Step Two: Review the postings of two other learners and provide constructive feedback with suggestions. Use the assessment rubric and peer review guidelines to guide your feedback.

Discussion: S3.3 Discussion: Building a Knowledge Base in Spelling

2018-07-04T01:49:22-04:00

Assignment: S3.7 Assignment: Step One...Spelling Instruction Activity to be posted by Saturday midnight for Peer Review, Step Two

2018-07-04T19:25:49Z

Due: Jul 3, 2018 by 11:59pm

Step One: Create an introductory posting and attach your activity descriptions.
Step Two: Review the postings of two other learners and provide constructive feedback with suggestions. Use the assessment rubric and peer review guidelines to guide your feedback.

Step One: Create an introductory posting and attach your activity descriptions.
Step Two: Review the postings of two other learners and provide constructive feedback with suggestions. Use the assessment rubric and peer review guidelines to guide your feedback.

Assignment: S3.6 Online Journal: Within Word Patterns

2018-07-04T20:33:06Z

Due: Jul 3, 2018 by 11:59pm

Upload your assignment here.

Assignment: S3.3 Discussion: Building a Knowledge Base in Spelling

2018-07-04T20:38:29Z

Due: Jul 3, 2018 by 11:59pm

Assignment: S3.5 Online Journal: Integrated Spelling Instruction

2018-07-04T20:45:58Z

Due: Jul 3, 2018 by 11:59pm

Please submit your online journals here.

Assignment: S4.3 Assessments That Lead to Informed Teaching

2018-07-12T03:18:25Z

Due: Jul 10, 2018 by 11:59pm

Discussion: Assessing and Planning Time

How do you address the issue of finding time to assess students and plan for individual needs?
Is it worth the additional time?

Discussion: Assessing with Informed Observations

What are your impressions of using informed observation and developmental spelling feature analysis as a means of planning differentiated instruction in your classroom?
What do you see as the advantages and disadvantages?

Discussion: Assessing and Planning Time

How do you address the issue of finding time to assess students and plan for individual needs?
Is it worth the additional time?

Discussion: Assessing with Informed Observations

What are your impressions of using informed observation and developmental spelling feature analysis as a means of planning differentiated instruction in your classroom?
What do you see as the advantages and disadvantages?

Discussion: S4.3 Assessments That Lead to Informed Teaching

2018-07-12T13:41:18-04:00

Discussion: Assessing and Planning Time

How do you address the issue of finding time to assess students and plan for individual needs?
Is it worth the additional time?

Discussion: Assessing with Informed Observations

What are your impressions of using informed observation and developmental spelling feature analysis as a means of planning differentiated instruction in your classroom?
What do you see as the advantages and disadvantages?

Assignment: S4.5 Assignment: Spelling Feature Analysis and Instructional Plan

2018-07-12T17:44:05Z

Due: Jul 10, 2018 by 11:59pm

Submit the Spelling Features assignment here.

Wiki Page, RDLA267.7: S6.2 Final Project

2018-07-12T20:12:55-04:00

Final Project: A Case Study of a Second-Grade Student

Your culminating project is to develop one week of lesson plans for teaching phonics and spelling to a student in Grades K to 3. During this process, you will:

compile and/or analyze a student profile,
develop one week of lessons for the student,
submit your draft plan for peer review,
using feedback from peers edit your draft,
then submit a final draft for your facilitator to grade.

You have the option to focus your case study on a student from your classroom or you may use a hypothetical scenario in which we provide you with an example student profile to analyze. Before you begin the project decide which of the following two options you will choose.

Case Study Option 1: If you have access to a student in Grades K to 3, you will develop a case study for a student of your own choosing. To compile the information required, you will need to:
1. Administer the Words Their Way Primary Spelling Inventory (PSI) or the Elementary Spelling Inventory (ESI).
2. Complete the Feature Analysis of the Spelling Inventory.
3. Obtain two writing samples from the student, each AT LEAST six weeks apart.

NOTE: THIS OPTION REQUIRES ADVANCE PREPARATION THAT SHOULD BEGIN IN WEEK 1 OF THE COURSE.

