Pennington Publishing Blog

Diagnostic Spelling Assessment

Following are accurate and teachable spelling assessments and corresponding recording matrices to help teachers determine what students know and what they do not know. Each assessment is comprehensive, not a random sample, to enable teachers to teach to the results of each test item. The author’s spelling programs provide the resources for assessment-based whole class and individualized instruction. Click on the blue links for the assessment resources and check out the author’s programs, which provide the instructional resources to teach to each assessment.

Administer part or all of the Diagnostic Spelling Assessment (American English Version) test items, according to grade-level criteria.

• Grade 2: K-1 spelling patterns (#s 1‒41)
• Grade 3: K-3 spelling patterns (#s 1‒55)
• Grade 4: K-3 spelling patterns (#s 1‒64)
• Grade 5: K-4 spelling patterns (#s 1‒82)
• Grade 6: K-5 spelling patterns (#s 1‒100)
• Grade 7: K-6 spelling patterns(#s 1‒102)

Administer part or all of the Diagnostic Spelling Assessment (Canadian English Version) test items, according to grade-level criteria

• Grade 2: K-1 spelling patterns (#s 1‒41)
• Grade 3: K-3 spelling patterns (#s 1‒55)
• Grade 4: K-3 spelling patterns (#s 1‒64)
• Grade 5: K-4 spelling patterns (#s 1‒82)
• Grade 6: K-5 spelling patterns (#s 1‒100)
• Grade 7: K-6 spelling patterns(#s 1‒102)
• Grade 8: K-7 spelling patterns (#s 1‒106)

The test items are grouped by spelling patterns e.g., the four long /i/ spellings, to make posttest analysis simple. All spelling words are multi-syllabic to prevent students from identifying the words by “sight spellings” and to require recognition of the sound-spelling patterns within the context of syllables.

Assessment Formats

Choose the Diagnostic Spelling Assessment format which best suits your needs:

1. Printable Only: Teacher dictates the number of test items assigned to the grade levels, following the written administrative protocol. Students take the test on binder paper. Teacher corrects assessments according to directions and records spelling deficits on the Spelling Patterns Assessment Mastery Matrix.

American English Resources: Diagnostic Spelling Assessment teacher administration form; Spelling Patterns Assessment Mastery Matrix.

Canadian English Resources: Diagnostic Spelling Assessment teacher administration form; Spelling Patterns Assessment Mastery Matrix.

2. Audio and Printable: Teacher plays the “normal speed” Diagnostic Spelling Assessment audio file for grades 4, 5, and 6 students or the “quick version” Diagnostic Spelling Assessment audio file for grades 7 and 8 students. The audio file includes all administrative directions. Students take the test on binder paper. Teacher corrects assessments according to directions and records spelling deficits on the Spelling Patterns Assessment Mastery Matrix.

American English Resources: Diagnostic Spelling Assessment with the “normal speed” 22:38 audio file; Diagnostic Spelling Assessment with the “quick version 17:26 audio file; Spelling Patterns Assessment Matrix.

Canadian English Resources: Diagnostic Spelling Assessment with the “normal speed” 21:12 audio file; Diagnostic Spelling Assessment with the “quick version 18:53 audio file; Spelling Patterns Assessment Matrix. Audio files recorded by a Toronto teacher. Thanks!

3. Google Forms: Teacher shares either the Diagnostic Spelling Assessment Google Form with the “normal speed” for grades 4, 5, and 6 students or the form with the “quick version” for grades 7 and 8 students. Note that incorrect spellings with be accompanied by the Google red squiggly line indicating a spelling error. Students may be tempted to right click the word and select the correct spelling; however, if the teacher tells the students the purpose of the test and directs them not to self-correct, students will generally follow instructions. Telling students that they will receive the same amount of credit whether the spelling is accurate or not, and using the “quick version” audio also helps students avoid the temptation of cheating. Teacher uploads the students’ Google Forms into the Spelling Patterns Assessment Mastery Matrix Google Sheets.

American English Resources: Diagnostic Spelling Assessment Google Forms with the “normal speed” 22:38 audio file for grades 4, 5, and 6 students or the Diagnostic Spelling Assessment Google Forms with the “quick version: 17:26 audio file for grades 7 and 8 students; Spelling Patterns Assessment Mastery Matrix Google Sheets.

Canadian English Resources: Diagnostic Spelling Assessment Google Forms with the 21:10 “normal speed” audio file for grades 4, 5, and 6 students or the Diagnostic Spelling Assessment Google Forms with the 18:53 “quick version” audio file for grades 7 and 8 students; Spelling Patterns Assessment Mastery Matrix Google Sheets.

Grammar/Mechanics Canadian spelling, diagnostic spelling assessment, orthography, spelling assessment, spelling inventory, spelling patterns, Words Their Way

Years ago I attended a four-day training by Dr. Shane Templeton, an author of a new program titled Words Their Way®. Dr. Templeton drove down to Elk Grove to in-service our cadre of 18 reading specialists. An entertaining presenter, he demonstrated the theory of five developmental spelling stages and introduced the Qualitative Spelling Inventory (later reworked and published as the Primary Spelling Inventory, Elementary Spelling Inventory, and Upper-level Spelling Inventory.

From Dr. Templeton’s training, I developed numerous district and site level in-services for teachers interested in word study, primarily spelling. For each training, principals provided Words Their Way® for each teacher, and our district adopted the spelling inventory as one of our elementary literacy placement assessments. Teachers dutifully engaged their students in exploratory word sorts and other activities recommended for each spelling stage. After a two-year investment in the Words Their Way® approach, here’s what our reading specialist team and teachers found:

Virtually no gains on both standardized tests and our other writing, reading, fluency, spelling, syllabication, and phonics posttests. Our elementary students’ reading scores were mired in the 40th percentiles. The inductive Words Their Way® approach to word study and other similar approaches to spelling, phonics, and vocabulary acquisition were not paying off. Teachers rightfully complained that the Words Their Way® instructional activities took up inordinate amounts of their literacy block time.

Fortunately, our district chose to change direction and adopt a direct instruction, explicit and systematic phonics program: Open Court for kinder-third grade. Within two years our scores improved to the 70th percentiles. Grades 4-6 students improved as well upon later adoption of the program and because students coming out of primary had such a solid foundation. An interesting anecdotal sidebar: In our highly transient and growing district, our reading specialist team found that new transfer students in grades 4-8 were woefully unprepared for the rigors of multisyllabic expository text. As a result, our literacy leadership team created diagnostic assessments and instructional activities for site-level literacy intervention classes.

One of these diagnostic assessments, the Diagnostic Spelling Assessment, was my primary contribution. The test grew out of the Words Their Way® spelling inventories, which indicated a need for different levels of spelling instruction. However, unlike the inventories, we reading specialists and our district teachers wanted teachable data, not just placement test data. Rather than discover that a fourth grader was scoring in the “Within Word” developmental spelling stage, we wanted to know precisely which spelling patterns had and had not been mastered to target instruction for our grade level and reading intervention students, rather than spend inordinate amounts of class time with exploratory word study and word games.

My reading specialist colleagues were ruthless revisers. We argued over many test items, but finally achieved consensus on a comprehensive assessment that mirrored the Open Court phonics program sound-spellings and added the conventional spelling rules which applied to the “Syllable Juncture” and “Derivational” spelling stages of Words Their Way®. We field tested the Diagnostic Spelling Assessment in grades 4-8 and teachers found that this comprehensive assessment provided much more teachable data than did the old spelling inventories.

To compare the more popular Words Their Way® spelling inventories to the Diagnostic Spelling Assessment, I’ve put together a four-minute video https://www.youtube.com/watch?v=aczs81Jhcz8 to compare test items and determine which assessment provides the most teachable data. I’ve also included the Diagnostic Spelling Assessment (with audio file), recording matrices, and sample spelling worksheets as a free download in case the video convinces you to do so. Just click the link in the YouTube description.

