CH 9: Tools of Writing handwriting grammar spelling punctuation

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CH 9 Tools of Writinghandwritinggrammarspellin
g punctuation

• READ 321
• Dr. Schneider

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OBJECTIVES You will learn

• handwriting characteristics teaching tips
• ways to teach handwriting spelling
• stages of developmental spelling
• capitalization punctuation rules
• ways to teach grammar concepts
• Sentence combining, expanding, transforming
• Parts of speech
• difference between
• Rhyme and rime
• Grammar and usage

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Reasons for Writing

• GENERAL to communicate
• In school Language experience approach
• Child dictates story to teacher
• Teacher reads story back then child
• Child traces and copies story w/ assistance
• (Mary Clay
• At home Do what adults do
• Write lists ( draw, scribble)
• Write notes
• Write letters

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Tools of Writing Topics

• Issues around Handwriting (HW)
• Direct instruction or not?
• Spelling tricks (SP)
• When and how to provide them
• Punctuation issues (PUNCT)
• CAPS when how to provide it
• Grammar (GR)
• What is this grammar gremlin?
• When and how to provide it

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General answer When how to provide this
knowledge

• Based on cognitive psychology children should
  whenever possible
• construct knowledge in GR, SP, PUNCT, and HW
• on their own through discovery learning
• In authentic tasks that make children see the
  personal purpose
• Teachers must be skilled in individualized
  scaffolded guidance as writing facilitators and
  knowledge providers when needed.

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General answer When how to provide this
knowledge?

• Teachers need to
• Offer learning environment that allows for
  stress-free revision-friendly writing for
  authentic purposes
• Offer learning environment that also allows for
  multisensory, structured , and meta-cognitive
  learning to meet diverse student needs
• multisensory learning with all senses, mostly
  kinesthetic-tactile for abstract SP, HW, GR,
  PUNCT facts

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General answer When how to provide this
knowledge?

• Teachers need to offer learning environment that
  also allows for
• structured learning selecting progress from
  easier to more complex tasks, keeping similar
  looking and sounding facts apart, helping
  students see how new info fits with previous
• metacognitiveknowing why you spell, handwrite,
  punctuate the way you do learning use creative
  strategies mnemonics stories

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Handwriting Issues

• Traditionally penmanship was the writing
  program in some schools goal was beautiful
  handwriting
• Today, handwriting is part of language arts, but
  does not replace writing
• GOAL legible handwriting
• ISSUES TODAY
• Start with MANUSCRIPT OR CURSIVE or DNealian to
  produce legible handwriting fastest?
• Best handwriting conditions/positions
• How to assist children who struggle with
  fine-motor tasks of penmanship? (p. 332-333)

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Handwriting

• Factors that predict legible handwriting
• Fine-motor movement/development
• Eye-hand coordination
• Ability to hold a writing tool
• Letter-word perception
• Factors that lead to legibility
• Consistency of slant
• Spacing between words and letters
• Letter size
• Distinction between letters that look alike
• a and o cursive u and w m and n printed b and
  d, p

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Handwriting

• Direct instruction in handwriting? YES
• Show EXPLICITLY where letter begins, where stroke
  goes and where it ends to finish letter.
• Keep an eye on students if they follow the given
  sequence weak fine-motor skills causes students
  to draw shape of letter but not to write the
  letter itself in the sequence of strokes
  necessary to differentiate it from other similar
  looking letters
• gt confusion with similar looking letters
  (b/d/p/qu, or u/v, m/n, o/a)

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Handwriting

• Direct instruction in handwriting? YES
• Remediation idea
• Be consistent in language you use as you model
  how to write a letter
• Provide plenty of practice to lead to automatic
  muscle response when hearing a sound for a letter
• Use story along WITH STROKE SEQUENCE (gtright
  brain supports left brain details)
• E.g. Lower case A like apple cut in half
• Teach Q/q as QU and qu the married team to
  avoid confusion with b, d, and p

