Spelling:When Our Memory Fades

ThinkingThinking

Strategies to

Lessen the

Memory Load

How do we learn to spell?What methods does What methods does What methods does What methods does

your spelling curriculum employ?your spelling curriculum employ?your spelling curriculum employ?your spelling curriculum employ?

Visual MemoryVisual MemoryVisual MemoryVisual Memory

Only 10% of population has a Only 10% of population has a

strong visual memory. These

students will be good spellers

regardless of the spelling

program you use.

Spelling Test

As you spell these 5 words think about what

strategies you use to encode the words.

Check your spelling

1. Pejorative1. Pejorative

2. Ratiocinate

3. Vicissitudes

4. Cinereous

5. Syllabication

What methods did we use?

Does it look right?

Syllables

Spelling rules/generalizations

Prefixes/Suffixes

ThinkingWhen we read we learn to decode.

When we spell we learn to encode.

Encoding is a more difficult thinking task.Encoding is a more difficult thinking task.

When our memory fades...In the age of computers how important is spelling?In the age of computers how important is spelling?In the age of computers how important is spelling?In the age of computers how important is spelling?

▪Spelling is important to any written form of

communication.

▪The ability to spell frees you to concentrate

on content.on content.

▪It enables you to choose the precise word

(you will not use words you cannot spell.)

▪It demonstrates competence.

▪It is foundational, and is used in every

other subject area.

Why is spelling so difficult?

▪Poor visual memoryPoor visual memoryPoor visual memoryPoor visual memory---- unable to store and retrieve the unable to store and retrieve the unable to store and retrieve the unable to store and retrieve the

visual form of the word. Unable to “see” the correct visual form of the word. Unable to “see” the correct visual form of the word. Unable to “see” the correct visual form of the word. Unable to “see” the correct

spelling. (Iowa Basics)spelling. (Iowa Basics)spelling. (Iowa Basics)spelling. (Iowa Basics)

▪Difficulty associating sounds and lettersDifficulty associating sounds and lettersDifficulty associating sounds and lettersDifficulty associating sounds and letters---- unable to unable to unable to unable to

analyze the word or break it down into sound segments.analyze the word or break it down into sound segments.analyze the word or break it down into sound segments.analyze the word or break it down into sound segments.analyze the word or break it down into sound segments.analyze the word or break it down into sound segments.analyze the word or break it down into sound segments.analyze the word or break it down into sound segments.

▪Not able to apply spelling or syllabication rulesNot able to apply spelling or syllabication rulesNot able to apply spelling or syllabication rulesNot able to apply spelling or syllabication rules, therefore , therefore , therefore , therefore

the memory load is overwhelming.the memory load is overwhelming.the memory load is overwhelming.the memory load is overwhelming.

▪Only one cognitive task can be handled at a time.Only one cognitive task can be handled at a time.Only one cognitive task can be handled at a time.Only one cognitive task can be handled at a time.

▪Spelling is a integrative taskSpelling is a integrative taskSpelling is a integrative taskSpelling is a integrative task, depending on visual/ , depending on visual/ , depending on visual/ , depending on visual/

auditory discrimination, as well as visual/auditory auditory discrimination, as well as visual/auditory auditory discrimination, as well as visual/auditory auditory discrimination, as well as visual/auditory

memory. If we are weak in any of these areas our memory. If we are weak in any of these areas our memory. If we are weak in any of these areas our memory. If we are weak in any of these areas our

spelling ability diminishes.spelling ability diminishes.spelling ability diminishes.spelling ability diminishes.

When our memory fades...

Why is spelling so difficult?

▪The English language is made up of a

variety of sources:

▪

50% Latin Roots

40% Greek Roots

10% Anglo Saxon Roots

Words borrowed from other languages

Six Components Which Need to be Integrated in

Order to Develop Good Spelling:

1. Phonological Awareness

The Foundation of all reading(decoding) and spelling(encoding)

Can the student discriminate the sounds in the word?

▪ Begin in infancy- mimic sounds, rhymes,

nonsense words

▪ Match letter sounds to symbol before

teaching the names of the letters.

▪ Play games: beginning, middle, end

When Our Memory Fades...

Build on a Foundation of Phonemic Awareness

▪ Long vowel sounds- a,e,i,o,u▪ Long vowel sounds- a,e,i,o,u

▪ The letter says its name

▪ Consonant sounds (use with

short “i” sound)

Six Components to Good Spelling:2. Phonics

Breaking Breaking Breaking Breaking the code enables the student to see how the code enables the student to see how the code enables the student to see how the code enables the student to see how our language our language our language our language worksworksworksworks

▪ Focus in early elementary years

▪ Practice is the key to automaticity

▪ Memory load is lessened as students learn

choices

▪ Teach both decoding and encoding skills

Learn all the sounds for each vowel

Learn Learn Learn Learn the vowel sounds for a, e, the vowel sounds for a, e, the vowel sounds for a, e, the vowel sounds for a, e, iiii, o, u, and y, o, u, and y, o, u, and y, o, u, and y

▪a: apple, baby, all

▪e: bed, she▪e: bed, she

▪i: it, spider

▪o: ox, pony, other

▪u: up, music, put

▪y: gym, cyclone, candy, sky

Teach the “y”

▪As a consonant

▪As a vowel▪As a vowel

▪by, my, cry, sky,

▪happy, party, candy, smelly, . . .