Unfortunately, the Open Court® program, which did such an admirable job with decoding and comprehension had no systematic spelling instruction. As you know, decoding (phonics) is the one side of the words coin and encoding (spelling) is the other. Our spelling scores remained far below our phonics scores. Principals, who tend to always be about test results, demanded spelling curriculum. However, publishers remained reticent to invest monies and resources in outlier states, such as California, because just a few years back at the height of the whole language movement, State Superintendent of Instruction, Bill Honig, refused to adopt spelling workbooks for the state and directed principals to squash direct spelling instruction.

I was tasked by a school principal from the highest performing elementary school (out of 33) in our district to develop curriculum to “get my spelling scores up.” For that entire school year, two days a week, I continued to refine the Diagnostic Spelling Assessment and write targeted spelling pattern worksheets to correspond to each test item. Students benefited from my hyper-focus in the reading intervention class I taught after school and grade-level teachers snatched up my targeted worksheets to use in their classrooms. Yes, our spelling scores shot up through the roof on the spring standardized tests.

The next year I published (with district permission) my own spelling workbook for reading intervention. Over the next few years, I wrote five grade-level spelling programs (grades 4, 5, 6, 7, and 8), using the best of the Words Their Way® instructional components (word sorts, book searches, games, etc.), but using a much more efficient deductive approach. Each program retained the Diagnostic Spelling Assessment and the corresponding spelling pattern worksheets, each with a formative assessment, that teachers found so valuable to pinpoint spelling instruction. The result? The Grades 4-8 Differentiated Spelling Instruction programs, designed to help students catch up while they keep up with grade-level spelling instruction.

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Teachers who are committed to differentiated and individualized spelling to help students catch up, while they keep up with grade-level instruction believe that spelling assessment should inform their instruction. The relevant question for this presentation is which spelling inventory or assessment provides the most teachable data for grades 4–post secondary students who struggle with spelling.

We’ll take a look at the two most popular spelling diagnostic tests, the Words Their Way® Elementary Spelling Inventory (ESI) and the Upper-Level Spelling Inventory (USI) and compare these to the Grades 4, 5, 6, 7, 8 Differentiated Spelling Instruction Diagnostic Spelling Assessment (DSA).

What’s the Same? 

The ESI is designed for kindergarten–sixth grade; the USI is designed for upper elementary, middle school, high school, and post secondary students. The DSA is designed for grades 4–post secondary students. Note that Words Their Way® also provides another spelling inventory which will be excluded from our comparisons: the Primary Spelling Inventory, which is designed for kindergarten–third grade

The ESI, USI, and DSA  tests are administered in the traditional word–example sentence–word format, and the focus spelling appears at the beginning, middle, and end of words. Only the focus spelling is corrected. For example, if the focus spelling is short /o/, the misspelling of the double consonant “gg” would not be marked incorrect for the test item foggy. Thus, “fogy” would be marked correct, but “fuggy” would be marked incorrect. All 3 spelling tests include features analysis on recording matrices. Each of the 3 tests diagnostically points to areas which need spelling remediation and practice for individual students.

What’s Different?

However, the purpose of the ESI and USI inventories differs from that of the DSA. The ESI and USI have been designed to identify which of the 5 Words Their Way® developmental spelling stages matches the spelling competencies of the assessed students. In contrast, the DSA has been designed to identify which specific spelling patterns and conventional spelling rules have and have not yet been mastered by the assessed students.

The test administration differs in that the ESI and USI administrator may stop an individual’s test when the student has missed 8 items in succession because the test is in order of difficulty. Students taking the DSA take the entire allotted amount of test items assigned to each grade level. Note that the DSA includes a recommended audio file for test administration.

Finally, the composition of the ESI and USI differs from that of the DSA. The ESI and USI test sample words for each of the program’s 5 developmental spelling stages. The ESI includes 10 single syllable words and 10 multisyllabic words; the USI includes 6 single syllable words and 19 multisyllabic words. The ESI has 25 test items with 62 measurable features, and the USI has 31 test items with 68 features. Both assessments use some words to assess more than one orthographic feature. For example, the test item,  float, assesses knowledge of the “fl” consonant blend, the “oa” long /o/, and the “t” consonant.

In contrast, the DSA assesses all common spelling patterns introduced in previous grade-level spelling programs and reading. Fourth grade students complete the first 64 test items to assess kindergarten–third grade spelling patterns; Fifth grade students complete 79 test items to assess assess kindergarten–fourth grade spelling patterns and conventional spelling rules; Sixth grade students complete 89 test items to assess assess kindergarten–fifth grade spelling patterns and conventional spelling rules; Seventh grade students complete 98 test items to assess assess kindergarten–sixth grade spelling patterns and conventional spelling rules; and eighth grade, high school, and adult students complete 102 test items to assess assess kindergarten–seventh grade spelling patterns and conventional spelling rules. Unlike the ESI and USI inventories, all test words are multisyllabic to attempt to isolate the sight word variable, and only one spelling feature is assessed per test item.

Which Test Provides the Most Teachable Data?

Now, let’s get down to comparing the specific test items for each of these three spelling tests to determine which test provides the most teachable data to help teachers remediate the spelling deficits of their students. To see all kindergarten–third grade spelling pattern test item comparisons, check out the video: https://www.youtube.com/watch?v=aczs81Jhcz8 

Most teachers prefer comprehensive spelling assessment data, rather than sample spelling features. Rather than learning that a child is spelling in the “Within Word” developmental stage, most teachers would prefer knowing which specific “Within Word” spelling patterns have and have not yet been mastered.

In our example chart, both Words Their Way® inventories provide minimal test items for the Silent Final e. To be fair, remember that the purpose of these inventories is to determine students’ developmental spelling stages. These test items in conjunction with other vowels, consonants, blends, and digraphs do accomplish their purpose. However, learning students’ spelling stages does not indicate what students know and what students do not know within those spelling stages. 

For example, the Silent Final e test items on the Words Their Way® inventories only show whether students know the “a_e” and “i_e” spellings. Teachers have no data on the “u_e” long /u/ and long /oo/, “o_e”, “le”, “i_e” as in motive and as in submarine. Students may have mastered some of these spellings, but teachers do not know, so students are forced to study all Silent Final e spelling patterns, as well as all vowel, consonant, blends, and digraphs. Hardly efficient assessment and instruction.

In contrast, because the Diagnostic Spelling Assessment tests all common spelling patterns, teachers will learn which of the 9 Final Silent e spellings their students know and do not know (plus all the other common spelling patterns in the “Within Word” stage as demonstrated in the video link above). As a result, teachers can target spelling instruction to what students need and avoid teaching what students already know. Effective spelling instruction need not take up too many instructional minutes. In fact, many teachers have abandoned the Words Their Way® programs because of time constraints.

Additionally, although the Words Their Way® authors claim that their instructional approach is word study, including spelling, syllabication, phonics, writing, and vocabulary, other instructional approaches simply work better and are more efficient.

Compare the Words Their Way Spelling Inventories and their plethora of word study resources to the Diagnostic Spelling Assessment and the resources in the Grades 4, 5, 6, 7, and 8 Differentiated Spelling Instruction. Each of the latter’s full-year spelling programs include weekly grade-level spelling pattern tests and spelling sorts, summative spelling assessments, and remedial spelling worksheets corresponding to each test item on the Diagnostic Spelling Assessment with sorts, rhymes, book searches, jumbles, and a writing application which serves as a formative assessment. Also get supplementary word lists, spelling songs, and spelling review games. These no prep, minimal correction programs take much less class time than Words Their Way® and other programs. Plus, at $29.99 and the 10% discount (enter code 3716 at checkout), every teacher can afford the spelling program designed to help students catch up while they keep up with grade-level spelling standards.

The Differentiated Spelling Instruction programs are easy to teach. We even provide two quick YouTube training videos to ensure your success!

