Open Collections

Abstract

The goal of this project was to design a method of teaching spelling that incorporated my beliefs about teaching and learning and the knowledge I gained throughout my Master's studies. I hoped to provide students with the skills to correctly spell high frequency words and the ability to apply these skills to new or unknown words. I also wanted to find out if students would apply these skills in various written projects. The project incorporated a variety of activities based on an explicit teaching of phonological awareness and grammar with a central focus on the dictée modifée (Cogis, 2005). This approach moves the dictée from a method of evaluation to a method of teaching and learning. The project took a socio-cultural approach to learning where students worked with their peers and the teacher to construct meaning and reach new levels of understanding. The project was carried out in a Grade 1/2 classroom throughout the school year. A variety of data was collected, including observational data, examples of dictée activities, and writing portfolios. The impact of this study in my classroom was enormous. I not only saw an improvement in my students ability to correctly spell high frequency words and to apply spelling skills to new and unknown words, but I also observed a beginning understanding of the grammar and morphology of the French language. Most importantly, there was a change in attitude in my classroom towards spelling and writing. My students loved participating in the dictée activities and they all began to see themselves as capable writers. I believe that this method of teaching spelling has even wider applications in that it could be easily adapted to any grade level or to a first language program.