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Handwriting

• Direct instruction in handwriting? YES
• Provide multiple repetition starting LARGE MOTOR
  moving to SMALL MOTOR
• Form letters with play-dough, pipe cleaners,
  yarn, clay,
• Trace in shaving cream, sand, rice, Jell-O-bags,
  water, toothpaste and on different surfaces,
  (confusing letters are in/on different materials
• Give letters personalities Anny Apple, bouncy
  bunny, clever cat, hairy Henry, quilting queen,
  kind king, Lilac lamp, etc. -gt see Letter Land
  Program

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Handwriting

• Direct instruction in handwriting? YES
• Provide multiple repetition starting LARGE MOTOR
  moving to SMALL MOTOR
• Write on velvet pads with lines (shoe, belt- hat
  line in different colors body terms make it
  more concrete
• Write on slate, on board SAY SOUNDS
  simultaneously as you need those for reading
  later on! Saves lots of trouble!

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Teaching Handwriting

• Writing practice cont. DETAILS on a LETTER
• 1. Child traces over model letter
• 2. Child finished partly modeled letter
• 3. Child writes own letter several times
• 4. Child traces over model letter again 1-2 times
• Repeat 3. 4.
• Last Child selects/circles his/her favorite
  letter
• OTHER child illustrates magnetic letter frame
  on fridge every week and inserts poem/picture of
  the week in it

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Teaching Handwriting

• Kinesthetic recognition practice Games
• Blind-folded child traces given letter and
  decides which one it is seeing partner is
  responsible for handing letter in correct
  position to blind partner switch roles
• Paste letters in correct position into a shoe
  box. Close lid cut hole large enough for
  children to comfortably be able to put their
  writing hand through to trace the letter and tell
  which one it is.
• Guess letter/word that s.o traces on your back

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Teaching Handwriting

• Visual recognition practice
• GAME Sort letters according to (a) beginning
  stroke, (b) vowels or consonant, c) most or least
  difficult for individual
• Cut letters out of magazines that belong in one
  letter family (all different As, Bs, Cs and glue
  them on a letter tree each) or cut out 3
  large-print words, glue them into word treasure
  booklet and copy them 3 times each.(e.g. with
  ee, or oa or sh, or ch)

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Teaching Handwriting

• Left handed writers and omni-dexterous writers
• Left-handed writers
• Teach them explicitly THEIR pencil holding and
  paper position situation!
• Omni-dexterous writers
• student who say they can write with left
  right hand equally well
• WARNING often a cover-up for fine-motor
  problems!
• Check with parents what hand child uses
  frequently for cutting, eating, hammering etc.,
  them help reinforce use of that one hand for
  writing

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Teaching Handwriting

• What to start with manuscript, D/ Neilian or
  Cursive? TRENDS
• Boys dislike writing more than girls
• Boys more than girls revert to manuscript in
  middle/high school
• Book discourages cursive, missing point that
  cursive helps many students with find-motor
  problems to write more legibly than when using
  print or DNeilian because they do not have to
  stop flow of letter formation by lifting pen off
  the sheet.

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Teaching Handwriting

• What to start with manuscript, D/ Neilian or
  Cursive? TRENDS
• Maria Montessori natural instinct of child to
  use cursive strokes early on to imitate writing!
  gt use!
• Problem not in childrens booksgtlacks incentive
• DNeilian Compromise provides easier link to
  cursive
• Manuscript requires many single strokes, not
  flowing process to form a letter gt fine motor
  challenge!

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Spelling Developmental Stages(Ehri, 1980s)

• Pre-phonic stage
• Pre-school to primary grade
• Invented spelling writing words sentences that
  are represented by
• Scribbles or a few letters, usually key
  consonants in key words, but hardly recognizable
  as such
• No relationship between sounds and letters

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Spelling Developmental Stages

• Pre-phonic stage Teaching strategies
• Daily free writing illustrating of story
  picture with invented spelling no sanctioning
  for spelling bugs
• Label room with words
• Provide child with spelling of a word if s/he
  asks for it
• Alphabet cards with pictures try to use pictures
  of words that are in childs vocabulary word
  must begin with alphabet letter include clusters
  vowel teams

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Spelling Developmental Stages

• Pre-phonic stage Teaching strategies
• Short 5 minute phonemic awareness games
• Putting pictures of sounds in sequence of how
  students heard them ( sound detectives)
• Sound memory shaking film role boxes filled with
  different items goal find 2 matching ones
• Clapping beats in words syllables of words
  with matching pictures