Get the Diagnostic Spelling Assessment, Matrix, and Sample Lessons FREE Resource:

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Back in the late 1990s, I served as an elementary reading specialist in a large Northern California school district. Our cadre of 21 reading specialists were in-serviced on new word study program, Words Their Way®. Dr. Shane Templeton, one of the authors, trained us for four days. Two of Dr. Templeton’s training components, the Qualitative Spelling Inventory (developed by colleague and fellow author, Dr. Donald Bear) and the developmental patterns of spelling, were novel approaches to word study. By the end of the fourth day, we reading specialists had bought in hook, line, and sinker to the Words Their Way® program. Our 50,000-student district adopted the Qualitative Spelling Inventory as our K−6 diagnostic spelling assessment, and teachers used the test results to both place students in reading programs and differentiate instruction within the classroom.

The elementary school to which I was assigned was over 1,000 students and drew from lower to middle income, ethnically and language diverse neighborhoods. Our supportive principal purchased each staff member a copy of Words Their Way®. I was allotted 10 two-hour staff developments, and we dug into teaching the program to our students.

By the end of two years, here’s what we teachers found: The Qualitative Spelling Inventory (now in three iterations: the Primary, Elementary, and Upper Elementary) was a reliable placement assessment, alongside of our phonics, fluency, vocabulary, and writing sample assessments. Certainly, spelling ability is one key indicator of reading ability as recent studies have demonstrated (Adams, 2011; Gentry & Graham, 2010; Moats, 2005; Reed, 2012). However, the assessment gave only general information as to which developmental spelling stages matched our students’ spelling mastery. Diagnostic assessments, based upon random samples, which produce only general student data are problematic for teachers in the trenches. Teachers want comprehensive diagnostic assessments which pinpoint specific deficits. In other words, teachers want teachable data. The Words Their Way inventories narrowed down the deficits, but were rather useless, according to my elementary school teachers, in terms of targeting differentiated instruction.

After the first year of training and implementation of Words Their Way® in my elementary school, only half of the teachers decided to continue the program for the next school year. By the end of the second year, only a handful continued use of the program. It just wasn’t their concerns about the utility of the spelling inventory; teachers found other problems with the program:

1. The Words Their Way® program requires inordinate amounts of teacher prep and class time to implement with fidelity.
2. The results from both standardized tests and teacher observations did not see the expected spelling improvement (nor reading and vocabulary improvement). That improvement did come two years later with the district’s adoption of the Open Court phonics program, albeit without a district-wide adoption of a spelling curriculum.
3. Teachers began to see the Words Their Way® word sorts as only one means of spelling practice and wanted to use other spelling instructional strategies. Additionally, primary teachers, especially, questioned the accuracy the development stages. Their students and their spelling-reading instruction did not perfectly conform to and match each neatly described spelling stage. Intermediate and upper grades teachers found The Derivational Relations Stage to be an unwieldy creature to teach and did not see the pay-off for investing so much prep and instructional time in the program. As usual, teachers can be quite prescient when evaluating the application of theory into practice. Twenty years later, noted spelling researcher, J. Richard Gentry, PHD, echoed their concerns in his article, “Why America Can’t Read,”

Words Their Way is a guidebook for studying words; it is not a spelling curriculum. The original preface describes it purpose:  “…Ordered in this developmental format, Words Their Way complements the use of any existing phonics, spelling, and vocabulary curricula.”

Dr. Gentry cites what he views to be the theoretical flaw in the Words Their Way® program:

In Chapter 1 of Words Their Way® (2016 edition) we learn the theoretical basis for this method of word study: “Developmental spelling researchers have examined the three layers of English orthography in relation to developmental progressions from alphabet to pattern to meaning.” (Bear, et al, 2000, p.5.) As a developmental spelling researcher, I beg to disagree. There is no developmental progression in the child’s brain when constructing word knowledge that proceeds over time from alphabet to pattern to meaning. Word knowledge of alphabet, pattern, and meaning are being constructed at every stage of spelling development (Gentry, 2000).

More importantly, spelling development does not continue to develop in phases or stages beyond a ceiling which usually happens near the end of first grade if kids are developmentally on track. I pointed this out in The Reading Teacher in a refereed journal article about sixteen years ago (Gentry, 2000).

Let me be specific. There is no developmental stage for Ages 10+ in Grades 5 to 12 called “The Derivational Relations Stage” as claimed in all editions of WTW. In fact, as spelling researcher Louisa Moats points out, Derivational Relations begins in first grade: Words in a first grade spelling curriculum are Anglo-Saxon regular consonant and vowel phone-grapheme correspondences along with words such as goat, wife, mother, love, and house. They all have an alphabet layer, an Anglo-Saxon pattern, and a meaning layer. In fact, derivational constancy is so dominant in English at early levels that the 100 most frequently used words in English—the ones teachers should teach in first grade—can all be traced back to Anglo-Saxon origins. This debunks Word’s Their Way’s “alphabet, pattern, and meaning” stage theory which suggests that clusters of error types develop later in brain development.

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So, how did these teachers continue to teach spelling without using Words Their Way®? We applied the best elements of WTW instruction: diagnosis, spelling patterns (not whole word) instructional focus, spelling sorts (albeit, not the time-consuming WTW exploratory sorts) based upon spelling patterns, differentiated instruction (individualization, if you prefer) based upon diagnostic assessment in a weekly instructional plan that was effective and efficient, yet required no prep, only minimal correction, and minimal amounts of valuable class time.

Weekly Instructional Plan

1. Weekly spelling pattern pretest of grade-level spelling patterns
2. Spelling pattern sort
3. Personalized spelling lists
4. Differentiated spelling patterns practice based upon results of diagnostic assessment
5. Paired posttests of the personalized spelling lists

Teachers bought into this Weekly Spelling Plan, but needed the resources that Words Their Way® did not provide. So, over the years I developed five grade-level spelling programs (4, 5, 6, 7, and 8) to help implement the Weekly Instructional Plan for grade-level, differentiated spelling instruction. I also developed a comprehensive diagnostic spelling assessment with targeted spelling pattern worksheets (each with formative assessments) to correspond to each of the 102 spelling patterns included on the comprehensive Diagnostic Spelling Assessment.* Check out my Differentiated Spelling Instruction, my Spelling Literacy Centers, or my Grammar, Mechanics, Spelling, and Vocabulary BUNDLES.

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*FREE as promised…

Fall 2020 Update: I recently created an audio version and Google forms self-correcting version of the Diagnostic Spelling Assessment to make life easier for teachers (especially for distance learning, make-ups, and for new students). The links to the paper, audio, and Google forms assessment formats, as well as recording matrices (paper and Google sheets) are available without cost in each of the product descriptions linked above. Additionally, make sure to preview the programs and print the free samples.

Interested in side by side comparisons of the Words Their Way® spelling inventories and the Diagnostic Spelling Assessment? See all kindergarten–third grade spelling pattern test item comparisons in this four-minute video: https://www.youtube.com/watch?v=aczs81Jhcz8

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For many teachers, spelling instruction has taken a back seat to other instruction, especially in the ELA middle and high school classrooms. Perhaps this has been the case because of so many years in which spelling was relegated to an editing-only issue at the tail end of the writing process. Or perhaps this has been the case because of so many years in which spelling was considered as part to whole instruction rather than in the predominant whole to part instruction of whole language reading and constructivism. Or perhaps this has been the case because of so many years in which spelling was considered as the stepchild of vocabulary. Spelling workbooks, once a staple in both the elementary and secondary classrooms, were removed from supplemental program lists at district and state levels. However, things are changing. Educators who once thought that spelling word check would solve students’ spelling and writing issues are squarely facing the fact that they do have a responsibility to teach spelling patterns.

