Let us Pray.

Good Morning
Class!
Review Time!
 REMEDIAL
INSTRUCTION
IN ENGLISH
SEE 24

Prepared by:

Rivera, Jieanne Allyza H. & Sto. Tomas, Hazel Ann B.

 Motivation:
“SPELLING BEE”
Mechanics:
The class will be divided into
two groups.

Each group will be given chalk

and board.

The teacher will dictate a

word to be spelled by the
students.

Then, the teacher will shout

“Go” as a signal to begin.

After the “go” signal, each

group must start to spell the
word in 10 seconds.
Mechanics:
After 10 seconds, each group
will raise their board.

Then, the teacher will check

each group’s answer.

The group who got the

correct answer will have 1
point.

The teacher will dictate 10

words.

The group who gain the

highest points will win the
game.
Are you ready
class?
 What have you
noticed while
playing the game?
Today, we will discuss...
1. Teaching
Handwriting
2. Commonly
Misspelled Words
3. Teaching Spelling
 LESSON OBJECTIVES:
At the end of the discussion, the students are expected to:

1 2
Determine the List some suggestions
factors should the for teaching
writers be used to. handwriting.

3 4
List some Discuss how curriculum
suggestions for is regarded in
teaching spelling. teaching spelling.
 Teaching
Handwriting
 What is Handwriting?
Handwriting is a functional yet complex task in
which lower-level, perceptual-motor processes
and higher-level cognitive processes interact,
allowing for communication of thoughts using
a written code.
Four Functional Language System
of Handwriting
Language by Ear - listening comprehension
Language by Mouth - oral expression
Language by Eye - reading comprehension
Language by Hand - written expression
Assessment of Handwriting Skills
There are four main aspects of assesing
handwriting skills: pencil grasp,
formation, legibility, and pacing.
 Pencil Grasp
When it comes to how a child holds a pencil, there are
correct and incorrect grasps. The correct grasps—in
which the index finger and thumb hold the pencil
against the middle finger—result in comfortable and
efficient handwriting, while incorrect grasps can cause
poor letter formation and fatigue.
 Formation
This refers to how a student goes about
forming letters. Straight lines are easier for
students to write than curved ones, so it’s
developmentally appropriate to teach
students to write capital letters before moving
on to lowercase ones.
 Legibility
An important factor impacting legibility is
spacing between words. It’s helpful to
encourage students to use a “finger space”
between words—right-handed students can
put an index finger on the line after one word
before writing the next one.
 Pacing
Students should not be pressing the pencil
down on the paper too hard as they write
because doing so can lead to writing fatigue
and a greatly reduced rate of letter
production.
 Strategies in Teaching
Handwriting
Here are a few specific suggestions for
teaching handwriting:
Strategies in Teaching
Handwriting
Teach children consistent formation of
letters using a continuous stroke if possible.
Focus initially on learning the motor pattern
rather than perfect legibility or size.
Strategies in Teaching
Handwriting
Teach similarly formed letters together,
and use an instructional sequence that
takes into account both ease of formation
and frequency in words.
Strategies in Teaching
Handwriting
Separate reversible letters such as b and d.
Use written arrow cues to help children
remember how to form letters.
Aim for speed as well as legibility.
Other Strategies in Teaching
Handwriting
Frequent/daily lessons
Direct and Explicit Instruction
Modeling
Guided Practice
Other Strategies in Teaching
Handwriting
Use of Feedback
Independent Practice
Integrated Lessons
Writing Materials
Curriculum Considerations in
Teaching Handwriting
Place special emphasis on difficult-
to-form letters and those that are
frequently reversed like p, q, b & d.
Curriculum Considerations in
Teaching Handwriting
Introduce lowercase letters before
upper-case letters, unless they are
formed using similar strokes like C, c.
Curriculum Considerations in
Teaching Handwriting
Group letters with common strokes,
for instance o, c, d & a.
Stagger the introduction of easily
confused letters like b, d, p & q.
Curriculum Considerations in
Teaching Handwriting
Model the formation of individual
upper- and lowercase letters and,
for cursive, difficult letter transitions.
Curriculum Considerations in
Teaching Handwriting
Guide letter formation through visual
cues like verbal descriptions,
numbered dots and arrows, even
short anecdotes about letters.
Curriculum Considerations in
Teaching Handwriting
Conduct activities to reinforce letter
recognition and naming.
Ensure that students practice using a
comfortable and efficient tripod pencil
grasp.
Curriculum Considerations in
Teaching Handwriting
Demonstrate appropriate posture
and paper positioning for their
handedness.
Curriculum Considerations in
Teaching Handwriting
Develop handwriting fluency through
frequent writing and speed trials, but