Case Study Option 2: If you do not have access to a student in Grades K to 3 to complete this project, use the Example Student Profile.

Follow the directions below and thoroughly review the assessment rubric for the final project before you begin.

Directions for the Assignment:

Analyze the data from your student's profile to:
- Determine the student’s spelling stage according to the Primary Spelling Inventory (PSI) or the Elementary Spelling Inventory (ESI).
- Analyze the child’s writing, using the Writing Analysis Chart.
Write a short narrative analysis of the student's needs, incorporating what you have learned from the data and spelling and writing samples. Determine the child's instructional priority, based on the Primary Spelling Inventory (PSI) or the Elementary Spelling Inventory (ESI). On what feature or features will you focus? Relate your general analysis of the student's learning progress to the readings in the course.
Create one week (five days) of lesson plans for this student, based on the results of your assessment. Using the lesson plan template. Include the following in each daily lesson plan:

Lesson Objective: What is the lesson designed to do for the student?

EXAMPLE: To increase knowledge of initial consonant sounds

Methodology: How will you deliver your lesson?

EXAMPLE: Teacher-led whole-group discussion

Materials: What materials will you need?

EXAMPLE: Sentence Strip Chart with strips containing the words of a poem

Guided Practice: How will you guide the student in practicing what you have taught?

EXAMPLE: The student will be asked to say words that begin with the first sound in his name and the teacher will provide immediate feedback.

Independent Practice: How will the student practice the skill independently?

EXAMPLE: The student will be asked to draw things that begin with the same sound as his name.

Assessment: How will you determine if the student learned what you wanted him/her to learn (the lesson objective)?

EXAMPLE: Student drawings will be analyzed.

Next Step: What will be your next lesson for the student?

EXAMPLE: Student will use magnetic letters to change initial words

4. Incorporate into your one week of lesson plans the following:

modeling of the skill you want your student to learn,
several instructional activities that integrate reading and writing with word study, and
provisions for ongoing assessment during the one-week interval.

5. To conclude the assignment, write a reflective paragraph about the changes you have made, or will make, in the way you teach phonics and spelling. Cite references to course readings, online discussions with your peers, and specific aspects of the implementation experience that influenced your point-of-view.

6. Finally, save drafts of your analysis, lesson plans, reflections, and other case study documents to share with other learners in a peer review.

Final Project: Peer Review

When you have completed the assignment, your next step is to post it for peer review with your fellow learners who will provide constructive feedback. You will also review and provide feedback to one of their lesson plans.

Go to the peer review discussion board to create an introductory posting and attach your files (analysis, lesson plans, reflections, and other case study documents).
Review the postings of one other learner’s and provide constructive feedback. Use the Final Project Rubric and Peer Review Guidelines to guide your feedback.
Make any necessary changes to your lesson plans and documents based on your peer’s feedback. You are expected to consider the feedback presented by your peers and make modifications before submitting your lesson plans to your facilitator.

Final Project: Submission

Submit completed assignment to your facilitator for a grade.

Wiki Page, RDLA267.7: Rubric: Final Project

2018-07-12T20:28:33-04:00

The completion of the final project is critical to demonstrating a thorough understanding of the content of the PBS TeacherLine courses. The final project is designed to be a culmination of the learning for the course.

In each course you are expected to draw from the readings, videos, and interactives provided in the sessions, as well as from additional resources you have accessed and gathered from the web, from professional colleagues, and from your own professional experiences. By synthesizing the course content and your own teaching experiences into the final project or the alternative projects, you will have successfully achieved the objectives and goals of the course.

Consider the following criteria for your final project. Your facilitator will be looking for evidence of these criteria when assessing the quality and level of your final project. These are in addition to the directions for completing the assignment.

Clearly state your instructional goals, objectives, and the CCSS or your state standards to which they align.
Identify any prerequisite skills that your students will need to successfully complete the activities in the plan.
Provide specific references to course readings and other media that support your instructional goals and the needs of your students.
Include a full list of resources and a general explanation of how the resources are needed to reach instructional goals.
When relevant, add to the project by including prior knowledge, work experiences, references, websites, resources, etc., giving credit as appropriate.
Describe the assessment you will use to evaluate student learning.
Your final project (and responses to other learners in the course) should be well organized, complete, and free from grammatical and structural errors.