▪ Discover the rules!!

When Our Memory Fades...Learn how the letters work togetherLearn how the letters work togetherLearn how the letters work togetherLearn how the letters work together

▪ Work with consonant blends and digraphs: (examples-

st, tr, ph, th, ng)

▪ Continue to practice hearing beginning, middle and ▪ Continue to practice hearing beginning, middle and

ending sounds

▪ Work with suffixes. Begin with ed, ing. Add the suffix “ing” to words. What kind of words are these? What

happens when you add “ing” to a word ending in silent “e.”

Six Components to Good Spelling:3. Segmentation

Understanding Understanding Understanding Understanding and hearing the parts of the and hearing the parts of the and hearing the parts of the and hearing the parts of the wordwordwordword

▪Being able to both pull the word apart and also

put it together

▪Understanding and hearing the sequence of the ▪Understanding and hearing the sequence of the

parts

▪Every word can be broken into syllables. It is

easier for the student to spell the smaller part.

If you can spell the syllables, you can spell the

word.

Every syllable has a vowel sound, a push of breath

Segmentation continued....

Learn the six types of syllables:

▪ Open

▪ Closed ▪ Closed

▪ VCe

▪ Diphthong

▪ R-controlled

▪ CLe

#1-Open Syllable

Discover the rule of this syllable▪ So

▪ I

▪ Me ▪ Me

▪ She

▪ My

▪ Give some nonsense syllables: Ka, o, ble, stru

▪ Rule:

▪ Examples:

#2-Closed Syllable

What “closes” the door on the vowel sound?

▪Bad

▪Sit

▪Tent

▪Odd

▪Blast

▪Nonsense syllables: crim, un, pel, az

▪Rule:

▪Examples:

Work with syllables

▪ After teaching the long & short vowels and consonants

you are ready to work with open and closed syllables

▪ Use real words and nonsense words

▪ open o / pen

▪ cannon can / non▪ cannon can / non

▪ picnic pic / nic

▪ rodeo ro / de / o

▪ Compare open and closed syllables, discover the rules

▪ global glob / al glo / bal

#3-Vowel-Consonant-silent e

What happens to the vowel sound?What happens to the vowel sound?What happens to the vowel sound?What happens to the vowel sound?▪ Pin+e=

▪ ton+e=

▪ cap+e=▪ cap+e=

▪ Give other examples- both real words and

nonsense syllables

▪ State the rule:

▪ Practice the rule

Learn syllable types as you go…

Play with open, closed and VCe syllables:

1. Give examples of each, state the rule.

2. Identify the syllables- da, ake, rep, stri, o, sun,

3. Divide these words into syllables and name each

syllable- planet, omit, mistake, sonnet, Venus

Syllables have a push of breath, each one has a vowel.

#4-Diphthong:

▪ Let me pronounce these diphthongs:

eat, sigh, May, aim, south, true

▪ Rule:▪ Rule:

▪ Examples:

▪ Did you notice that many diphthongs have more

than one sound? Example: ea-great, steak; meat,

streak; sweat, leapt

Discover Diphthongs

Memory aid for some diphthongs:When two vowels go walking the first one does the talking!When two vowels go walking the first one does the talking!When two vowels go walking the first one does the talking!When two vowels go walking the first one does the talking!

▪Pronounce these: ai, ay, ea, ei, oa, oe, ue

“igh” makes the long i sound▪“igh” makes the long i sound

▪Find all the ways the long a sound is spelled:

aaaa- baby, aCeaCeaCeaCe-ate, aiaiaiai- train, ayayayay-day,

eaeaeaea-great, ei- vein, eigheigheigheigh-eight, eyeyeyey-they

#5-R-controlled or R-combination

Vowel + R = a different vowel sound

Explore: What if the R comes before the vowel?

▪ Sounds of (schwa+r)

▪ Ear-earth, er-her, ir-dirt, our-journey, ur-fur

▪ Ar-car, or-for

▪ When they end a two syllable word: color,

dollar

▪ war, warn, work, worry

Suffixes: “er” or “or”

▪ Work with suffixes- er, or:

paint+er, bake+er

teacher, doctor, professor, preacher, actorteacher, doctor, professor, preacher, actor

#6-Consonant-l-eWhere are these syllables found?Where are these syllables found?Where are these syllables found?Where are these syllables found?

