启发孩子的英

,按一下以編輯母片標題樣式,按一下以編輯母片,第二層,第三層,第四層,第五層,*,啟發孩子的英 能力,Spelling Instruction,拼字教學活動設計,台中市國教英語輔導團,李旻珊 邱雅津 盧炳仁 陳相儒,2007.4.25,閱,Teaching spelling,Do you teach children spelling?,Why is spelling taught?,Where does spelling fit into?,What are strategies for spelling?,How to plan a spelling program?,Where does spelling fit into?,Spelling is for writing.,The teacher can build a spelling program,out of a writing program,.,The need to spell is a result of,the writing process,.,Why is spelling taught?,To,build up,students vocabulary solidly.,To enable students to,use various strategies,for attempting unknown words.,To help students,memorize,words effectively&efficiently.,To make students,competent spellers,.,Stages of childrens spelling development,1,.,Precommunicative,spelling,2.,Semiphonetic,spelling,3.Phonetic spelling,4.Transitional spelling,5.Correct spelling,Childrens inventing spellings(errors)are representations of developing spelling.,Implications for teaching,Spelling activities are much more,productive,if they provide correct models of spelling.,Students should be encouraged to form,generalizations,through reading.,Accuracy in spelling is a,gradual,process that is acquired through,trial and error,modeling by adults and peers,hypothesis testing and,opportunities for practice,.,SPELLING STRATEGIES,Think-how-it-looks strategy,Use prompts:,1.Can you picture the word?,2.Can you think where you might,have seen that word before?,3.Can you see it in your mind?,4.How does it look?,SPELLING STRATEGIES,Think-how-it-sounds strategy,Use prompts:,1.Say the word slowly.,2.Stretch it out.,3.What sound do you hear first?,4.What sound do you hear next?,Teach phonics,effectively,:,e.g.,飛鷹,13,招,SPELLING STRATEGIES,Self-assessing word knowledge,The word is,broom,.,Stretch the word /,br,/,u,/m/.,I hear,sounds.,I see,letters because,br,makes one sound/,br,/and,oo,makes the middle sound/u/.,The spelling pattern is,oom,.,3,5,SPELLING STRATEGIES,Self-talk of rhyming words,Completing a rhyming word sort,it,not,slide,dot,bit,hide,fit,got,ride,If this is,not,then this is .,Generating and reading rhyming words.,If this is(saying the key word),then this is(saying the rhyming word).,dot,SPELLING STRATEGIES,Analogy,The teacher models the strategy of applying the analogy into teaching words.,E.g.,b,each,each,sl,e,eping,sw,eeping,Through awareness of analogy,the child can begin to generalize and,recognize smaller words or letter strings in some words,e.g.,eat in s,eat,.,SPELLING STRATEGIES,Proofreading,Use prompts:,1.Do the words have all their sounds?,2.Do they look right?,Demonstrate ways of proofreading.,The class spelling program,(cont.),1.Provide purposeful and varied writing experiences:stories,songs,signs,etc.,2.Model conventional spelling through class writing activities.,3.Specific activities should take 10-15 minutes.Weekly objectives should be established for spelling.,The class spelling program,4.Selecting target areas.,5.For ESL children the teacher should,help to develop the medium of,oral,language,at the time as that of,written language.,Do oral activities to increase letter-sound knowledge,Rhyming Ping-Pong,:,Play in pairs/groups.Name as many rhyming words as possible within limited time.The player calling out the last word is the winner.,Hocus Pocus,:,Invent two-word rhyming phrases in limited time.E.g.fat-cat,night-fight.,Find a Word Wizard,:,Draw a word to invite the class to learn and spell it together.,Developing the medium of oral language,Five-minute brainstorming,of questions like:,How many ways can you think of to write/e/?,How many sounds can,ea,make?,Make a round-the-class sentence,featuring words having a common sound:,I went to market and I boughta penpigs.pearspencilsa park,Followed by writing workshops,Oral activities are followed by,individual,or,group,writing tasks,through which children can attempt and,initiate,spelling.,Writing for spelling workshop,Going shopping for(letter)-words,Oral and written modeling the sentence pattern,Writing for spelling workshop,Going shopping for(letter)-words,As a,group,writing activity,The discussed results are written in relays.,Spelling errors are corrected.The,noun,+es,rule is reinforced.,Writing for spelling workshop,Going shopping for(letter)-words,As an,i,ndividual,writing activity,1,2,3,1+2.Children choose their letter and search for,the targeted words in the classroom.,3.They spell and write for their own sentence.,Blackboard dictation activity,1.Review the target vocabulary.,2.,Dictate various questions,according to students,levels:,Weak,:spell right the word assigned.,Basic,:write down a word that rhymes,with the word assigned.,Advanced,:make a sentence out of,the word assigned.,Literature writing,Literature writing sessions provide time for children to,respond to,the literature.,Sample literature writing tasks include:,-predictions -interpreting,-descriptions -cloze,-sequencing -entertainment,-recording,CLOZE exercise,After shared reading,the class was guided to fill i