Assignment or Criteria	Unsatisfactory	Satisfactory	Exemplary
Case Study of Second Grade Speller Rubric
Completion of assignment and timeliness	The learner does not complete assignment or does not submit assignment on time.	N/A	The learner completes assignment and submits on time.
Narrative analysis of student	Learner does not provide a detailed description of the student's learning development and/or includes three or fewer learning goals supported by references to course readings.	Learner provides a detailed description of the student's learning development, including four learning goals supported by references to course readings.	Learner provides a comprehensive description of the student's learning development, including five or more learning goals supported by references to course readings.
Analysis of student work	Learner does not adequately use the specified chart to analyze the student's spelling and writing. Not all of the cells are filled, and/or the cells do not contain sufficient detail.	Learner uses the specified chart to analyze the student's spelling and writing. Comments in each of the cells adequately describe what the learner observes the student is doing correctly, is confused by, and needs.	Learner uses the specified chart to do a comprehensive analysis of the student's spelling and writing. Comments in each of the cells describe in detail what the learner observes the student is doing correctly, is confused by, and needs. The cells contain sufficient detail to understand the implications of the observations.
Outline of instructional plan	Learner describes a one-week instructional plan that may or may not link spelling skills to the analysis of student's writing samples. The lesson plan may or may not use the lesson plan template and may not contain detailed comments for each cell. The lesson plan does not incorporate all of the following: reading, writing, ongoing assessment, and research-based instructional practices that incorporate modeling, guided practice, and independent practice.	Learner describes a detailed one-week instructional plan that includes comprehensive coverage of spelling skills directly linked to the analysis of student's writing samples. The lesson plan is submitted using the lesson plan template, and contains detailed comments for each cell. The lesson plan incorporates reading, writing, ongoing assessment, and research-based instructional practices that incorporate modeling, guided practice, and independent practice.	Learner describes a detailed one-week instructional plan that includes comprehensive coverage of spelling skills directly linked to the analysis of student's writing samples. The lesson plan is submitted using the lesson plan template, and contains detailed comments for each cell. The lesson plan incorporates creative applications of reading, writing, ongoing assessment, and research-based instructional practices that incorporate modeling, guided practice, and independent practice. The lesson plan includes a rationale for the selection of specific learning activities drawn from course readings.
Reflection on change	Learner does not mention instructional changes with sufficient description to understand the scope or direction of the change. Minimal support is provided from the course readings and/or a statement about the learner's pedagogical beliefs. Little connection is made to student's learning needs or curriculum standards.	Learner describes instructional changes and supports them with specific references to course readings and pedagogical beliefs. The learner links the changes to student's needs and to curriculum standards.	Learner provides a clear description of instructional changes and supports the changes with relevant references to course readings and a clear statement about his/her pedagogical beliefs. Learner links the changes to specific learning needs of students and to specific curriculum standards by providing examples of how the changes will meet the learning needs of a variety of students.
Peer review of one other learner's project	Learner fails to provide constructive feedback to another learner based on the peer review guidelines and assessment rubric.	Learner provides constructive feedback on one other learner's work based on the peer review guidelines and assessment rubric.	Learner makes insightful suggestions for improvement to one other learner based on the peer review guidelines and assessment rubric.
Incorporation of peer review	Learner fails to incorporate the suggestions of peer(s) into the final lesson plan.	N/A	Learner incorporates the suggestions from the peer review into the final lesson plan.