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Spelling Developmental Stages

• Phonic stage 1.-3. grade
• Students gradually develop awareness of
  letter-sound relationships spelling/reading
  patterns
• consonants and vowels are used in key words, but
• Vowels often misused or omitted still
• Lack of sense of closeness of letters in a word
• Invented spelling still used

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Spelling Developmental Stages

• Phonic stage Teaching strategies
• WRITE Daily free writing illustrating of story
  picture with invented spelling no sanctioning
  for spelling bugs
• READ LISTEN During reading BIG BOOKS, teacher
  points to words.
• READ LISTEN Teacher writes short texts (poem,
  story line) on sentence strips, reads text
  students sort parts in sequence
• READ Student matches keywords on cards with
  sentence strip that contains these keywords

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Spelling Developmental Stages

• Phonic stage Teaching strategies
• Cut words of a specific pattern out of a magazine
  and glue them into word treasure book more
  advanced ones whole sentence
• READ PLAY with magnetic letters pictures
• Match underlined words on sentence strips
• Make word that matches picture (word on back)
• Copy all words you made on a separate card
• Put yarn circle around all that have
• The same beginning letter
• The same last letter
• The same ending pattern (-at, -ind, -it, -ike,
  -ing)
• 2 of the same letters in side (-ll, -ss, -ff, or
  -mm-

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Spelling Developmental Stages

• Phonic stage Teaching strategies
• Short 5 minute phonemic-orthographic awareness
  games
• Go fish fish for words out of a pond that have
  same patterns (ending in -and, -ing, starting
  w/p)
• Go fish card game collect 3-4 of same kind Do
  you have? (4x fish, 4x cow, 4x please)
• Battleship with a word one cannot sound out but
  that is of high frequency mother, father, is,
  his, of/off, you, your, muscle, door, floor,
  flood, to wind, kind, child, old, cold, mold,
  sold, soldier, menu, restaurant, castle, whistle,
  medicine, vacuum

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Spelling Developmental Stages

• Orthographic stage 2nd-3rd grade
• Overlaps with phonetic stage
• More consistent use of vowels in syllables
• More correct use of greater variety of consonants
• Problem areas schwah sound (insulted single
  vowel in unaccented syllable), consonant
  clusters, contractions, silent letters
• Knowledge of relationship between sounds and
  letters grows rapidly at individual pace

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Spelling Developmental Stages

• Orthographic stage Teaching strategies
• Orthographic strategy games
• Y at end of word game reading writing words
  and identifying their pronunciation in group
  board game
• Double letter game collecting, fishing, words
  that contain FLOSS pattern and doubling Rule
  words and arguing which is which find them in
  reading text, collect in card game, fish out of
  pond with phrases sentences that contain them

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Spelling Developmental Stages

• Orthographic stage Teaching strategies
• Orthographic strategy games
• Shy Y reading writing words and identifying
  their correct or incorrect spelling in words,
  phrases or sentences in group board game
• Nurse E game collecting, fishing, words that
  contain final E and arguing which job(s) the
  nurse has find them in reading text, collect in
  card game, fish out of pond with words, phrases
  sentences that contain nurse E words

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Spelling Developmental Stages

• Orthographic stage Teaching strategies
• Shy Y RULES in FRIENDSHIP STORY
• Y is shy at end of a word
• It is only friends w/ letter I
• Letter I steps in when Y is afraid of letter
  coming next to him as the word gets bigger
  through adding a suffix (-ed, -er, -est, -ment)
• I does not have to come help when Y is part of a
  vowel team (OY, EY, AY). Then, it is strong and
  can tolerate any letter next to it add through a
  suffix.

