Learning to spell with context, conceptual domains, and reasoning by analogy

What aspect of spelling instruction mentioned in this article do you see playing out in your placement? Pick one aspect to describe and discuss how it works with kids.

There are many facets of spelling instruction discussed by Templeton and Morris (1999) which I see in my sixth grade elementary school placement. These aspects I see include: conceptual domain (p. 106); new words introduced through readings (p. 107); teachers pointing out morphemic aspects of words (p. 107); invented spelling (p. 108); reading, writing, and examination of words (p. 108); not teaching spelling through rules (p. 108); organizing the examination of words (p. 109); modeling reason by analogy (p. 109); and assessment by application (p. 110). I would like to examine how new words are introduced in the students’ readings.

My children are reading books they pick which are meant to be read mostly efficiently and with most of the words understood. “Most” and “mostly” mean that the readings are pushing the students just beyond their mastery, just beyond their development level, the books are Just Right Books. Templeton and Morris (1999) are working from the same theory Just Right Books were based upon. That theory is- learning new words should occur within the books the children are reading. Learning is occurring within context and not forced through rote memorization.

Similarly, the teacher reads to the class, on occasion, short stories she as selected which are appropriate for the developmental level of most of the kids and introduces a new vocabulary word. Through reading the story, the teacher is placing the word into context and introducing the new word. This opportunity could also be used for examining conceptual domains of words. The teacher could lead the class in examining the words “humanity” for instance, and show its similarity to “humane” and “human.” This models for the students conceptual domains which the students could use when they confront a new word in their own readings. The teacher could also use the opportunity to model for the children reasoning by analogy. She could examine similar words in sound or meaning and show how she could use this information for spelling. Learning conceptual domains and reasoning by analogy gives students approaches they may use for their own spelling.

Literacy Journal Response, Week 2

Sulzby & Teale:
Think about classrooms you have visited. What aspects of emergent literacy have you observed in young children? How have you seen teachers support the growth of young children's literacy?

The youngest class I have observed is the sixth grade. At this level I find some of the children have a healthy interest in reading. I have also seen that they make book recommendations to one another. In this sense, reading has become a social activity. The children get to read and respond to one another about how the text made them feel.

I have seen teachers support the growth of literacy with read aloud. The time is used to expose the students to new genres of literature. The teacher is able to read a chapter book and stop at points to discuss the story. Just as much, the teacher may stop at points to address a literary style the author is using or to point out the author’s word choice.