Wiki Page, RDLA267.7: Student Lesson Plan Rubric

2018-07-13T20:43:46-04:00

Criteria	Unsatisfactory	Satisfactory	Exemplary
Completion of Assignment and Timeliness	Learner does not complete assignment and/or does not submit assignment on time.	N/A	Learner completes assignment and submits it on time.
Goals	Goals are not provided.	N/A	Goals clearly state the purpose of the lesson. There is evidence of the alignment of the goals, objectives, learning activities, and assessment methods described in the lesson plan.
Objectives	Objectives are not provided.	N/A	Objectives are performance-based state what students should know and be able to do as a result of learning instruction. Objectives are appropriate for the grade level and students identified. There is clear evidence of the alignment between the goals, objectives, learning activities, and assessment methods described in the lesson plan.
Standards Addressed	National, state content and technology standards are not addressed.	National, state content and technology standards are listed and addressed.	National, state content and technology standards are listed and addressed. Learner identifies in each lesson component how the standards listed will be met and assessed.
Prerequisites	Prerequisite knowledge and skills are not provided, or prerequisites are vague, or prerequisites are not appropriate.	Appropriate prerequisite knowledge and skills needed by students are provided.	Appropriate prerequisite knowledge and skills needed by students are provided. An explanation of their importance to the learning is provided.
Materials	Materials and resources are not listed, or only a partial list is provided.	A complete list of materials, resources, and detailed descriptions of any special considerations and/or advanced preparations are provided.	A complete list of materials, resources, and detailed descriptions of any special considerations and/or advanced preparations are provided. A list of additional/alternative materials and resources is provided.
Lesson Overview	Lesson overview is not provided or lesson overview is incomplete, vague or unclear.	N/A	The lesson overview provides a brief statement that summarizes key aspects of the lesson.
Teaching Strategy	Lesson design does not clearly document the teaching strategy that needs to be implemented, whether it is direct instruction or learner centered instruction.	Lesson plan documents clearly the appropriate teaching strategy needed for the lesson, whether it is direct instruction or learner centered instruction.	Lesson plan documents clearly the appropriate teaching strategy needed for the lesson, whether it is direct instruction or learner centered instruction. Learner provides the rationale for the selection based on course readings and best practices.
Lesson Procedures	Lesson procedures are not provided or procedures are incomplete and /or vague.	Lesson procedures provide a detailed, step-by-step description of the lesson. They include: Introduction - how students will be introduced to the goals and what is expected of them Main activity - how the teacher will facilitate the learning experience Conclusion — how the teacher will bring closure for students and provide feedback Extension—how the lesson will be extended.	Lesson procedures provide a detailed, step-by-step description of the lesson. They include: Introduction—how students will be introduced to the goals and what is expected of them Main activity —how the teacher will facilitate the learning experience Conclusion — how the teacher will bring closure for students and provide feedback Extension—how the lesson will be extended. Procedures include strategies for differentiated instruction.
Assessment	Assessment is not provided, is incomplete, and/or vague. There is not a clear relationship between the assessment and the skills taught during the lesson procedure.	Assessment(s) to be used to evaluate students’ learning is (are) provided. There is a clear relationship between the assessment(s), the content, and the skills taught during the lesson procedure.	Assessment(s) to be used to evaluate students’ learning is (are) provided. There is a clear relationship between the assessment(s), the content, and the skills taught during the lesson procedure. Assessment(s) incorporate(s) a consideration for diverse student needs. A rationale for the selection of the assessment technique(s) based on course readings and best practices is provided.

Wiki Page, RDLA267.7: S5.5 Specific Needs of English Language Learners

2018-07-13T20:44:52-04:00

Supportive Classroom Environments for ELLs and Struggling Readers

This reading, "Focus on Research: Using What We Know About Language and Literacy Development for ESL Students in the Mainstream Classroom" focuses on the specific instructional needs of English language learners. Please note that the term "English language learners" (ELLs) refers to children (as well as adolescents and adults) who are acquiring English as a second language. A variety of terms have been used to describe these individuals, including second-language learners, bilingual students, ESL (English as a second language), ESOL (English for speakers of other languages), students who are limited-English proficient, and most recently Emergent Bilinguals. As you read, think about what teachers need to know about language and literacy development for English language learners.

Using current research in language learning, the authors apply what we know about literacy development and effective literacy instruction to teach English language learners. They also help teachers understand the challenges of learning a new culture and the emotional and psychological impact on immigrant students.

Specific insight into teaching beginning word level skills for this population can be gained from Helman’s chapter, "Opening doors to texts: Planning effective language instruction for emergent bilinguals" from Literacy development with English language learners (2nd ed.) New York: Guilford Press. After you have read both selections, think about ways the author's suggestions may be applicable for the second language learners in your current or future classroom.

