Speling it rite eevn aftr the test : what students can tell us

This paper describes a teacher inservice designed to aid teachers in implementing a developmental spelling program in an elementary setting. Developmentally appropriate instruction in spelling takes into account a student\u27s existing knowledge of words. Such a program consists of understanding each student\u27s level of knowledge, selecting word lists to meet the students\u27 needs; providing explicit instruction about spelling patterns, and continually assessing students\u27 spelling progress through authentic, written work The questions this project will address include: (a) Why should a developmental spelling program be implemented, (b) what research supports a developmental approach to spelling instruction, (c) what are the potential benefits for students, and (d) how can a developmental spelling program be implemented and evaluated in the classroom? The inservice described in this paper includes three two-hour work sessions. The purpose of these inservice sessions is to introduce elementary teachers to developmental spelling theory, instruction, and assessment. The inservice will include experiences in assessing students\u27 developmental spelling stages, selecting words based on students\u27 abilities, and using a variety of student practice options in learning new words. Finally, teachers will reflect on the progress made by their own students as a developmental spelling approach is implemented and study groups continue collaborative learning after the inservice is completed