Transcript Developing spelling

DEVELOPING SPELLING
PRIMARY 3
Given that the average person can spell 48,000 words, then to memorise these s/he
would have to learn 10 words per day for 13 years approximately. If no learning
was done at the weekends it would take 18 years assuming that none are forgotten
and there is no need to relearn. Even if words are grouped in “families” the task is
considerable. (Bouffler, 1984)
Children and students do not become proficient spellers by the single strategy of
memorising the spelling of individual words and teachers cannot teach students how
to spell every word they will need to spell. However children and students can be
armed with the knowledge and strategies to help them to develop as spellers.
AIMS OF THIS SESSION
1. To explain the purpose of the spelling journal
2. To explain how the words are chosen
3. To share some examples of how words can be learned
4. To share the ‘have-a-go’ process
COMMON WORDS
SPELLING JOURNAL
o Common words
oErrors from children’s writing
oTopic words
oWords from Workshop for Literacy
oWords with particular spelling patterns
word
study
1
jumped
jumped
piece
i before e except after c
rain
r ai n
knee
knee
ai as in train
2
3
4
LEARNING TO SPELL WORDS
Children should eventually be able to look at a word and decide which method of
learning best suits the student and is appropriate for the word.
For example:
• because might best be learnt by using a look, cover, write, check approach
• flight by remembering to use night as an analogy
• fierce by remembering the generalisation i before e except
• asteroid by only concentrating on the oid syllable or by chunking aster-oid.
WORD STUDY ACTIVITIES
• Think about the meaning of the word
oAnalyse the word into syllables (parts), temp-er-a-ture Feb-ru-ary
oCircle the tricky bit – e.g. silent letters, double letters, e.g. climb, knee Think of other
words containing the same part, e.g. knight
oThink of other words with the same letter patterns – e.g. swing – sw as in swim and
ing as in ring. all – ball, fall,
oFind small words within words – e.g. football, foot, ball, all
oIs there a gimmick you can use to help remember the word – they – they is the word I
can spell.
LOOK SAY COVER WRITE CHECK
•Look at the word
•Say the word
•Cover the word
•Write and say word
•Check the word
LOOK,SAY,COVER,WRITE,CHECK
Variation 1
To have each individual word written on a card that is given to the student.
The directions are then:
• Use your eyes like a camera.
• Take a mental picture of this word ‘choir’
• Close your eyes and imagine that you can still see the word
• Trace the letters in the air with your eyes closed
• What colour are the letters in your mind?
• OK now imagine the letters have changed colour. What colour are they now? Open your
eyes and write the word on your paper
• Now check the spelling with the word on the card.
LOOK,SAY,COVER,WRITE,CHECK
Variation 2
• Look at the word
• Close eyes and picture the word
• Spell the word backwards with eyes closed
• Spell word forwards with eyes closed
• Write the word
• Check the word.
LOOK,SAY,COVER,WRITE,CHECK
Variation 3
oLook at the word
oClose your eyes and imagine you can see the word as you say it
oName the letters from left to right
oOpen your eyes and write the word
oCheck
oRepeat until easily recalled
ADDITIONAL ACTIVITIES
o Spellmadoodle
oWord snake
oLetter shapes
oListen or look for words in text
oDoorway online
o Write words on eyelids
HAVE A GO
Ask yourself have I seen it before?
Say the word out loud and try to predict how syllables you can hear
Spell each syllable – use sound strip
Do I know any words that sound the same? E.g. train sounds like pain
Think of how those words are spelt
Have a go
Ask yourself – does it look right?
Have another go