Optional: Responding to the Needs of English Language and Struggling Readers

Although not required for the course, the following two readings provide further advice and recommendations for teaching the second language learners and struggling readers in your classroom.

Teale's 2009 article, "Students learning English and their literacy instruction in urban schools", makes research–based recommendations for the instruction of ELLs and includes the advice that what looks like effective instruction for ELLs is very much the same as effective instruction for English speaking students.

Rodgers' 2017, "Scaffolding word solving while reading: New research insights", gains insights from her research on providing scaffolding for struggling readers. She explains the cueing systems readers use and suggests that our work with struggling readers should involve the “quality” of our interventions as opposed to the “quantity” of them. You can purchase a copy of this article from the publisher's online library for a small fee.

Assignment: Meeting Students' Individual Needs

Using ideas from discussions, the readings, and your online journal notes, design a lesson plan that you would like to use in your classroom (or future classroom) to develop the phonics and spelling skills of a struggling reader or an English language learner.

Use the lesson plan template to guide your lesson plan. You may wish to use the following resources from to help you craft your lesson plan:
- Suggestions from the assigned readings for this session
- ¡Colorín Colorado! website
- Maya and Miguel website
- Becoming Bilingual Web page from Reading Rockets: Launching Young Readers.
Next, post your lesson for peer review. Go to the discussion board and create a posting. In your posting provide a brief description of the student and an explanation of how the lesson plan meets the student's instructional needs.
Attach your lesson plan to your posting.
Review the lesson plan another learner and provide constructive feedback.

Use the peer review guidelines, Appendix A of the article, "Focus on Research: Using What We Know About Language and Literacy Development for ESL Students in the Mainstream Classroom", and the lesson plan rubric to complete this assignment and guide your feedback. Your facilitator will grade both your lesson plan (10 points) and your peer review participation (5 points).

Additional Resources (Optional)

Helman, L. & Burns, M. (2008). What does oral language have to do with it? Helping young English language learners develop a sight vocabulary. The Reading Teacher, 62(1), 14-19.

Joseph, L. (1999). Word boxes help children with learning disabilities identify and spell words. The Reading Teacher, 52(4), 348-356. Used with permission.

Rodgers, E. (2017). Scaffolding word solving while reading: New research insights. The Reading Teacher, 70(5), 525-532.

Teale, W. (2009). Students learning English and their literacy instruction in urban schools. The Reading Teacher, 62(8), 699-703.

Wilde, S. (1997). What's a schwa sound anyway? Heineman: Portsmouth, NH.

Sources

Foorman, B. & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research and Practice, 16(4), 2013-2012.

Gaskins, I., Ehri, L., Cress, C., O'Hara, C., & Donnelly, K. (1997). Analyzing words and making discoveries about the alphabetic system: Activities for beginning readers. Language Arts, 74, pp. 172-184. National Council of Teachers of English. Reprinted with permission. See website, www.ncte.org.

O’Connor, R. (2014). Beginning to decode (chapter 4, pp. 54-70). Teaching word recognition: Effective strategies for students with learning difficulties (2nd ed.). New York: Guilford Press.

Pressley, M., Roehrig, A., Bogner, K., Raphael, L., & Dolezal, S. (2002). Balanced Literacy. Focus on Exceptional Children, 34(5), 1-15.

Watts-Taffe, S., & Truscott, D. (2000). Focus on research: Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts, 77 (3), 258-265. National Council of Teachers of English. Reprinted with permission. See website, www.ncte.org. Used with permission from the International Reading Association.

Discussion: Help

2018-07-15T18:26:38-04:00

Having trouble understanding what to do in the assignments? Need some help on technical issues? This is the place to post your questions or help others.

Discussion: S5.3 Direct Instruction

2018-07-17T17:08:46-04:00

Compare and contrast the viewpoints presented in “Balanced Literacy” and “Critical Elements of Classroom and Small Group Instruction Promote Success for All Students.”

Think about how their recommendations will inform your teaching of the second language learners and students who do not learn readily by traditional methods of instruction.

