Spelling

objectives

At the end of this session you should be able to:

O Identify strategies that will support your learners to improve their spelling

O Create a resource or activity you can use with your learners to develop spelling skills

Does spelling matter all of the time?

O Can you think of three contexts where spelling doesn’t matter?

Concentrate on contentO We should allow our learners to

concentrate on what they want to say first

O Accuracy of spelling should be part of the process of proofing and perfecting a piece of writing

If we don’t allow for this then learners restrict their writing to words they can spell. What are the likely consequences of this?

Where to start with spelling

Start with your learner’s writingO Notice the spelling errors they makeO Just as importantly notice what parts of

the incorrectly spelt words are correctO Does a pattern emerge?

O Vowel combinationsO OnsetO RimeO (specific) consonant confusionO Homophone confusion

Onset and rimeO Onset and rime are terms used to

describe phonological units of a spoken syllable. A syllable can normally be divided into two parts:

the onset - consists of the initial consonant or consonant blendthe rime - consists of the vowel and any final consonants. So in the word "strap", "str" is the onset and "ap" is the rime.

From your observations of their spelling:

O Make use of the spelling knowledge they already have as a secure base to start from

O Make use of their learning style preferences

O Focus on words they use (their own vocabulary)or need to use (course or vocation) – not just random lists of words

O It is doubtful whether you can teach someone to spell; but certain that you can show someone how to learn to spell.

Catherine Moorhouse (1988) Helping Adults to Spell

Strategies for spellingO ‘Look, say, cover, write and check’

methodO Segmenting or chunking

(Appeal to a broad range of learning styles)

O Visualisation – word shape bubbles/chunk- images

O Sound - texture: sounds/syllables/applying a rhythm adapted pronunciation mnemonics

O Creating word families – mindmaps or listsO Prefix and suffix knowledge – spelling and

meaning

Resources for spellingO highlighters O chopped-up wordsO laminated gap fillsO ‘graffiti’ wall (on the wall or on-line space) O their own technology (i-pods/phones)O provide a space on moodle course

Try lots of alternatives to pen and paper to remove the ‘school spelling test’ connotations!

ConsolidationO Provide immediate opportunities to

use newly acquired spellings in context

O Re-visit new words regularly within reading and writing activities

O Encourage use of spelling records rather than lists - example on next slide

Spelling recordword problem strategy

scissors scissors Scary scissorsScissors cut

where WhereNot the same as were

Where? Here!