English spelling course

 Done by: Shareefa Al-Harrasi Huda Al-Belushi Dalal Al-Hajri

Out lineO RationaleO Needs analysis: questionnaire &

interviewO Goals\objectivesO Types of syllabusO ContentO Assessment and evaluationO Challenges

Rational:

O We have noticed that 10 grade students lack the skills of spelling English words correctly. This problem in spelling has become one of the major reasons for misunderstanding of many words or mixing up the meaning of words which differ in one or two letters. Most of the students have difficulty memorizing the spelling of words in the right way. Therefore, it will affect their reading and writing skills negatively. They ;also, do not have the courage to write anything without checking a dictionary.

O Gradually, this course will improve students spelling abilities. In addition, it will teach them how to avoid misspellings by using spelling strategies and tips and by recognizing spelling errors quickly. Moreover it will provide them with synonyms, antonyms, homonyms, suffixes and prefixes.

Need Analysis: Questionnaire :grade 10 2parts:1. spelling exercise : eight multiple choice questions,

to test the students' skills in spelling English vocabulary.

• almost all the students did well in the first part.

• our questions were very easy compared to their levels or maybe the students use a dictionary or ask for help while answering.

2. measured the students' abilities and knowledge of spelling through scales questions..

Results of the 2nd part : almost 55.1% were not good spellers.

Some students were not familiar with affixes, silent letters

not many students use effective strategies to memorize words such as dividing the word into syllables, or link it with sounds that they already familiar with.

Some students tended to spell the words according to their pronunciation, but they have difficulties with vowels, silent letters .

The majority of students prefer to use a dictionary while writing.

By the end of the course students will:

• Develop their spelling abilities in English language.

• Develop their English language. • Build more vocabulary. • Develop their writing skills.• Develop their pronunciation skills. • Know the basic rules of spelling.• Apply spelling strategies and tips to

memorize words.

Goals:

By the end of the course students are expected to:

• Break words into syllabus to memorize them.• Divide long words into prefix and suffixes to

memorize them.• Identify different plural forms added to the roots .• Recognize common synonyms, antonyms,

homonyms, homophones and homographs easily.

• Be familiar with compound words and derived.• Avoid misspellings by recognizing spelling errors

quickly.• Distinguish between vowels and silent sounds. • Write a text without any spelling mistakes.

Objectives:

Syllabus:Since this course focuses on spelling skills so obviously the type of syllabus will be skills.

Strategies:listen to lectures on spelling tips such as

'LOOKS - say - COVER - WRITE – CHECK' method

Develop Phonemic Awareness Explore SoundsDiscover Spelling Patterns

Strategy1: 'LOOKS - THINK - COVER - WRITE – CHECK' method 1. Write the word you want to learn on a piece of paper. (correct spelling! lowercase with a capital for proper nouns - months/days /cities etc.)2. Look at the word (See the shape). 3. Say the word. Can you break it down into syllables: Wed / nes/ day? Any silent letters?4. Cover the word. 5. Write the word. No peeking! Use other strategies to help: memory tricks, visualize the word, syllables, word-within-words. 6. Check the word carefully. Check each letter is in the right place and correct.

Strategy 2 Develop Phonemic Awareness•Select words children know — from books, rhymes, songs, and so on — and discover together how knowing one word can help with the recognition or writing of others, just by changing the beginning letter(s). For example, when reading the chant "Mary Mack" or the book Zoo-looking by Mem Fox (Mondo, 1996), write the words Mack, black, back, crack, quack on a chart. Invite children to suggest other words with the same sound: pack, sack, whack, track. Ask children, "How will this help you with your reading and writing?"

