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Prefixes and Suffixes Meanings and Examples Chart

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Prefixes and Suffixes Meanings and Examples Chart

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This resource can be displayed at home, as it highlights to the children the range of prefixes that can be used to change the meaning of a word. As Smawfield (2013) notes, displays are effective as supplementary tecahing aids that enrich or reinforce what is being taught, it can take the form of useful reference materails to support learning and information that is important for children to memorise. Displaying posters is an effective strategy for expanding student's knowledge about topics being studied

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This resources gives insights about the different stages children go through in developing spelling skills. Recognising that spelling is developing and applying linguistic knowledge as well as knowledge of letter-sound relationships and vowel patterns allows parents to move away from rote- memorisation to finding varying strategies to support their children in spelling and the importance of invented spelling (Paul, 1976).

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Learn about the different stages young children go through in developing their spelling skills and how phonetic or "invented" spelling can play an important role in helping children learn how to write.

Children advance through identifiable stages in their development as spellers. These stages have been described by several different researchers but all derived from the research of Charles Read and Edmund Henderson in 1971.

Researchers began to understand that learning to spell is not a matter of merely memorizing letter sequences, but of developing and applying linguistic knowledge as well as knowledge of letter-sound relationships and vowel patterns.

Children's spellings provide a window into their understanding of language, which is informative for understanding their reading as well as their spelling. Excellent spelling instruction includes building upon a child's word knowledge and enabling them to move from one stage to the next.

Learn the stages of spelling development below.

Precommunicative stage

The child uses letters from the alphabet but shows no knowledge of letter-sound correspondences. The child may also lack knowledge of the entire alphabet, the distinction between upper- and lower-case letters, and the left-to-right direction of English orthography (e.g., the letter M used for the word Jessica).

Semiphonetic stage

The child begins to understand letter-sound correspondence - that sounds are assigned to letters. At this stage, the child often employs rudimentary logic, using single letters, for example, to represent words, sounds, and syllables (e.g., U for you).

Phonetic stage

Children use a letter or group of letters to represent every speech sound that they hear in a word. Although some of their choices do not conform to conventional English spelling, their attempts to spell words are systematic and easily understood (e.g., the letters tak for take and en for in).

Transitional stage

The speller begins to assimilate the conventional alternative for representing sounds, moving from a dependence only or mainly on phonology (sound) for representing words, to evidencing a greater understanding of common letter patterns in words and the structure of words. Some examples of misspelling typical of this stage are egul for eagle and higheked for hiked.

Correct stage

At this stage, spellers know common letter-sound relationships and generalizations (rules) for spelling, as well as how to use morphemic information in spelling. The student understands how to spell many common prefixes and suffixes, silent consonants, alternative spellings, and irregular spellings. A large number of learned words are accumulated, and the speller recognizes incorrect forms. The child's generalizations about spelling and knowledge of exceptions are usually correct.

The progression through each stage is gradual. In samples of student writing, you will often see examples from more than one stage. Also, the fact that children progress through identifiable stages in their spelling does not mean that spelling development is spontaneous and will simply unfold "naturally," without instruction. To the contrary, direct instruction in spelling is vital and shapes children's progression through each of the stages.

What is "invented" spelling?

Invented spelling refers to a child's use of phonetic spelling strategies in attempting to write unknown words. For example, a young child might spell the word cake as kak or the word garage as guraj.

The use of invented spelling has some important advantages for beginning spellers. First, it allows young children to express their thoughts in writing without become excessively focused on spelling every single word correctly. Also, there is evidence that when children are encouraged to use invented spelling properly - for example, to say an unknown word orally and "stretch" it, listening for and transcribing each sound - the use of invented spelling may help promote important reading-related abilities such as phonemic awareness and phonics skills.

Does "invented" spelling interfere with standard spelling?

If used properly at the beginning stages of spelling development, phonetic or "invented" spelling can play an important role in helping children learn how to write. When children use phonetic spelling, they are applying their growing knowledge of phonemes and letters, and developing their confidence in the alphabetic principle. A child's iz for the conventional is can be celebrated as quite a breakthrough! This kind of error shows a teacher that the child is thinking independently and quite analytically about the sounds of words and the logic of spelling.

However, explicit teaching of conventional spelling from the earliest grades is also very important. Without explicit instruction, most children will not simply infer the correct spelling of all the words they need to learn in order to write well. A balanced approach should be used, combining an understanding of invented spelling with formal spelling instruction. Teachers with this balanced approach should be able to develop more effective spelling programs.
Excerpted from: Lutz, E. (1986). Invented Spelling and Spelling Development. ERIC Digest. Eric Clearinghouse on Reading and Communication Skills. And adapted from: Burns, Griffin and Snow (1999) Invented Spelling. North Central Regional Educational Laboratory .

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Learn about the different stages young children go through in developing their spelling skills and how phonetic or "invented" spelling can play an important role in helping children learn how to write. Children advance through identifiable stages in their development as spellers.

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Throughout this e-Resource, I have selected writing as a key literacy mode, with focus n spelling. As Hill (2017) mentions, spelling is important and children need to learn how to spell so that their writing can be read by other people. This e- Resource provides a range of information, strategies and materials for parents to understand the development stage of spelling, assess and analyse their children's spelling needs and useful tips and information to help their children.