▪ Table, uncle, ladle, rifle, eagle, pickle, people,

castle, title, puzzle

▪ Find other examples:▪ Find other examples:

▪ Discuss the vowel sound of this syllable

▪ Which C-le syllable always has a silent letter?

Consonant-l-e

▪ When is it necessary to use a double

consonant? Why?

puzzle, bubble, paddle, kettle, little

▪ Look at these words: buckle, pickle,

tickle, (nickel)

Six Components to Good Spelling

4. VisualizationGetting the picture in your mind

▪ Seeing the shape of the word▪ Seeing the shape of the word

▪ See smaller words within the word

▪ Use memory strategies

Visualization continued...

Practice strategy:

▪ 1. Write the word 3x

▪ 2. Say & then spell the word orally

▪ 3. Say the word in parts▪ 3. Say the word in parts

▪ 4. On the back of your paper, write the word

from memory

▪ 5. Now mark the visual clues from memory

(Example: in the word believe underline the smaller word lie. No one wants to believe a lie.)

▪ 6. Write the word with your eyes closed

Six Components to Good Spelling5. Spelling Rules or generalizations

Understand the generalizations that govern the choices

▪With every “q” there is an “u.”

▪“I” comes before “e” except after “c.”

▸C & G make “soft” sounds when followed by:

▸e, i or y

▸ Guide the student to discover the rule!

Rules that are memorized without meaning will be forgotten.

When Our Memory Fades...

Discover spelling rules. Don’t tell. Make it a game.

Question the student to discovery!

▪ What happens to a “c” followed by an e, i, or y?

city, cycle, Cinderellacity, cycle, Cinderella

▪ If you hear a “ki” sound followed by an “i”, how

would you spell it? (Example-kitten)

How do you know it would not be spelled “citten”?

Work with roots, prefixes and suffixes

▪Discover the meaning of the prefix by placing the

prefix “un” before a word-

▪ unhappy, unmarried, undisciplined

▪Teach common endings- tion, sion, ous, etc.

▪Teach suffix rules-

▪ When is it necessary to double the final

consonant before adding a suffix?

▪ -batting, playing, singing, lapping

Six Components to Good SpellingLook at these words and discover some rules about silent “e”.Look at these words and discover some rules about silent “e”.Look at these words and discover some rules about silent “e”.Look at these words and discover some rules about silent “e”.

▪ care + ing = caring fame + ous =

▪ care + ed = cared move + ment =▪ care + ed = cared move + ment =

▪ care + ful = careful loose + en =

▪ use + ing = using

▪ use + ed =

▪ use + ful =

Six Components to Good Spelling6. Semantic Knowledge

Help the student see meaning in word roots & parts (prefixes/suffixes)

▪Helpful to learn Latin/Greek roots

▪The student can see the given unit meaning is spelled

consistently even when the pronunciation is different.

▪ Sign

▪ Signal

▪ Design

▪ Designate

Spelling Ability can be AcquiredA little at a time, but give it attention every day... A little at a time, but give it attention every day... A little at a time, but give it attention every day... A little at a time, but give it attention every day...

▪Use a curriculum that teaches the student to think!Use a curriculum that teaches the student to think!Use a curriculum that teaches the student to think!Use a curriculum that teaches the student to think!

▪Don’t get entangled with busy work.Don’t get entangled with busy work.Don’t get entangled with busy work.Don’t get entangled with busy work.

▪Use a curriculum that breaks down the code(Use a curriculum that breaks down the code(Use a curriculum that breaks down the code(Use a curriculum that breaks down the code(----phonics phonics phonics phonics

based). Be sure it gives spelling rules or based). Be sure it gives spelling rules or based). Be sure it gives spelling rules or based). Be sure it gives spelling rules or

generalizations!generalizations!generalizations!generalizations!generalizations!generalizations!generalizations!generalizations!

▪Practice is necessary until it is automatic!Practice is necessary until it is automatic!Practice is necessary until it is automatic!Practice is necessary until it is automatic!

▪Work at visualizing the word.Work at visualizing the word.Work at visualizing the word.Work at visualizing the word.

▪Learn the six syllable types!Learn the six syllable types!Learn the six syllable types!Learn the six syllable types!

▪Use strategies to aid the memory!Use strategies to aid the memory!Use strategies to aid the memory!Use strategies to aid the memory!

▪Give attention to Latin/Greek roots, prefixes & suffixesGive attention to Latin/Greek roots, prefixes & suffixesGive attention to Latin/Greek roots, prefixes & suffixesGive attention to Latin/Greek roots, prefixes & suffixes

Spelling can be fun!Look for ways to turn practice into a game.

Don’t spend a long time on spelling, but do

something everyday!

Use word banks for beginning writers so they are

not practicing the wrong spellings.not practicing the wrong spellings.

Encourage students to edit their own work. Do

not correct spelling for them. Underline mistakes

and work to apply thinking strategies to

misspelled words.

Question to discovery!