Consider ways to connect phonics and spelling instruction to meaningful opportunities for oral and written language at the students’ developmental level.

Assignment: S5.4: Online Journal: Supporting Diverse Students

2018-07-18T18:09:59Z

Due: Jul 17, 2018 by 11:59pm

Please submit your online journals here.

Assignment: S5.3 Direct Instruction

2018-07-18T18:17:21Z

Due: Jul 17, 2018 by 11:59pm

Compare and contrast the viewpoints presented in “Balanced Literacy” and “Critical Elements of Classroom and Small Group Instruction Promote Success for All Students.”

Think about how their recommendations will inform your teaching of the second language learners and students who do not learn readily by traditional methods of instruction.

Consider ways to connect phonics and spelling instruction to meaningful opportunities for oral and written language at the students’ developmental level.

Compare and contrast the viewpoints presented in “Balanced Literacy” and “Critical Elements of Classroom and Small Group Instruction Promote Success for All Students.”

Think about how their recommendations will inform your teaching of the second language learners and students who do not learn readily by traditional methods of instruction.

Consider ways to connect phonics and spelling instruction to meaningful opportunities for oral and written language at the students’ developmental level.

Discussion: S5.6 Peer Review: Lesson Plan for an ELL or Struggling Student

2018-07-18T22:27:17-04:00

Create an introductory posting that provides a brief description of the student and an explanation of how the lesson plan meets the student's instructional needs.
Attach your lesson plan to your post.
Review the postings of two other learners and provide constructive feedback. Use the peer review guidelines, Appendix A of the article, "Focus on Research: Using What We Know About Language and Literacy Development for ESL Students in the Mainstream Classroom", and the lesson plan rubric to guide your feedback.

Assignment: S5.6 Peer Review: Lesson Plan for an ELL or Struggling Student

2018-07-19T05:00:59Z

Due: Jul 14, 2018 by 11:59pm

Create an introductory posting that provides a brief description of the student and an explanation of how the lesson plan meets the student's instructional needs.
Attach your lesson plan to your post.
Review the postings of two other learners and provide constructive feedback. Use the peer review guidelines, Appendix A of the article, "Focus on Research: Using What We Know About Language and Literacy Development for ESL Students in the Mainstream Classroom", and the lesson plan rubric to guide your feedback.

Create an introductory posting that provides a brief description of the student and an explanation of how the lesson plan meets the student's instructional needs.
Attach your lesson plan to your post.
Review the postings of two other learners and provide constructive feedback. Use the peer review guidelines, Appendix A of the article, "Focus on Research: Using What We Know About Language and Literacy Development for ESL Students in the Mainstream Classroom", and the lesson plan rubric to guide your feedback.

Discussion: S6.3 Peer Review: Final Project

2018-07-22T14:09:16-04:00

Create an introductory posting and attach your lesson plan.
Review the postings of at least two other learners and provide constructive feedback with suggestions. Use the Final Project rubric and peer review guidelines to guide your feedback.

Rubric: Final Proje ct

Submit the revised Final Project assignment here incorporate suggestions from peers.

Assignment: S6.3 Peer Review: Final Project

2018-07-25T17:07:40Z

Due: Jul 21, 2018 by 11:59pm

Create an introductory posting and attach your lesson plan.
Review the postings of at least two other learners and provide constructive feedback with suggestions. Use the Final Project rubric and peer review guidelines to guide your feedback.

Rubric: Final Proje ct

Submit the revised Final Project assignment here incorporate suggestions from peers.

Create an introductory posting and attach your lesson plan.
Review the postings of at least two other learners and provide constructive feedback with suggestions. Use the Final Project rubric and peer review guidelines to guide your feedback.

Rubric: Final Proje ct

Submit the revised Final Project assignment here incorporate suggestions from peers.

Assignment: S6.6 Online Journal

2018-07-25T17:16:02Z

Due: Jul 24, 2018 by 11:59pm

Please submit your online journals here.

Assignment: S6.4 Submit revised final draft Final Project

2018-07-25T22:01:08Z

Due: Jul 24, 2018 by 11:59pm

Submit the revised (using peer feedback) draft of the Final Project assignment here.