06-+Reading+or+Writing+Instructional+Plan+Phonics++in+Informal+and+Academic+Language


 * "How is reading and writing development influenced by issues such as conventional spelling, syllable conventions, spellings of prefixes, root words, and affixes?"**

Reading and writing development is directly influenced by conventional spelling, syllable conventions, and the spellings of prefixes, root words, and affixes. When one considers the way in which they perceive words it would be simple to see how they think a word should be spelled and how a word is actually spelled can be quite different. This can lead to a slower development of their reading and writing abilities. This is directly connected to the syllable conventions and the spellings of prefixes, root words, and affixes. The speed at which a person reads is directly related to how quickly they are able to decipher the words (and their meanings) on a piece of paper. If they are able to quickly sound out all the syllables in a word, and put together the prefixes and affixes of the word, their reading and writing skills will also develop at a much quicker rate. The conventional spelling might help for words that are spelled phonetically however in the long run I believe it hinders the development of reading and writing skills because it encourages students to write some words the wrong way. It does serve a good purpose in the beginning though!

__**Instructional Plan:**__

__** a. Objective: **__ The students will be able to recognize the difference between informal and academic language through conventional spelling, syllable conventions, as well as the spelling of prefixes, root words, and affixes.

__** b. Introduction: **__ I would begin by explaining that today my class would be taking a trip to the future. This may sound odd, but bear with me! I believe a fantastic way to help students learn the about informal and academic language. I will explain that the students will be able to choose to write a letter to any of the character we have been discussing in class. They can choose, Anne Frank, President Roosevelt, or anyone else they want to write to from the WW II ear. I will explain that the students will NOT be allowed to use a dictionary while writing their letters. If they want to write a word they do not know, they must write it how they think it might be spelled. Make sure they know this assignment will NOT be graded. That way they will feel comfortable writing words they might not know how to spell. They can also include the new vocabulary they have learned!

__** c. Model: **__ I will show students a list of things to think about as they write their letter. Together we will write a letter to one of my future classes using the guidelines listed on the screen for them to see.

__** d. Guided Practice: **__ Students will then get into groups and create their own guidelines. After each group has created their list they will share it with the class. Together we will all decide on which guidelines they should follow for their independent practice. This allows the students to feel involved in the process and it is also great practice!

__** e. Independent Practice: **__ Students will, individually, create their own letter following the guidelines we decided on as a class. This is NOT a graded assignment. After all the students have finished writing their letters I will ask them how many words they used that they did not know. Then we will write all these words on the board. After we have done this I will ask them to use a dictionary (online is fine too!) to discover how these words should be spelled. Some of them may be correct. Those that are correct, I will ask the students how they were able to figure out the spelling of the word without using the dictionary. This activity is meant to show students how they can construct words using the knowledge they already have of the parts of a word by simply sounding out a word; discovering the syllables and the spellings of prefixes, root words, and affixes.

**__Some of the questions that students should consider when writing their letters:__**
 * 1) Who are you writing to?
 * 2) What is the main idea you are trying to get across?
 * 3) What do you want to know from the person you are writing to?
 * 4) Did you ask good, pointed questions?
 * 5) Are your sentences complete (do they form a complete thought?)
 * 6) Is there good variation in sentence length (some long, some short?)
 * 7) Is your hand-writing legible?
 * 8) Did you include the date?
 * 9) Did you include a salutation (greeting) and a closing?
 * 10) Did you use a wide use of vocabulary? <-- In other words, did you repeat the same words over and over again?