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Spelling Developmental Stages

• Orthographic stage Teaching strategies
• Shy Y Examples
• Shy Y runs away I steps in
• Cry ed cried comply ed complied
• Shy Y stays when I is first letter of suffix
• Cry ing crying

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Spelling Developmental Stages

• Orthographic stage Teaching strategies cont.
• Shy Y stays when part of a vowel team
• Employ ment employment
• Obey ed obeyed

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Spelling Developmental Stages

• Orthographic stage Teaching strat.
• Nurse E Always silent
• polite and at end of word/syllable
• JOBS
• Keeps single vowel long came, lime, fume,
• Keeps G C soft cage, race, engagement
• Leaves when another vowel can do the job or when
  2 vowels come together
• fume ing fuming time er timer

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Spelling Developmental Stages

• Orthographic stage Teaching strategies
• Nurse E JOBS cont.
• Makes sure that s is not considered a plural
  house, mouse, nurse, purse, please, cheese, horse
• Keeps final v from falling over love, have,
  give

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Spelling Teaching strategies

• Orthographic stage
• 1-2-3 Doubling Word Detective game
• Check
• 1. Does suffix begin with vowel?
• 2. Is vowel in syllable before single?-not
  married?
• 3. Is it blocked by only 1 consonant?
• gt double that 1 one consonant

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Spelling Strategies

• Orthographic stage
• 1-2-3 Doubling Word Detective game
• NOTE If vowel is blocked by 2 consonants or if it
  is paired with other letter to make vowelish
  sound, or if suffix begins with consonant, that
  is if any of the 3 preconditions do not apply gt
  JUST ADD Slam ing gt double gt slamming
• Sweep ing gt just add, no single vowel gt
  sweeping

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Spelling Developmental Stages

• Orthographic stage Teaching strategies
• FLOSS-WORD STORY
• When you hear a word with a short vowel followed
  by F, L or S gt DOUBLE F, L or S ,
  give them a good FLOSS in the root
• swim short vowel but no F, L, S gt leave swim
• mos short vowel S gt double s moss
• tosing short vowel S gt double S tossing

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Spelling Developmental Stages

• Orthographic stage Teaching strategies
• Syllabification rules
• 1. A syllable is
• a sequence of sounds that contains 1 vowel sound.
  
• This vowel sound is represented in print either
  as
• 1 single vowel (a, e, I, o, u, y (at end of a
  syllable) or as
• a vowel team that makes a vowelish sound
• vowel 1 vowel 2 or oo, ee// ai, oa, oi, ei,
  ie, iu, ue,
• one vowel one consonant w/y ay, oy, ey and
  aw, ow, ew

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Spelling Developmental Stages

• Orthographic stage Teaching strategies
• 2. Seven types of syllables CLOVERS
• 1. Open a single vowel is blocked by NOTHING
• She, me, re.play, quick.ly
• 2. Closed A single vowel is blocked by one or
  more consonants Backpack, glass, Con.tract
• 3. Vowelteam A vowel teams up with another vowel
  or consonant and never changes its sound
• Coin, team, playhouse, maintain, spoon, see/sea
• All with y/w are at end of a syllable toy, jaw,
  few, key

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Spelling Developmental Stages

• Orthographic stage Teaching strategies
• 2. Seven types of syllables cont.
• 4. Magic E A silent E at the end of a syllable
  can jump over 1 consonant and give a single vowel
  its long sound power back
• Spoke, came, bike ride,
• 5. R-control a single vowel loses its sound
  quality and gets swallowed by bossy R
• Teach-er, con.firm, curbside, church, act-or

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Spelling Developmental Stages

• Orthographic stage Teaching strategies
• 2. Seven types of syllables cont.
• 6. C-le Barf-ables a sylable with a single
  consonantle always at end can never be broken
  Reading break before C-le spelling check vowel
  sound quality after breaking!
• Ta.ble, noo.dle, gar.gle, tum.ble, fid.dle!,
  puz.zle!
• 7. Schwa-sound a single vowel insulted because
  it is in a syllable that does NOT carry the
  accent ago, away, -tion, -sion, -able can be a,
  e, I, o, u gt causes terrible spelling problems!

