Spelling and Vocabulary in

Secondary Education
By: Brittany Herndon
What is Currently Happening in Secondary
Education?
● Write Definitions
● Create Sentences
● Slideshow presentation with definitions
● Crossword before the quiz
● Quiz of definitions on Friday
Elementary Spelling and Vocabulary

● Words are broken down by parts depending on grade level. Students, as they
develop their knowledge of the English language, begin in Letter-Name and
then gradually move through Within Word, Syllables and Affixes, and then
Derivational Relations (Bear 2016).
● The process of spelling development for younger students is based on these
steps. Students must have concepts of consonants and then move to vowels.
After they have mastered these two pieces, the next step is putting chunks of
letters together to create new sounds; those chunks would be digraphs and
blends.
● Focused on the Morphology of words
What is the difference
between Elementary learners
and Secondary learners?
NOTHING!!

● Studies have shown that students above 6th grade still need the time
spent on vocabulary and spelling. These two pieces inevitably go
together. “They [spelling and reading] are the same, and both are highly
transparent” (Foorman, 2010).
● “When a student reaches high school, accurate spelling may not be
viewed as an important skill to master, but poor written communication
can reduce letter grades and the acquisition of subject-matter
competence” (Zielinski 2012).
● “Assessing spelling in students in grades 3-12 has utility” (Foorman,
2010).
 Why change the assessment of spelling and
vocabulary?
● “Vocabulary supports reading and writing, and reading and writing
support and extend vocabulary development” (Bear 2016).
● Ultimately, we need to be creating a “word- conscious classroom” (Bear
2016).
Example Vocabulary List
● Condone
● Nuance
● Connoisseur
● Enigma
● Apathy
● Jaunty
● Credence
● Officious
 What patterns are seen in this word list?

This group of words is put together because they need to be learned. So

much time is spent worrying about words to pass SOL’s or SAT’s that we
do not find relevance in words.
What techniques can
Secondary Education Teachers
use to include Spelling in
Vocabulary instruction?
Word Study

● This method is used in every elementary school. Teachers divide

words into groups based on affixes, prefixes, and suffixes.
● “You will help your students understand that words that are similar
in meaning are very often similar in spelling as well, despite changes
in sound” (Templeton, 2015).
● Students would receive a list of words and headers that these words
fall under. Students would sort the words under the correct category,
identify the headers, and try to develop a definition for the words.
Cover Copy Compare

● This method, “has been shown to be an effective way to teaching

spelling to students in general education settings” (Zielinski 2012).
● “CCC begins with the student copying down a word while looking at
its correct spelling. After covering both the word and the correct
copying of the word, the student writes the word from memory”
(Zielinski 2012).
● If the student correctly spells the word, then the student moves on to
a new word, if not, then the student would have to write the word
three times.
Adopt
Perspicacity
Overall,
● Spelling in secondary education classrooms is vital to
students’ education and growth as readers and writers.
● These methods of instruction are a few ways that
secondary education can adapt aspects of elementary
instruction into their classrooms.
● Spelling instruction is crucial to our students’ future.
References

Bear, D. R., Invernizzi, M., Templeton, S., Johnston, F. R., & Bear, D. R. (2016). Words their way: Word study for
phonics, vocabulary, and spelling instruction. Boston: Pearson.

Buehl, D. (n.d.). Word study guide. Retrieved March 19, 2018, from https://litwise.wikispaces.com/Word Study Guide

Foorman, B. R., & Petscher, Y. (2010). Development of spelling and differential relations
to text reading in grades 3-12. Assessment For Effective Intervention, 36(1), 7-20.

Templeton, S., Bear, D. R., Invernizzi, M., & Johnston, F. R. (2015). Vocabulary their way: Word study with middle and
secondary students. Boston, MA: Pearson Education.

Zielinski, K, McLaughlin, T. F., & Derby, K. M. (2012). The effect of “cover, copy, and
compare” on spelling accuracy of high school students with learning disabilities,
American Secondary Education, 41(1), 78-95.
Brittany Herndon

Longwood University

Reading, Literacy, and Learning Program

bherndon@ocss-va.org