In fact, most all teachers support teaching some form of simple to complex instructional order in teaching spelling. For example, students need to be able to spell plurals for singular nouns with an ending s prior to learning that nouns ending in /ch/, /sh/, /x/, /s/, or z are spelled with “es” prior to learning nouns ending in /f/ are spelling with “ves” prior to learning about irregular plurals such as children and deer prior to learning about Latin plural spellings such as “” and “ae.” In other words, the simple academic language and grammatical instruction should precede the more complex. We have supportive (and recent–as of January 2016) educational research to validate this instructional order:

Here’s the research to support simple to complex instructional order…

In a January 2016 article, the American Psychological Association published a helpful article titled “Practice for Knowledge Acquisition (Not Drill and Kill)” in which researchers summarize how instructional practice should be ordered: “Deliberate practice involves attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills… (Campitelli & Gobet, 2011).”

Of course, spelling instruction (like grammar and usage instruction) is certainly recursive. Once the simple is taught to “mastery” and the complex is introduced, the simple is always re-taught and practiced in other instructional contexts. For example, teachers will need to teach and re-teach the i before e spelling rule yearly from third grade through high school.

The Common Core Standards present a simple to complex instructional scope and sequence in the Language Strand Standards… albeit less so in the spelling Standards.

However, grade-level Language Strand Standards do not include a comprehensive spelling scope and sequence. A few examples from the L.2 Standards prove this out. Again, check out the simple to complex instructional order for the capitalization Standards.

The Conventions of Standard English (Standard 2) requires students to “Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.”

• CCSS.ELA-LITERACY.L.K.2.D  Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
• CCSS.ELA-LITERACY.L.1.2.D  Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
• CCSS.ELA-LITERACY.L.1.2.E  Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
• CCSS.ELA-LITERACY.L.2.2.C  Use an apostrophe to form contractions and frequently occurring possessives.
• CCSS.ELA-LITERACY.L.2.2.D  Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
• CCSS.ELA-LITERACY.L.3.2.E  Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
• CCSS.ELA-LITERACY.L.3.2.F  Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
•  CCSS.ELA-LITERACY.L.4.2.D and 5.2.D  Spell grade-appropriate words correctly, consulting references as needed.
• CCSS.ELA-LITERACY.L.6.2.B, etc.  Spell correctly.

So, to summarize… Both educational research and the authors of the Common Core State Standards validate a simple to more complex mechanics sequence of instruction.

How Should This Affect My Spelling Instruction?

The simple to complex instructional order is clearly conducive to spelling patterns instruction. Students need to master the basic sound-spellings and sight words before moving on to more complex spelling patterns influenced by derivational affixes and roots. 

A spelling program with a comprehensive instructional scope and sequence, aligned to the Common Core Language Standards, College and Career Readiness Anchor Standards, and/or State Standards provides a well-defined instructional order.

Site levels (and districts) need to plan a comprehensive year-to-year scope and sequence for spelling instruction. The Common Core State Standards provide bare bones exemplars or benchmarks, but educators need to fill in the blanks. Students will not improve spelling by reading and writing alone. Students need more spelling instruction than a weekly pre and post test, a personal spelling errors notebook, or simply being required to spelling content vocabulary words correctly. Spelling instruction is sequential.

A Model Grades 4-8 Spelling Scope and Sequence

Preview the Grades 4-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 4-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING AMERICAN ENGLISH AND CANDADIAN ENGLISH SPELLING PROGRAMS. Check out these grades 4-8 programs HERE. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file and recording matrix. It has 102 words (I did say comprehensive) and covers all common spelling patterns and conventional spelling rules. It only takes 22 minutes and includes an audio file with test administration instructions. Once you see the gaps in your middle school students spelling patterns, you’re going to want to fill those gaps.

Get the Diagnostic Spelling Assessment, Mastery Matrix, and Sample Lessons FREE Resource:

 

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Every teacher knows that word parts are the building blocks of words. Most teachers know that learning individual word parts and how they fit together to form multi-syllabic words is the most efficient method of vocabulary acquisition, second only to that of widespread reading at the student’s independent reading level, which focuses almost solely on Tier 1 words. These word parts that are, indeed, the keys to academic vocabulary—the types of words that students especially need to succeed in school. However, most teachers do not know the best instructional methods to teach these important word parts.

How Most Teachers Teach Prefixes

The Test Method: “Here is your list of ten prefixes with game cards to memorize this week. Test on Friday.” No instruction + no practice = no success.

The Literature-based Method: “Notice the prefix pre in the author’s word preamble? That means before. Let’s look for other ones.

The Word Sort Method: “Here is a list of 20 big words. Sort all of the words that start with pre in the first box.”

The Intensive Vocabulary Study Methods: “Let’s use our Four Square vocabulary chart to study the prefix pre. Who knows an antonym? Who knows an example word? Who knows a synonym? Who knows an inflection that can be added to the word? Who knows…? Spend at least 15 minutes “studying” this one prefix.” How inefficient can you get?

The Modality Methods (VAK): “Let’s draw the prefix pre in the word preamble. Then draw a symbol of the word that will help you remember the word. Use at least three colors. If you prefer, design a Lego® model of the prefix.” Check out this relevant article on Don’t Teach to Learning Styles or Multiple Intelligences.

Better Ways to Teach Prefixes, Roots, and Suffixes

Choose the Right Word Parts

Teaching the high utility Greek and Latin prefixes, roots, and suffixes is a very efficient tool to acquire academic vocabulary. These morphological (meaning-based) word parts that form the basis of English academic vocabulary are primarily Greek and Latinates. Prefixes and roots carry the bulk of important word meanings; however, some key suffixes are important, as well. Over 50% of multi-syllabic words beyond the most frequently used 10,000 words contain a Greek or Latin word part. Since Greek and Latinates are so common in our academic language, it makes sense to memorize the highest frequency word parts. See the attached list of High Frequency Prefixes, Suffixes, and Roots for reference.

Teach by Analogy

Word part clues are highly memorable because readers have frequent exposure to and practice with the high frequency word parts. Additionally, they are memorable because the simple to understand use of the word part can be applied to more complex usages. For example, bi means two in bicycle, just as it means two in bicameral or biped. Analogy is a powerful learning aid and its application in academic vocabulary is of paramount importance.

One of the most effective strategies for learning and practicing word parts by analogy is to have students build upon their previous knowledge of words that use the targeted word parts. Building student vocabularies based upon their own prior knowledge ensures that your example words will more likely be within their grade-level experience, rather than arbitrarily providing examples beyond their reading and listening experience.

After introducing the week’s word parts and their definitions (I suggest a combination of prefixes, roots, and suffixes), ask students to brainstorm words that they already know that use each of the word parts. Give students two minutes to quick-write all the words that they know that use the selected prefix, root, or suffix. Then, ask students to share their words in class discussion. Quickly write down and define each word that clearly uses the definition that you have provided. Ignore those words that use the word part, but do not clearly exemplify the definition that you have provided. Require students to write down each word that you have written in their Vocabulary Journals. Award points for all student contributions.

Teach through Word Play

Effective vocabulary study involves practice. One of the best ways to practice prefixes is through vocabulary games. A terrific list of word play games with clear instructions is found in Vocabulary Review Games.

Teach through Association

Memorization through association places learning into the long-term memory. Connection to other word parts helps students memorize important prefixes, roots, and suffixes.

Fifteen Power Words

These fifteen words have prefixes or roots that are part of over 15,000 words. That is as many words as most student dictionaries! Memorize these words and the meanings of their prefixes and roots and you have significantly improved your vocabulary.

1. inaudible     (not, hear)

2. dismiss        (away from, send)

3. transport      (across, carry)

4. unsubscribe (not, under, write)

5. predict         (before, say)

6. remit            (again, send)

7. encounter    (in, against)

8. offer              (against, carry)

9. inspect         (in, see)

10. epilogue     (upon, word)

11. antigen      (against, people)

12. empathy    (in, feeling)

13. intermediate (between, middle)

14. destruction    (apart from, build)

15. superimpose (over, in, put)

Put-Togethers

Have students spread out vocabulary word part cards into prefix, root, and suffix groups on their desks. Business card size works best. The object of the game is to put together these word parts into real words within a given time period. Students can use connecting vowels. Students are awarded points as follows:

1 point for each prefix—root combination

1 point for each root—suffix combination

2 points for a prefix—root combination that no one else in the group has

2 points for a root—suffix combination that no one else in the group has

3 points for each prefix—root—suffix combination

5 points for a prefix—root—suffix combination that no one else has.