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Spelling Developmental Stages

• Orthographic stage Teaching strategies
• Y at the end of words always vowel
• 1. In one-syllabic words
• Y long I-sound ( the I am so important
  sound!)
• my, sky, fly, cry, try, fry
• 2. In multi-syllabic words
• Accent not on Y-syllable most common Y long
  E-sound (eeee-running sound), also in -ly
  syllable
• can.dy, san.dy, ba.by, la.dy, tip.sy, tear.y,
  main.ly, calm.ly
• Accent on Y-syllable Y long I-sound the I am
  so important sound, because I have the accent
• im.ply, com.ply, ap.ply, (suffix -ply)

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Spelling Developmental Stages

• Your book lists some spelling rules on p.348.
• Some are more essential for reading.
• Rule 1, 4, 5, 6, are covered with matching
  stories and more background for you in previous
  pages.
• Rule 1 What is a vowel team?
• 2 vowels together making a vowelish sound
• Same oo, ee,
• Or different ea, oa,

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Spelling

• Rule 1 What is a vowel team?
• 2 vowels together making a vowelish
  sound
• Same oo (boot, cook) , ee (bee),
• Or different ea (eat bread), oa (boat),
• and 1 vowel Y or 1 vowel W making a vowelish
  sound (ay, ey, oy//aw, ew, ow)
• Each combination is strong and keeps its sound
  regardless of the number of (cop) consonants
  after it.
• Vowel teams are STRONG. They can have more than
  one sound Eat meat and bread.

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Spelling Rules Strategies

• Rule 2 Y at the end of words (not Y-rule, thats
  for adding suffixes)
• In words with 1 beat
• sky, dry, my, fly, cry, fry, shy, pry, try, by,
• Always the long I- EGO sound
• In words with more than 1 beat
• Emphasis on Y part comply, deny, ply wood
• gt Y makes EGO SOUND of long I
• Emphasis NOT on Y part company, factory
• gt Letter I makes squeaky long E sound.

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Spelling Rules Strategies

• Your book lists some spelling rules on p.348.
• Rule 3 IE or EI? YIKES!
• Both spellings are not very common!
• When the nosy I comes first, the pattern can say
  its name twice long I (rare) or long E.
• I believe in pie! E-sound retrieve
• When the nosy I does not come first, the patter
  can say its name only for the first letter, E
  the second sound is long A (rare!).
• I received a reign. E sound conceive, seize,
  seizure

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Spelling Rules Strategies

• Your book lists some spelling rules on p.348.
• Rule 3 IE or EI? YIKES!
• Both spellings are not very common!
• When the nosy I comes first, the pattern can say
  its name twice long I (rare) or long E.
• I believe in pie! E-sound retrieve
• When the nosy I does not come first, the patter
  can say its name only for the first letter, E
  the second sound is long A (rare!).
• I received a reign. E sound conceive, seize,
  seizure

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Spelling Rules Strategies

• Your book lists some spelling rules on p. 348.
• Rule 7 When -IBLE and when -ABLE?
• If in doubt use -ABLE more common
• Specifics are if word part in front can stand by
  itself as a word, use -ABLE
• If my first part is ABLE to be STABLE on its own
  feet, then I use ABLE. If not, it is invisible
  in the dictionary I and use -IBLE.
• If word part cannot stand by itself, use -IBLE
• Vis gt ible, tang gt
  ible,
• If word part ends in -ion as a noun, use -IBLE
• Vision gt vis-ible perfection gt
  perfect-ible

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Spelling Developmental Stages

• Morphemic-syntactic stage
• Upper elementary grade
• knowledge of letter-sound relationships
  knowledge that words with same roots carry
  similar meaning (morphology) and spelled alike
  they may differ in how you use them in a sentence
  (syntax), e.g. The Olympic swimmer swam in my
  home town public swimming pool.
• Time when students read for meaning
• Students understand meaning of prefix, root and
  suffixes gt Ida Ehrlich (1968) Instant
  Vocabulary

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Spelling Developmental Stages

• Morphemic-syntactic stage Strategies
• Teach the meaning of roots, prefixes suffixes,
  (dissimilar ones in sight sound),
• Let students make words (real fantasy) and ask
  them to explain them, use them in poetry or
  other writing
• find prefix-root-suffix words in texts
  (bio-science, history), encourage construction of
  meaning from knowledge of morphology and context,
  use in poetry or other free association writing
  (journaling)

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Spelling Developmental Stages