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This resource provides information about how to gather work samples to make assessments for learning. According to Hill (2017), children's knowledge of phoneme- grapheme relationships can be assessed with words in context. Collecting a variety of work samples from children such as creative writing pieces, spelling tests, intentional opportunities for dictation (e.g: Before leaving home with your child, dictate a short message for him to write to inform daddy or someone in the family where you'll be going).

Assessment for learning helps us to identify children's learning needs in a clear and constructive way so that they can be addressed effectively (Ministry of Education, n.d)

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Using the work samples you have collected identify consistent spelling errors and use this resource to analyse errors to provide clues to what kind of spelling instruction your children need. Masterson & Apel (2000) states that  analysis of spelling errors based on error patterns enables us to form hypotheses for possible causative or maintaining factors, test those hypotheses, and develop a systematic plan for intervention.

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This game provides a fun and interactive way to help children learn to spell sight words. Sight words does not follow the rules of spelling or the six syllable types. These words have to be memorised because decoding them is not possible (Gibbon, Duffield, Hoffman & Wageman, 2017). It is important that they learn to spell these words as they make up a large portion of words they will need in writing.

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Let Spelly Pelican help you practice the Dolch Sight Words! First, make sure your sound is on, then choose one of the following word lists: Pre-primer, Primer, First, Second, or Third. Correctly spell all of the words that you hear, and have fun exploring the ocean depths!

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Homophones are words that sound alike but are spelled differently and have a different meaning. Students need to be able to tell the difference in the meanings of these words and to use the correct. This flash cards gives children a pictorial image on words that sounds similar but has a different meaning. This is useful for visual learners who uses pictorial cues to give hint to spelling out similar words (Adams- Gordon 2010).

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This site provides a list of phonics rules which parents can use to teach their children. These advance phonics rules is common in synthetic phonics instruction (Liu, n.d)

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Phonics instruction teaches the connection between word sounds and written letters. It's a key part of learning to read. But phonics instruction also teaches spelling patterns. For success in both reading and spelling, here are some important phonics rules to know.

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14 Phonics Rules for Reading and Spelling

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Phonics instruction teaches the connection between word sounds and written letters. It's a key part of learning to read. But phonics instruction also teaches spelling patterns. For success in both reading and spelling, here are some important phonics rules to know.

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This resource describes the importance of segmentation of individual sounds in words and includes a video and pictorial guides on simple activities we can attempt with our children. According to Bradley and Brayne, instruction in isolating sounds in words (segmenting ) and representing these sounds with letters benefits children in early spelling and reading (as cited in Uhry and Shepherd, 1993).

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I'd like to let you in on a huge spelling secret.

This one secret has unlocked the door to spelling for many kids-including older kids who have previously struggled with spelling.

In fact, if I could teach only two spelling concepts to kids, this would be the second one I would choose. (The first concept I would teach would be the phonograms.)

So what is this secret to great spelling?

Segmenting is such a crucial skill for spelling that after it is introduced in the second lesson of All About Spelling Level 1, we reinforce it in every single spelling lesson taught throughout Levels 1 and 2.

What Is Segmenting?

Segmenting is the ability to hear the individual sounds in words. It improves phonological awareness and long-term spelling comprehension.

Think of segmenting as the opposite of . When we speak, we blend sounds together to make a word. In segmenting, we take the individual sounds apart. For example, there are three separate sounds in the word ham.

In the word shrimp, there are five separate speech sounds. Even though there are six letters, the SH phonogram represents the single sound of /sh/.

How Do We Teach Segmenting?

Segmenting can be taught using colored tokens, coins, or squares of paper. You can see a demonstration of how we teach it in the video below.

We start with short words that have initial sounds that are easy to hold, such as see (ssss-ee), row (rrrr-ow), and may (mmmm-ay). These words are easier for your child to segment into their separate sounds.

Then we move on to words that have initial sounds that aren't as easy to hold, such as go, key, and pie.

After learning to segment words with two sounds, we can move on to words with three sounds, such as ship (/sh/-/i/-/p/).

Moving from Segmenting to Spelling

After the student is able to segment words into speech sounds using tokens, we move on to segmenting words using letter tiles. It is a simple transition: the student still segments the word aloud, but instead of pulling down a token, he pulls down a letter tile for each sound.

There are three basic steps.

1. Dictate the word, and then point to the tiles to indicate to the student that it is his turn to use the tiles.

2. The student segments the word aloud, pulling down a tile for each sound.

3. The student reads the word he just spelled. Reading the word enables the student to self-correct if he has made a mistake.

After segmenting words with the letter tiles, the student is ready to move on to spelling with paper and pencil. The student can eventually go straight from hearing a dictated word to writing on paper, segmenting the word in his head if necessary.

So there you have it-one of my big secrets to helping kids with spelling. I hope you will try segmenting with your child.

For More Help with Teaching Spelling

Find more great tips for teaching spelling in my free report, "20 Best Tips for Teaching Reading and Spelling."

This report gives you a glimpse into the proven strategies we've used to help over 150,000 amazing children (and adults) learn to read and spell.

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Segmenting Makes Spelling MUCH Easier! Top Tips for Segmenting

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I'd like to let you in on a huge spelling secret. This one secret has unlocked the door to spelling for many kids-including older kids who have previously struggled with spelling. In fact, if I could teach only two spelling concepts to kids, this would be the second one I would choose.

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This is a spelling strategy that parents can adopt and teach their children. This visual methods of teaching spelling often work best as children learn to recall visual image of a word (Hill, 2017)