Game can be played timed or untimed.

Teach through Syllabication

Teaching basic syllabication skills helps students understand and apply how syllable patterns fit in with decodable word parts. The Transformers activity teaches the basic syllables skills through inductive examples.

In addition to the basics, the Twenty Advanced Syllable Rules provide the guidelines for correct pronunciation and writing.

Teaching the Ten Accent Rules, including the schwa, will assist students in accurate pronunciation and spelling.

Teach through Spelling

Using a comprehensive spelling pattern spelling program will teach how prefixes absorb and assimilate with connected roots, how roots change spellings to accommodate pronunciation and suffix spelling, and how suffixes determine the grammar, verb tense, and limit the meaning of preceding prefixes and roots. Beyond primary sound-spellings, spelling and vocabulary have an important relationship in the structure of academic vocabulary. Only recently has spelling been relegated to the elementary classroom. Check out Differentiated Spelling Instruction to see how a grade-level spelling program can effectively incorporate advanced vocabulary development.

Context Clues Reading

Even knowing just one word part will provide a clue to meaning of an unknown word. For example, a reader may not understand the meaning of the word bicameral. However, knowing that the prefix bi means two certainly helps the reader gain a sense of the word, especially when combined with other context clues such as synonyms, antonyms, logic-based, and example clues. For example, let’s look at the following sentence:

The bicameral legislative system of the House and Senate provide important checks and balances.

Identifying the context example clues, “House and Senate” and “checks and balances,” combines with the reader’s knowledge of the word part, bi and help the reader problem-solve the meaning of the unknown word: bicameral.

Context Clues Writing

Similarly, having students develop their own context clue sentences, in which they suggest the meaning of the word parts and words with surrounding synonyms, antonyms, logic-based, and example clues is excellent practice.

Inventive Writing

After introducing the week’s word parts and their definitions (I suggest two prefixes, three roots, and two suffixes per week), ask students to invent words that use each word part in a sentence, that uses context clues to show the meaning of each nonsense word. Encourage students to use “real” word parts to combine with each targeted word part to form multi-syllabic words. Award extra points for words used from prior week’s words.

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For full-year vocabulary programs which include multiple meaning words (L.4.a.), Greek and Latin morphology with Morphology Walls (L.4.a.), figures of speech (L.5.a.), words with special relationships (L.5.b.), words with connotative meanings (L.5.c.), and academic language words (L.6.0), check out the assessment-based grades 4, 5, 6, 7, and 8 Comprehensive Vocabulary.

Get the Grades 4,5,6,7,8 Vocabulary Sequence of Instruction FREE Resource:

Get the Greek and Latin Morphology Walls FREE Resource:

Get the Diagnostic Academic Language Assessment FREE Resource:

Reading, Spelling/Vocabulary, Study Skills, Writing affixes, four square vocabulary, Greek, high frequency words, Latin, prefix, root, SAT vocabulary, semantic spectrums, spelling lists, suffix, teach vocabulary, vocabulary, vocabulary lists, vocabulary review games, vocabulary worksheets, word parts, word sorts, Words Their Way

Despite having spelling instruction relegated to a mere editing skill tagged onto the end of the Writing Process by some writing “gurus,” good teachers continue to teach spelling through direct and differentiated instruction. Recent reading and writing research have reinforced the need to teach the structural components of words. Word analysis promotes spelling accuracy, correct pronunciation, and vocabulary development.

Spelling instruction is not solely the responsibility of primary elementary teachers. Intermediate, middle, and high school teachers need to both remediate spelling deficiencies and teach advanced spelling skills to their students. After learning the sound-spelling relationships, advanced spelling skills are acquired by learning and practicing the advanced spelling rules, syllabication and accent rules, and language derivations.

Following are articles, free resources (including reading assessments), and teaching tips regarding how to differentiate spelling instruction in the intermediate, middle, and high school from the Pennington Publishing Blog. Bookmark and visit us often. Also, check out the quality instructional programs and resources offered by Pennington Publishing. Both American English and  Canadian English versions.

Spelling

The 102 item assessment includes the most common previous grade-level spelling patterns.

• Grade 4: K-3 spelling patterns (#s 1-64)
• Grade 5: K-4 spelling patterns (#s 1-79)
• Grade 6: K-5 spelling patterns (#s 1-89)
• Grade 7: K-6 spelling patterns(#s 1-98)
• Grade 8: K-7 spelling patterns (#s 1-102)

The test items are grouped by spelling patterns e.g., the four long /i/ spellings, to make posttest analysis simple. All spelling words are multi-syllabic to prevent students from identifying the words by “sight spellings” and to require recognition of the sound-spelling patterns within the context of syllables.

Assessment Formats

Choose the Diagnostic Spelling Assessment format which best suits your needs:

1. Paper Only: Teacher dictates the number of test items assigned to the grade levels, following the written administrative protocol. Students take the test on binder paper. Teacher corrects assessments according to directions and records spelling deficits on the Spelling Patterns Assessment Mastery Matrix.

Resources: Diagnostic Spelling Assessment teacher administration form; Spelling Patterns Assessment Mastery Matrix.

2. Audio and Paper: Teacher plays the 22:32 “slow speed” Diagnostic Spelling Assessment audio file for grades 4, 5, and 6 students or the 17:26 “fast speed” Diagnostic Spelling Assessment audio file for grades 7 and 8 students. The audio file includes all administrative directions. Students take the test on binder paper. Teacher corrects assessments according to directions and records spelling deficits on the Spelling Patterns Assessment Mastery Matrix.

Resources: Diagnostic Spelling Assessment 22:38 audio file; Diagnostic Spelling Assessment 17:26 audio file; Spelling Patterns Assessment Matrix.

3. Google Forms: Teacher shares either the Diagnostic Spelling Assessment Google Form with the 22:32 “slow speed” for grades 4, 5, and 6 students or the form with the “fast speed” for grades 7 and 8 students. Note that incorrect spellings with be accompanied by the Google red squiggly line indicating a spelling error. Students may be tempted to right click the word and select the correct spelling; however, if the teacher tells the students the purpose of the test and directs them not to self-correct, students will generally follow instructions. Telling students that they will receive the same amount of credit whether the spelling is accurate or not, and using the “fast speed” audio also helps students avoid the temptation of cheating. Teacher uploads the students’ Google Forms into the Spelling Patterns Assessment Mastery Matrix Google Sheets.

Resources: Resources: Diagnostic Spelling Assessment Google Forms with the 22:32 “slow speed” audio file for grades 4, 5, and 6 students or the the 17:26 “fast speed” audio file for grades 7 and 8 students; Spelling Patterns Assessment Mastery Matrix Google Sheets.

Spelling Scope and Sequence

https://blog.penningtonpublishing.com/spelling_vocabulary/spelling-scope-and-sequence/ 

Educators who once thought that spelling word check would solve students’ spelling and writing issues are squarely facing the fact that they do have a responsibility to teach spelling patterns. A spelling program with a comprehensive instructional scope and sequence, aligned to the Common Core Language Standards, College and Career Readiness Anchor Standards, and/or State Standards provides a well-defined instructional order. Check out the Common Core aligned grades 4-8 spelling scope and sequence of spelling patterns instruction.

Research-Based Spelling Worksheets

https://blog.penningtonpublishing.com/grammar_mechanics/research-based-spelling-worksheets/

Of course spelling, grammar, usage, mechanics, and vocabulary scores plummeted during the late 1980s and early 1990s, sparking yet another “Back to Basics” movement. Mom had warned her son about the cyclical nature of educational movements and philosophies. The educational research provides insight as to what makes a spelling worksheet an effective instructional strategy for knowledge and/or skills acquisition.

