Rosanne Josephs Simplified systems of study presents

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Rosanne JosephsSimplified systems of study
presents

• Taking NotesHandwriting Spelling

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Approach Strokes of WritingLetters grouped by
their approach stroke

• Clock Climbers
• a c d g q o
• Loops
• e f h k l b
• Kite Strings
• i j p r s t u w
• Hills and Valleys
• m n x y z v

• All letters begin at the baseline
• All but 4 letters end at the baseline
• Letters that dont end on the baseline are bridge
  letters
• Most difficultbridging
• Each approach stroke has one bridge letter.
• Use print capital letters

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Time to dance with our pencil
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For the manuscript printers

• Left
  side lines
• l r b f h k m n p z
• Crisscross lines
• v x w y

• Right side lines
• c a d e g j o q u s l
• Drops
• l i t

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Printing is more like stepping
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The secret to improving spelling
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Common Misconceptions

• Spelling is not important-technology diminishes
  the need
• Historically taught as rote memory task
• No relevance to other academic areas
• The reality----
• Spelling unlocks the power of language!
• When spelling instruction is changed to language
  based instruction it is more effective than
  reading instruction for improving reading skills
  and vocabulary

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Linking Sound to Print

• The art of word study through
• SPELLING

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All humans speak
Literate humans use print to represent speech
Now that is clever!
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There are many languages in the world
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In the United States..

• Most of us speak English
• There are 44 sounds in our language
• But we borrow words from many countries
• So.we have different ways to spell the same
  sounds

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Etiology (origin)Where words come from

• Anglo-Saxons
• 449 A.D.-1066 A.D.
• French and Latin
• 1066 A.D.-1500A.D.
• Greek many others
• as exploration
• occurred
• 1500 A.D.-present

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Do the math!

• _at_ 25 Ango Saxon roots
• _at_ 60 comes from Latin roots
• _at_ 10 comes from Greek roots
• _at_ 5 comes from other languages

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Why is that important?

• It helps us remember certain spelling patterns
• ie gh, gn, kn
• ch-/ch/ AngloSaxon
• ch-/k/ Greek
• ch-/sh/ French

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Most of our words come from 850 core words.

• Then we just add pieces and parts
• The pieces and parts have meaning
• Grammar Changes
• number
• part of speech
• tense
• Meaning Changes
• PrefixcoreSuffix

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Sure there are rulesbut not as many as you think

• 7 Syllable
• PATTERNS
• VC
• VCe
• VV
• CV
• Vr
• VV
• Cle

• RULES
• Floss
• Rabbit
• Drop
• Double
• Change
• _at_ 85 regular

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The Rules

• FLOSS-if 1 syll. base word w/ short vowel has a
  f, l,or s
• that follows the vowel
• Double the final consonant
• RABBIT-if 2 syll. base w/ short V 1st and 1
  consonant
• sound in the middle (CV/C//VC)
• Double the middle consonant
• Doubling-if base word ends in VC pattern
• Double the C before adding
  vowel suffix
• Dropping-if base word ends in final e
• Drop e before adding vowel
  suffix
• Changing-if consonant before Y non-i suffix
• Change y to i ..then add
  suffix

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Situations

• C G (The two consonants that have 2 sounds)
• C/G followed by i e y soft sound /s/, /j/
• C/G followed by a o uhard sound /k/, /g/
• I E
• i before e except after c or when sounded like
  ay as in neighbor and weigh
• Y likes to be a vowel more than a consonant
• says /i/ in 1 syllable words /e/ in two
  syllable words

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Knowing Why

• Once we know why the sound is spelled a certain
  way it is easier to remember how to spell words
• Once we know why the sound is spelled a certain
  way it helps us understand the meanings of words
• Knowing why sounds are spelled a certain way
  helps us learn grammar rules

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• STEPS TO LEARN HOW TO SPELL
• Pronounce the word
• Syllable breaks
• Syllable spell
• Check each syllable
• Investigate Analyze
• Correct and Remember
• These are ideas if you need help remembering
  how/why a syllable is spelled
• talk about it
• have it make sense
• answer why its spelled that way
• apply a mnemonic
• review the rule
• exaggerate the pronunciation
• grammar codes
• inflectional endings
• stable syllable pattern
• etiology (What language did it come from?)
• Talk and write

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Keep spelling references in your brain on paper

• Homophones
• Frequently misspelled words
• Personal misspelled words
• Common error words
• Stable syllable patterns

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Spelling

• Its all about hearing-the syllables
• Applying stable syllable patterns
• Understanding why its spelled that way
• Using a trick to remember if it is strange

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Taking notes
to rememberto understand
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The Basics

• Be brief
• Dont try to write every word
• Spend most of your time listening and
  understanding ideas not individual words
• Dont worry about spelling
• Notes are to help you recall the ideas and
  details
• Use key words to recall ideas
• Rewrite and add extra information while it is
  fresh

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Determine

• Are the notes on new information?
• Do the notes follow the text book?
• Is there a syllabus or table of contents to
  reference as you take notes?
• Are the notes on a common topic that could be
  referenced at an easier level?

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Prepare to Listenfor Main Ideas

• Basically.
• This is important because..
• In summary..
• The most important..
• In conclusion..
• A key point is
• the significance of this is

Listen for signal words
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Listen for listing

• Key points are.
• Follow these steps
• First, second, third,
• Then, next, finally
• Characteristics or features of..
• Ways to
• Groups of.

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No Brainers

• This will be on the test..
• Now this is important
• Remember..
• Dont forget
• any information the teacher takes the time to
  write on the board formally

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The Structure

• 2 column notes
• Date Topic
• Vocabulary Box
• Underline/highlight key words
• Outline
• Main Topics and sub-topics or
• Map
• Connect information with lines

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2 Column Notes
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OUTLINE

• TOPIC
• Sub Topic -Main Idea
• Details
• details
• details
• details
• details
• Sub Topic- Main Idea
• Details
• Details
• Details
• Sub Topic -Main Idea
• Details
• Details
• Details

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Use Mind Maps
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Writing Quickly

• Abbreviate
• Text message codes
• Symbols/numbers
• Stable syllables
• Prefix alert

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Writing Fast!

• _at_
• U
• -
• w/
• w/o
• b/c
• etc.
• eg
• re
• ex
• lt
• gt
• 2nd
• JFK

Shorthand symbols
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Symbols

• Increasing
• Decreasing
• Then
• From
• Characters reaction
• Future
• Past
• Main Idea
• Details
• People
• Setting
• Answer to Wh ?s

.
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Abbreviations

• 1st syllable and 1st letter of second
• Skip the vowels
• Skip inflectional endings (ed-ing)
• Use (R) for person who
• Acronyms

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Wrapping it up!

• Key Points
• Motor skills to write the symbols
• Knowing the symbols to represent the sounds in
  words
• Writing the words fast enough to remember the
  ideas