stress the importance of legible
handwriting.
 Do you have
any questions?
Question:
As a future teacher,
how will you teach
handwriting to young
students?
Give some strategies.
Commonly
Misspelled
Words
 What is Dysgraphia?
Dysgraphia is the term used by some
professionals to describe this disorder
of written expressions and incorporates
various aspects including handwriting
and spelling.
Reasons having Misspelled Words
Homophones - words that sound the
same but are spelled differently—
constitute about 20 percent of the
misspelled words.
Reasons having Misspelled Words
Apostrophes - words that contain an
apostrophe make up about 10 percent
of the misspelled words, some of which
are also homophones.
Reasons having Misspelled Words
Separation/Joining Errors - another
highly predictable spelling problem
involves words that lend themselves to
inappropriate separation or joining.
Reasons having Misspelled Words
Errors in Compound Words - misspelling
of compound words by wrongly
separating them, or less commonly, by
wrongly joining an open compound or
joining a compound with a hyphen.
 Do you have
any questions?
Question:
What are
the reasons
of having
misspelled
words?
Teaching
Spelling
 What is Spelling?
Spelling is a complex skill and an
important part of writing.
Good spelling is also a social expectation
and contributes to clear communication
of a written message.
Four Areas of Knowledge
Spelling requires students to draw on a
range of knowledge about the English
language. This knowledge includes:
Four Areas of Knowledge
Phonological knowledge - knowledge
of the sound structure of language
Orthographical knowledge -
knowledge of the written symbols to
represent spoken language
Four Areas of Knowledge
Morphemic knowledge - knowledge
of the smallest parts of words that
carry meaning
Etymological knowledge - knowledge
of the origins of words
Common Problems of Students in
Spelling
Memory problems resulting in letter
reversals.
Lack of understanding letter-sound
relationships.
Common Problems of Students in
Spelling
Failure to apply spelling rules or
make connections between the rules
and application of them.
Common Problems of Students in
Spelling
Not reading and writing enough.
Trouble remembering sight words.
Strategies in Teaching Spelling
To ensure every learner in our class is
able to spell, our spelling instruction will
need varied methods, full of guidance
and support.
Strategies in Teaching Spelling
Memorize with the 'Look, Say, Cover,
Write, Check' Strategy
Look for Spelling Patterns
Fill In the Missing Letters
Strategies in Teaching Spelling
Tracing Words
Set Up a Classroom Word Wall
Spot the Odd One Out
Spelling Riddles
Strategies in Teaching Spelling
Chunking or Segmenting
Saying Words as they are Spelled
Host Spelling Quizzes
Curriculum Considerations in
Teaching Spelling
Spelling vocabulary includes words drawn
from children’s reading materials,
children’s writing, self-selected words, high-
frequency word lists and pattern words.
Curriculum Considerations in
Teaching Spelling
Teach students phonemic awareness and phoneme-
grapheme associations in kindergarten and first grade.
Common spelling patterns are taught in first and second
grades. Morphological structures and helpful spelling rules
are taught in second grade and beyond.
Curriculum Considerations in
Teaching Spelling
Teach students systematic and effective
strategies for studying new spelling words.
Periodically review previously taught
spelling words to promote retention.
Curriculum Considerations in
Teaching Spelling
Monitor and reinforce correct use of
spelling vocabulary.
Use wall charts to help students master
spelling and other difficult words.
Curriculum Considerations in
Teaching Spelling
Teach and encourage students to use
dictionaries, spell checkers, and other
resources to determine the spelling of
unknown words .
 Do you have
any questions?
Question:
Give three (3) strategies
on how to teach spelling
to those students that are
having difficulties in
spelling different words?
GENERALIZATION
Activity
Time!
 I. IDENTIFICATION
1. It is functional yet complex task in which lower-level, perceptual-motor
processes and higher-level cognitive processes interact, allowing for
communication of thoughts using a written code.
2. It is a complex skill and an important part of writing.
3. It is the term used by some professionals to describe this disorder of
written expressions.
4. This spelling strategy encourages learners to look closely at a spelling
and actually ‘notice’ in reading what is correct.
5. It is the use of “finger space” between words—right-handed students can
put an index finger on the line after one word before writing the next one.
 II. ENUMERATION
6-7. Give two (2) common reasons of having misspelled words.
8-9. Give two (2) functional language system of handwriting.
10. Give one (1) area of knowledge in spelling.
THANK YOU FOR
LISTENING!
GOODBYE CLASS!

Prepared by:

Rivera, Jieanne Allyza H. & Sto. Tomas, Hazel Ann B.