presentation on improving students presentation skills
DESCRIPTION
TRANSCRIPT
BY JAVED IQBAL PROFESSIONAL
DEVELOPMENT TEACHER OF PDCN FOR EDIP PROJECT
How to Improve Students’ Spelling Skill
Outline
Session Learning OutcomesWhy Teaching SpellingHow do we Know and how to spell a wordGeneral rulesPlural WordsPatterns
Session Learning Outcomes
By the end of this session C.Ps could be able to;
1. Share the importance of spelling skills in writing,
2. Discuss some rules to students’ spelling skills,
3. Devise some strategies to improve students’ spelling skills.
Question for Debate
In which language Spelling is difficult Urdu or English?
Why Teach Spelling
Ensures accuracy of communicationBoosts confidenceEncourages writing fluencyHelps with readingRewards / exams / career plansIntegral part of English language!
General Rules
Understanding basic alphabetic concepts
Understanding variations in
grapheme/phoneme relationships
Using syllabification
Get hold of a dictionary book/digital/mobile
and a notebook. Look up words and add them
to the notebook .
Cont….
Use the computer spellchecker to your advantage.
Using context and meaningLook –Say- Cover - Write - Check Westwood
(1994)Break the word into syllables Look at the base word Categories the word according to spelling
pattern e.q ie, ei
Plurals, Part 1
Most words become plural by adding s:
chickenchickens, bookbooks, kitekites
Use es for words ending in s, sh, x, z, or “soft” ch:
beachbeaches, fixfixes, quizquizzes
Plurals, Part 2
Words ending in a vowel + o become plural by
adding s: rodeorodeos, duoduos
Words ending in a consonant + o become plural
by adding es: tomatotomatoes, heroheroes
Our ears were glued to the radios as we listened
to news about the tornadoes.
Plurals, Part 3
Many words that end in f or fe become plural with
ves: leafleaves, lifelives, knifeknives
Words that end in ff or ffe become plural with just
an s: knockoffknockoffs, giraffegiraffes
Our lives would improve if the giraffes quit eating
the leaves off our shrubs.
Final E Words
If a suffix begins with a vowel, you will usually remove the final e: hopehoping, loveloving, participateparticipating
If a suffix begins with a consonant, you will usually keep the final e: lovelovely, amuseamusement, hopehopeful
Climbing to the top of the mountain was too challenging, so we gave up and wallowed in discouragement.
PatternsA pattern is a repeating unitSpelling patterns are repeating sounds in words. Example: mouse, house, out, cloud are all words that repeat the sound “ou”Spelling patterns are not always spelled the same but the sound is the same. Example: The “ow” sound in the word flower is the same sound as
Cont…..
i before e, except after cachieve, believe, bier, brief, hygiene, grief,
thief, friend, grieve, chief, fiend, patience, pierce, priest
ceiling, conceive, deceive, perceive, receipt, receive, deceit, conceit
and in words that rhyme with hayneighbor, freight, beige, sleigh, weight, vein,
and weighand some other exceptionseither, neither, feint, foreign, forfeit, height,
leisure, weird, seize
Cont….
When adding an ending to a word that ends in a consonant, we double that consonant when the ending begins with a vowel and the last syllable of the word is accented and that syllable ends in a single vowel followed by a single consonant
ADMIT + -ed = ADMITTEDFLAP + -ed = FLAPPEDBEGIN + -ing = BEGINNINGDESPAIR + -ed = DESPAIRED Why
References
Jacari Workshop MT 2009: Teaching Spelling
1998, NSW Department of Education and Training Curriculum Support Directorate
http://trevorcairney.blogspot.com/2009/09/helpin-children-with-spelling-skills.html
Message of the Day
Educating minds without educating
heart is not education at all.
Aristotle
Any ?