Spelling Diagnostic Assessment

https://blog.penningtonpublishing.com/reading/how-to-teach-spelling-part-i/

This diagnostic assessment tests all of the important vowel sound-spellings that students should have mastered (but frequently have not) as foundations to conventional English spelling. Included is a convenient recording matrix for the teacher to plan differentiated instruction to remediate unmastered spelling patterns.

Middle School Spelling

https://blog.penningtonpublishing.com/spelling_vocabulary/middle-school-spelling/

Six Simple Steps to Teach Spelling

https://blog.penningtonpublishing.com/spelling_vocabulary/six-simple-steps-to-teaching-spelling/

Most veteran grades 4-8 teachers still teach spelling, especially in terms of spelling patterns, conventional spelling rules, derivational and etymological influences, accent placements and vowel shifts because they know how structural word analysis facilitates proper use of our language, better reading comprehension, and improved writing.

30 Spelling Questions, Answers and Resources

https://blog.penningtonpublishing.com/reading/30-spelling-questions-answers-and-resources/

In the midst of the 1980s whole language movement, California State Superintendent of Schools Bill Honig strongly encouraged principals to confiscate spelling workbooks from their teachers. Even today, spelling instruction remains a contentious topic. No other literacy skill seems to run the complete gamut of instructional implementation from emphasis to de-emphasis. The article includes the 30 spelling questions, answers, and resources to help teachers get a handle on what does and what does not work in spelling instruction.

Spelling Assessment Questions and Answers

https://blog.penningtonpublishing.com/spelling_vocabulary/spelling-assessment-questions-and-answers/

That said, as an author of numerous spelling programs and an often-used Diagnostic Spelling Assessment, I get two questions quite frequently: 1. Does a diagnostic spelling assessment make sense? and 2. How can we use the weekly pretest as a diagnostic assessment? But I’ll let teachers ask those questions in their own words…

How to Evaluate Spelling Programs

https://blog.penningtonpublishing.com/spelling_vocabulary/how-to-evaluate-spelling-programs/

With increasing attention on following Response to Intervention (RTI) guidelines, it makes sense to follow the criteria that orthographic research has established for quality spelling programs.

Ten Components of a Successful Spelling Program

https://blog.penningtonpublishing.com/spelling_vocabulary/ten-components-of-a-successful-spelling-program/

Teachers truly want to differentiate spelling instruction, but the materials, testing, instruction, and management can prove overwhelming to even the most conscientious professional. Using this Spelling Program Checklist can help teachers re-focus  to improve their spelling instruction.

How to Differentiate Spelling Instruction

https://blog.penningtonpublishing.com/spelling_vocabulary/how-to-differentiate-spelling-and-vocabulary-instruction/

It makes sense to teach spelling and vocabulary together. Simply put, one affects the other. However, not all of our students are at the same levels of spelling and vocabulary mastery. So, how can an informed teacher (that is you) differentiate spelling and vocabulary instruction in an efficient manner?

Common Core Spelling Standards

https://blog.penningtonpublishing.com/spelling_vocabulary/common-core-spelling-standards/

The Common Core State Standards (CCSS) in English Language Arts provide instructional challenges for all conscientious upper elementary and middle school teachers. In addition to the Reading, Writing, Speaking & Listening Strands, teachers are expected to teach the grammar, mechanics, language application, spelling, and vocabulary Standards of the CCSS Language Strand (Standards L. 1-6). When establishing instructional priorities to address these Standards, many teachers have placed spelling (Standard L. 2) on the back-burner.

The  “able” Spelling Rule

The “able” or “ible” Spelling Rule

The “able” suffix spelling is often misspelled, even by very accomplished spellers. Here are the applicable spelling rules for the “able” suffix.

The Vulgar “a” Spelling

https://blog.penningtonpublishing.com/spelling_vocabulary/the-vulgar-a-spelling/

This lesson on the vulgar “a” includes definitions, examples, writing hints, practice, a formative assessment, writing application, and related CCSS standards.

Visual Spelling Strategies

https://blog.penningtonpublishing.com/spelling_vocabulary/visual-spelling-strategies/

Spelling is primarily an auditory skill; however, when used as an appropriate instructional component of a comprehensive spelling program, visual spelling strategies, such as these “picture spellings” can make sense.

Why Spelling Is So Difficult

https://blog.penningtonpublishing.com/spelling_vocabulary/why-spelling-is-so-difficult/

This article explains why the English Spelling System is so difficult to master. Seven suggestions give hope to even the most challenged speller to improve his or her spelling.

Top Twelve Spelling Trends and Fads

https://blog.penningtonpublishing.com/spelling_vocabulary/spelling-instructional-trends-and-fads/

A dozen of the most popular instructional spelling trends and fads over the last thirty years are described and rated as “TRUE” or “FALSE,” in terms of recent spelling research. Get ready to be challenged, and perhaps redirected in how you teach spelling.

Diagnostic Spelling Assessments

https://blog.penningtonpublishing.com/wp-admin/post.php?post=885&action=edit

In this series on How to Teach Spelling, this first post discusses and provides teaching resources for diagnostic spelling tests.

English Sound-Spellings

https://blog.penningtonpublishing.com/reading/how-to-teach-spelling-part-ii/

In this series on How to Teach Spelling, this second post discusses and provides teaching resources for teaching the sound-spelling system. The sound-spelling system is the foundation of conventional spelling.

Spelling Rules

https://blog.penningtonpublishing.com/spelling_vocabulary/how-to-teach-spelling-part-iii/

In this series on How to Teach Spelling, this third post discusses and provides teaching resources for teaching the eight conventional spelling rules. These eight rules go beyond the sound-spelling system to lead students to conventional spelling mastery.

The Plurals Spelling Rule

https://blog.penningtonpublishing.com/grammar_mechanics/the-plurals-spelling-rule/

The Plurals Spelling Rule Spelling Rule is one of the most consistent and useful spelling rules.

The Ending “ion” Spelling Rule

https://blog.penningtonpublishing.com/grammar_mechanics/the-ending-“ion”-spelling-rule/

The Ending “ion” Spelling Rule Spelling Rule is one of the most consistent and useful spelling rules.

The “able” or “ible” Spelling Rule

The “able” or “ible” Spelling Rule

The “able” or “ible” Spelling Rule is one of the most consistent and useful spelling rules. Find other spelling rules, tests, and songs or raps in Pennington Publishing’s Teaching Spelling and Vocabulary.

The Ending “an” or “en” Spelling Rule

The Ending “an” or “en” Spelling Rule

The Ending “an” or “en” Spelling Rule is one of the most consistent and useful spelling rules.

The Double the Consonant Spelling Rule

https://blog.penningtonpublishing.com/grammar_mechanics/the-double-the-consonant-spelling-rule/

The Double the Consonant Spelling Rule is one of the most consistent and useful spelling rules.

The Silent e Spelling Rule

https://blog.penningtonpublishing.com/grammar_mechanics/the-silent-e-spelling-rule/

The Silent Final e Spelling Rule is one of the most consistent and useful spelling rules.

The Final y Spelling Rule

https://blog.penningtonpublishing.com/grammar_mechanics/the-final-y-spelling-rule/

The Final y Spelling Rule is one of the most consistent and useful spelling rules.

The i before e Spelling Rule

https://blog.penningtonpublishing.com/grammar_mechanics/the-i-before-e-spelling-rule/

Although only 50% of English spellings conform to a predictable sound-spelling relationship, applying The i before e Spelling Rule will significantly increase spelling accuracy.

Spelling Lists and Tests

https://blog.penningtonpublishing.com/spelling_vocabulary/how-to-teach-spelling-part-iv/

Teachers who are serious about effective spelling instruction use the spelling pre-test as a diagnostic assessment to differentiate instruction. In this article, teachers will learn how to supplement the spelling pre-test with useful free hyperlinked resources.