Strategy 3: Explore Sounds•Tell children you have noticed them listening for sounds in words they are trying to write — so you will help them discover how different sounds can be written. Reread familiar books, rhymes, chants, and songs, asking children to listen for words with a particular sound. List these on a chart; for example, words with a /k/ sound: kite, cat, school, bike, Christine, truck, cake, back. •Help children to identify the letter(s) that represent this sound. Underline these and ask children to group the words according to the different ways the sound is represented. For example: kite, bike, cakecat, cakeschool, Christinetruck, back Reinforce how the same sound may be represented in more than one way, depending on the word. This is important for children whose first language is not English, particularly if their first is a phonetic language, such as Spanish. •During the next few days, ask children to find other words they know with this sound and add them to the class list. I usually explain that kids must say a word to listen for the sound, and I do not confuse them by referring to the sound by a particular letter name. As other sounds are explored, ask children how this will help them with their writing.

Strategy 4: Discover Spelling Patterns•Tell the children that thinking about what a word looks like is a useful spelling strategy, so you are going to explore some common spelling patterns together. Reread a familiar big book, poem, or so on, selecting a particular spelling pattern to look for. For example, look for and list words with ea, such as: bead, bread, dead, instead, great, read, treat, break. •Ask children to identify and underline the ea spelling pattern in each word, say the words, and group them according to their pronunciation, such as:bead, read, treatbread, dead, instead, readgreat, break •Select one of the words and show how knowing it can help with the spelling of other words in that word family. For example, great: greater, greatest, greatly, or break: breaking, breaks. Ask children to try this with the other words you've found. Talk about how thinking about spelling patterns and building on word families can help with reading and writing.

Content1)The title of the text book:

“English spelling course”Methodology :2)Develop a sample activitiesO Students will be given readymade texts containing

spelling mistakes and they are required to correct those mistakes and differentiate between similar spelled words to help them in comprehension reading . Besides, students will listen to lecture about word form, syllabus, vowel sound and the most misspelled words. Not only that but also students will play small games and activities to practice their spelling in a funny, interesting and effective way.

O Various ways of teaching will be used:

1. Writing the rules and spelling in the bored and displaying a video or pictures.

2. Audio like listening to pronunciation of the words.

3. Listening tasks and dictations. 4. The use of different games such

as word cross, word build, missing letters and so on.

Course Textbooks and Materials:Kobayaa. Mohamad J. (2007). Correct Spelling and Dictation in English. Lebanon, Beirut: Dar El Rateb.http://www.artofspelling.com/http://www.skillsforlifenetwork.com/?atk=1335 Games:http://www.bbc.co.uk/schools/ks2bitesize/english/spelling_grammar/spelling/play.shtmlhttp://www.spellzone.com/games/against_clock/index.cfm?wordlist=119http://www.spellzone.com/games/word_search/index.cfm?wordlist=119&width=13&height=10http://www.spellzone.com/games/bouncing_anagram/index.cfm?wordlist=119&speed=2http://www.spellzone.com/games/witch/index.cfm?wordlist=119&speed=2

Practices:

http://www.spelling.hemscott.net/puzzles35.htmhttp://www.studyzone.org/testprep/ela4/a/suffixp4.cfmhttp://eps.schoolspecialty.com/external/read_write_think/practicing_homophones.pdf

4)Strategies for teaching the course

delivered in the classroom.

students –centered learning approach .

individual, pairs and group activities will be applied.

The theoretical part will integrated with practical one (listening, reading and writing, dictations and games).

Assessment:Students' work in this course will be assessed as follows:

component Weighting5 Dictation quizzes : based on reading that students are required to read and from the list of vocabulary that the students will learn

25%

2 Writing test 20%

1 Reading test 10%

The final test 40%

Participation and attendance 5%

Course evaluation:This course will be evaluated through three elements:

a)The performance in the first test will be compared to the performance of the pre-test.

b)Observation of students’ improvement through their portfolios.

c)Teachers & students feedback (what they like about the course and how they think the course should be improved and developed)

Course Schedule:

Challenges and limitationOthe conflict of the member's

free timeOplace of living is far from

each otherODistributing and analyzing

the questionnaire