• Morphemic-syntactic stage Strategies
• Games
• Domino with prefix-root-suffix syllables
• Domino with compound words
• Go-fish game with prefix-root-suffix words to be
  used in a sentence orally and or written
• Go fish for sentence strip that is missing a word
  or phrase to be filled in
• Battleship with difficult compound words,
  non-phonetic words or prefix-root suffix words
• Card games collecting words or phrases or
  sentences with keywords with same prefix, suffix,
  or root

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Spelling Developmental Stages

• Morphemic-syntactic stage Strategies
• Games cont.
• Board games explain meaning of words, write a
  sentence using a specific word with affixes,
  correcting spelling mistakes
• Pictionary with specific vocabulary words that
  are difficult to spell
• Memory collecting parts that
• together complete a sentence
• Make a multi-syllabic word (up to 3 pieces) and
  need to be put in a sentence orally afterwards
• Where the picture and the word or phrase of
  sentence content match (ESOL students)
• Where 2 words with the same spelling pattern
  match (first single words, then as part of a
  phrase and a sentence)

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Spelling Tests General Tips

• Teach students how to sort words according to
  patterns and difficulties
• During dictation
• have ALL students repeat after you so you can be
  sure they understood you
• Give time for self-correction (re-read what you
  wrote!)
• Teach self-correction strategies finger tapping
  to all students encourage weaker students to
  rely on these strategies frequently
• Reward for self-correction and logical thinking
  (even if there is still an error)

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Spelling Tests

• General tips cont.
• Be careful w/ cloze tests They are a perfect
  trap for dyslexics if you dont provide word
  choices below
• Three types of preparation testing plans
• Plan 1 Pre-test- Study-retest
• Plan 2 Study-Test-Study
• list given, practice- Test- study if criterion
  not met
• Plan 3 Self-study self correction
• One longer test every 3-4 weeks

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Teaching Grammatical Concepts

• General Issues
• Focus on meaning not on abstract memorization
• Teach child--appropriate mnemonic devices for
  abstract aspects of grammar
• Play with grammar concepts like you play with
  words and toys! BUT FOR THAT TO HAPPEN you must
  feel secure!
• Use kinesthetic-tactile learning channels
• Use metacognitive instruction Children must know
  WHY they need to do what they need to do with the
  language discover patterns together!

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Teaching Grammatical Concepts

• What do students need to know to write well?
• Where the appropriate places are for certain
  types of words ( parts of speech) in statements
  vs. questions vs. exclamations
• Which pronouns belong into a sentence
• Which prepositions are the correct ones to use in
  more complex phrases
• Which words require a plural ending and which
  ones do not

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Teaching Grammatical Concepts

• What do students need to know to write well?
• When to use which punctuation marks
• When words need to be capitalized
• Which tenses to use in story telling, when
  reporting a direct speech or when expressing a
  hypothetical thought or wish
• Often in oral language incorrect use!

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Teaching Grammatical Concepts

• Strategies
• Model playful approach to grammar to lower
  existing fears by (ESOL students!)
• Acting out roles of parts of speech
• Having parts of speech talk to each other
  building simple and then gradually more complex
  sentences for writing hand puppets in different
  colors and shapes and characters
• Sing a song along with making sentences and
  adding simple punctuation (-gtGrammar House Rock)

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Teaching Grammatical Concepts

• Engage students in active kinesthetic-tactile
  learning through
• Acting out roles of parts of speech
• Having parts of speech talk to each other
  building simple and then gradually more complex
  sentences for writing hand puppets in different
  colors and shapes and characters
• Singing songs along with making sentences and
  adding simple punctuation (-gtGrammar House Rock)
• Puzzling large color/shape coded cards together
  with parts of speech/phrases to sentences

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Teaching Grammatical Concepts

• Engage students in using pictures to write simple
  to more complex sentences
• Pictures inspire use of adjectives phrases
• Pictures integrate ESOL students equally
• Pictures help those who cannot visualize

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Teaching Grammatical Concepts

• Engage students in reading, looking at books that
  introduce parts of speech to make own version
• Ruth Heller books
• Other GR books (see list on ESOL literature list
  at end)
• Grammar pop-up book
• Tana Hoban books with pictures for comparisons
  etc.