Effective Spelling Practice

https://blog.penningtonpublishing.com/spelling_vocabulary/how-to-teach-spelling-part-v/

Effective spelling practice is not exclusively memorization. Good spelling practice connects to language development, vocabulary, structural analysis, auditory processing, and writing. Learn how to practice spelling effectively.

Vowel Team Spelling Games

https://blog.penningtonpublishing.com/spelling_vocabulary/vowel-team-spelling-games/

Spellers often struggle in the “Within Word” stage of spelling development. The key challenge for spellers within this spelling stage involves the vowel sound-spellings. These three spelling games will help your remedial spellers both recognize and practice these vowel team spellings.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-Language Arts and Reading Intervention Articles and Resources 

Bookmark and check back often for new articles and free ELA/reading resources from Pennington Publishing.

• Free Teaching Reading Resources
• Grammar and Mechanics
• Vocabulary
• English-language Arts Standards
• English-language Arts Instruction
• Essay Resources and Lessons
• The Writing Process/Writers Workshop
• Writing Style
• Spelling
• Structural Analysis/Syllabication/Oral Language
• ELA/Reading Assessments
• Independent Reading
• EL/ESL/ELD
• Assessment-based Individualized Instruction/Differentiated Instruction
• Critical Thinking
• Study Skills
• Test Preparation
• Developmental Characteristics
• Professional Development
• Close Reading
• Reading Comprehension

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Pennington Publishing’s mission is to provide the finest in assessment-based ELA and reading intervention resources for grades 4‒high school teachers. Mark Pennington is the author of many printable and digital programs. Please check out Pennington Publishing for assessment-based resources created for teachers by a fellow teacher.

Grammar/Mechanics, Literacy Centers, Spelling/Vocabulary, Study Skills, Writing differentiated spelling instruction, English spelling, Mark Pennington, orthography, spelling, spelling instruction, spelling lists, spelling rules, spelling word lists, structural analysis, teaching spelling, Teaching the Language Strand, word analysis, word parts, word study, Words Their Way

Vocabulary instruction is vitally important to advanced reading comprehension and writing. Words are the foundations of our language. Students learn the words they need to converse, read, and write in three key ways. First, students learn academic vocabulary through wide reading in a variety of genre at their instructional level. Simply lots of reading does not improve vocabulary. What is read determines what is learned. It may be that most teachers need to increase the textual complexity of class novels and assigned independent reading to maximize vocabulary growth. Second, students improve their vocabulary from becoming more efficient in recognizing context clues and applying the context clue categories to making educated guesses as to the meanings of unknown words. Looking up every word in the dictionary is not advisable. Third, learning high frequency Greek and Latin bases/affixes builds academic vocabulary. Greek and Latinates are found in 50% of all English dictionary entries.

Following are articles, free resources, and teaching tips regarding how to teach vocabulary in the intermediate, middle, and high school grades from the Pennington Publishing Blog. Also, check out the quality instructional programs and resources offered by Pennington Publishing.

Vocabulary

Structured Word Inquiry

Get an entire year of structured word inquiry lessons with word matrices and sums. Plus, learn how to make your own and get the resources you need (for free) to teach the phonological, semantic, and orthographic connections which build morphological awareness.

Diagnostic Academic Language Assessments

Is there a frequency-based academic language set of assessments built on academic words (Tier 2)? Yes, the research-based Academic Words List is the basis for five grade-level assessments, designed in self-correcting Google forms.

Greek and Latin Morphology Walls

Build orthographic, semantic, and phonological connections with Greek and Latin Morphology Walls. Get the free resource of 14 interactive Google slide morphology walls. Drag and drop to build words.

Vocabulary Scope and Sequence

Is there any research about the instructional order of Tier Two words…? Yes. Furthermore, computer generated word frequencies have determined the frequency of Greek and Latin word parts.  Check out the Grades 4-8 Vocabulary Scope and Sequence. Teachers and district personnel are authorized to print and share this planning tool.

How to Teach Vocabulary

How to Teach Vocabulary asks and provides possible answers to the How Do the Common Core Authors Suggest We Teach Vocabulary?  Why Should We Teach Explicit Vocabulary? Won’t Students Learn More from Independent Reading? Which Vocabulary Words Should We Teach? To Whom Should We Teach Academic Vocabulary? How Much Class Time does it take to teach the Common Core Vocabulary Standards? Check out the grades 4-8 instructional vocabulary scope and sequence.

Teach Morphemes, Not Just Academic Words

My purpose in this article is convince teachers to include high utility and high frequency Greek and Latin meaning-based word parts (morphemes) as part of a balanced vocabulary program. Good vocabulary instruction includes structural analysis (how words are put together), not just a list of tough academic words or difficult words which your students will be reading in a story or in an article. Make sure to download the FREE Greek and Latin resources.

Greek and Latin “Dead” Languages

Although it’s true that no one, other than scholars, speaks and writes in classical Greek or Latin today, both of the languages remain very much alive in their impact upon our culture and language. It’s the Greek and Latin that provides the vocabulary stumbling blocks for your students. Get great Greek and Latin FREE resources.

How to Memorize Greek and Latin Word Parts

Learn the four tips from memory research and get the FREE download of the DUAL Word Parts Worksheet. You’ll love these Greek and Latin word parts resources.

Greek and Latin Vocabulary Research

Looking for the best and most recent vocabulary research regarding the high utility and high frequency Greek and Latin prefixes, roots, and suffixes? It’s all here. Plus, get my take on why American teachers don’t always get the best in research-based resources. Download the FREE 25 Greek and Latin Power Words including the 60 highest utility and highest frequency morphemes. Teach what appears most in Tier 2 academic text.

25 Greek and Latin Power Words

Get this FREE resource of the 60 highest utility and highest frequency Greek and Latin word parts. The 60 word parts are found in over 60,000 words, including their inflections (a conservative total). With our English lexicon of about 600,000 words, these 60 word parts constitute 10% of the words in our language.

English Language History

Why should students know a bit about the history of the English language? Knowing the origin and development of the English language helps students understand the dynamic nature of language. Use this brief lesson for your students to introduce derivations and etymologies. Plus get the four grade-specific vocabulary worksheets, worksheet answers, vocabulary study cards, and a short unit test with answers for grades 4, 5, 6, 7, and 8 compliments of Pennington Publishing.

Research-Based Vocabulary Worksheets

The educational research provides insight as to what makes a vocabulary worksheet an effective instructional strategy for knowledge and/or skills acquisition. Get examples of  Common Core aligned vocabulary worksheets.

Academic Language Words

Yes, the Common Core authors view literacy development as a mutual responsibility of all educational stakeholders. Yes, history, science, and technology teachers need to teach domain-specific academic vocabulary. However, there is a difference between academic language and academic vocabulary. The latter is subject/content specific; the former is not. Reading more challenging expository novels, articles, documents, reports, etc. will certainly help students implicitly learn much academic language; however, academic language word lists coupled with meaningful instruction do have their place. So, which word lists make sense?

Time Idioms

For some time, idiomatic expressions involving time have fascinated me. Following is a song, packed with time idioms and their definitions. Seeing how these time idioms are used in context and in relationship to one another helps the reader (and listener) understand each idiom more so than a simple definition or sentence example.

The Ideal Vocabulary Worksheets

If you were to create the ideal vocabulary worksheets for your 4^th, 5^th, 6^th, 7^th, or 8^thgrade students, what would you include? No doubt, the worksheets would be perfectly aligned to the Common Core Language Strand 4.0, 5.0, and 6.0 Standards (whether your state and district are Common Core or not…) These Standards make sense to any teacher.

There, Their, and They’re

Anything worth teaching is worth teaching well. Students (and even presidents) have problems using the there, their, and they’re words appropriately and spelling them correctly. Indeed, linguists tend to classify the misuse of there, their, and they’re as high stake grammatical errors. Now, this is a great lesson for students!

Morphological Awareness with Greek and Latin

The bulk of Vocabulary Standards are now included in the Language Strand of the Common Core State Standards (CCSS). Greek and Latin affixes (prefixes and suffixes) and roots are key components of five of the grade level Standards: Grades 4-8. Which Greek and Latin affixes and roots should we teach? How many should we teach? How should we teach them?

How to Memorize Greek and Latin Word Parts

Teachers know that teaching the most common Greek and Latin prefixes, roots, and suffixes makes sense to help students build academic language. After all, about 50% of the words in any unabridged dictionary include at least one Greek or Latin affix or root. The question is how can students most efficiently learn these word parts? Rote memorization has a role; however, tapping into the students’ transferable, long-term memories is more effective.

How to Teach the Common Core Vocabulary Standards

What most teachers notice after careful reading of the Common Core Vocabulary Standards is the expected breadth, complexity, and depth of instruction across the grade levels. These vocabulary words require direct, deep-level instruction and practice in a variety of contexts to transfer to our students’ long-term memories. So which instructional strategies make sense to teach the Common Core Vocabulary Standards? And what is the right amount of direct, deep-level vocabulary instruction that will faithfully teach the Common Core Vocabulary Standards without consuming inordinate amounts of class time? Following is a weekly instructional plan to teach the L.4, 5, and 6 Vocabulary Standards.

Why Vocabulary Lists Don’t Work

Teaching vocabulary word lists does not work. The strategy of giving twenty words on Monday and testing on Friday is both inefficient and ineffective. However, three instructional strategies do make sense to help students improve their vocabularies.

How to Improve Your Vocabulary

Knowing common Greek and Latin prefixes, roots, and suffixes will significantly improve one’s vocabulary. In fact, over half of the words in any dictionary contain a Greek or Latin word part. Academic language especially relies on Greek and Latin. This article gives the high frequency word parts to improve anyone’s vocabulary.

How to Teach Prefixes, Roots, and Suffixes

Prefixes, roots, and suffixes: These word parts that are, indeed, the keys to academic vocabulary—the types of words that students especially need to succeed in school. However, most teachers do not know the best instructional methods to teach these important word parts. Learn the techniques that work best.

Context Clues Vocabulary Review Game

This context clues vocabulary review game helps students apply the five major context clues categories to informed word guessing. Using the Pictionary® game, students drawing context clues according to the five categories.

Vocabulary Word Part Games

Students are more likely to use study and practice procedures that are “game-like” and less boring than simple rote memorization. Here are some fun and effective vocabulary word part review games.

Vocabulary Review Games

Students are more likely to use study and practice procedures that are “game-like” and less boring than simple rote memorization. Here are some fun and effective vocabulary review games.

Top 40 Vocabulary Pet Peeves

Here is the list of the Top 40 Vocabulary Pet Peeves that make Americans see read. Read, laugh, and cringe over mistakes that you or your friends make when abusing these words.

How to Memorize Vocabulary

Many people want to improve their vocabularies, but memorization and retention are the key roadblocks. Not everyone has a natural ability to memorize. However, memorization is a skill that can be learned and improved upon with commitment and practice.

How to Teach Precise Vocabulary

Memorizing words with precise denotative and connotative definitions is important. Sloppy use of our language inhibits effective communication and leads to misunderstandings. Learn the techniques to teach vocabulary with precise meanings.

Learn Vocabulary by Reading

Most teachers teach vocabulary inefficiently. Learn the common mistakes that teachers make in vocabulary instruction and how to re-orient vocabulary instruction to help students make real gains in vocabulary acquisition.

Learning Vocabulary from Independent Reading

Most vocabulary beyond the first ten thousand words comes from independent reading. Wide reading of challenging academic text produces the greatest net vocabulary gain.

How to Double Vocabulary Acquisition from Reading Part III

Refining the skills of context clues strategies will help readers increase vocabulary. Wide reading of challenging academic text is the most efficient method of vocabulary acquisition.

How to Teach Multiple Meaning Words Vocabulary

The Common Core Vocabulary Standards are found in the Anchor Standards for Language:

• Multiple Meaning Words and Context Clues (L.4.a.)
• Greek and Latin Word Parts (L.4.a.)
• Language Resources (L.4.c.d.)
• Figures of Speech (L.5.a.)
• Word Relationships (L.5.b.)
• Connotations (L.5.c.)
• Academic Language Words (L.6.0)

Our instructional focus with multiple meaning words is centered on homonyms in these FREE vocabulary worksheets.

Figures of Speech and Idiomatic Expressions (Colloquial Language)

The Common Core State Standards emphasize a balanced approach to vocabulary development. Unlike some of the other ELA Standards, the vocabulary Standards are quite specific and especially so with figures of speech. Download FREE vocabulary worksheets to try out our grades 4–8 Common Core Vocabulary Toolkits.

How to Teach Connotations: Shades of Meaning Vocabulary

Some of our English words are quite imprecise. Whereas the Greeks have at least four words for love, we only have one. How crazy is it that we can say, “I love you darling, and I also love hot dogs” in the same sentence? The writers of the Common Core Vocabulary Standards include connotative vocabulary acquisition in CCSS L.5.c. One great way to teach connotations is with semantic spectrums. Just like a rainbow is a color spectrum, certain vocabulary words can be placed within their own spectrum of meaning (semantics). Check out these FREE vocabulary worksheets with semantic spectrums.

How to Teach Word Relationships Vocabulary

Word relationships help students understand precision of meaning and are included in the Anchor Standards for Language:

• Multiple Meaning Words and Context Clues (L.4.a.)
• Greek and Latin Word Parts (L.4.a.)
• Language Resources (L.4.c.d.)
• Figures of Speech (L.5.a.)
• Word Relationships (L.5.b.)
• Connotations (L.5.c.)
• Academic Language Words (L.6.0)

Get FREE vocabulary worksheets, each including practice in the above Standards.

How to Teach Academic Language Vocabulary

The importance of students acquiring a rich and varied vocabulary cannot be overstated… (Baumann & Kameenui, 1991; Becker, 1977; Stanovich, 1986), but vocabulary instruction has been neither frequent nor systematic in most schools (Biemiller, 2001; Durkin, 1978; Lesaux, Kieffer, Faller, & Kelley, 2010; Scott & Nagy, 1997). But which words? Dr. Averil Coxhead, senior lecturer at the Victoria University of Wellington School of Linguistics and Applied Language Studies developed and evaluated The Academic Word List (AWL) for her MA thesis. The list has 570 word families which were selected according to certain criteria. My Common Core Vocabulary Toolkits have subdivided these word families into grades 4, 5, 6, 7, and 8 programs.

How to Teach Greek and Latin Word Parts Vocabulary

The keys to memorization involve deep learning, association, and continued practice. Students won’t benefit from these Greek and Latin short-cuts by simply learning a list of 20 per week with a quiz on Friday. Instead, a few well-chosen, high frequency Greek and Latin word parts learned well in the word analysis context, associated with each other to develop mental linking, and practiced in the four communicative contexts of listening, speaking, writing, and reading works so much better. Check out how I teach Greek and Latin word parts in these FREE worksheets from my grade 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkits.

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For full-year vocabulary programs which include multiple meaning words (L.4.a.), Greek and Latin morphology with Morphology Walls (L.4.a.), figures of speech (L.5.a.), words with special relationships (L.5.b.), words with connotative meanings (L.5.c.), and academic language words (L.6.0), check out the assessment-based grades 4, 5, 6, 7, and 8 Comprehensive Vocabulary.

Get the Grades 4,5,6,7,8 Vocabulary Sequence of Instruction FREE Resource:

Get the Greek and Latin Morphology Walls FREE Resource:

Get the Diagnostic Academic Language Assessment FREE Resource:

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Pennington Publishing’s mission is to provide the finest in assessment-based ELA and reading intervention resources for grades 4‒high school teachers. Mark Pennington is the author of many printable and digital programs. Please check out Pennington Publishing for assessment-based resources created for teachers by a fellow teacher.

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