Spelling Strategies

1. Spelling Strategies • Nicole Van Buren 1

2. Look Say Cover Write Check • Content- Spelling, Language Arts • Grade Level- Second, ESOL and ESE students in any grade • Curriculum Standards- The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. • LA.2.1.4.1 The student uses knowledge of spelling patterns (e.g., vowel diphthongs, difficult word families) 2

3. Look Say Cover Write Check • Description of practice- This spelling strategy teaches students how to learn words and how to check their spelling attempts. The students use this strategy when they are spelling a word for the first time. • Look at the word. • Say the word. • Cover the word. • Write and say the word. • Check the word. • You can add another step for ESE, ESOL, or younger primary grades: Trace and Say. Write the word from memory. 3

4. Look Say Cover Write Check • Delivery model- This spelling strategy can be implemented in any classroom setting. It can be used as a whole group lesson or a center during Language Arts. If the classroom has co-teachers, one can teach the lesson while the other the reviews the strategy in small groups. The lesson can also be taught by both teachers. • Look Say Cover Write Check Gamefrom BBC • References: • Nunes, T., Bryant, P., Bindman, M. (1997). Morphological spelling strategies: Developmental stages and processes. Developmental Psychology, 33(4), 638-649. doi: 10.1037/0012-1649.33.4.637 • BBC (2010, April 6) Skillswise Words: Look, Say, Cover, Write and Check. Retrieved from BBC website http://www.bbc.co.uk/skillswise 4

5. Word Walls • Content- Spelling, Language Arts • Grade Level- First through Fifth grade • Curriculum Standards- The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. • LA.2.1.4.1 The student will use knowledge of spelling patterns (e.g., vowel diphthongs, difficult word families) • LA.4.1.1.1 The student will recognize knowledge of spelling patterns • LA.5.1.4.1 The student will understand spelling patterns • LA.5.3.4.1 The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary 5

6. Word Walls • Description of practice- Word walls are excellent tools to help children learn how to spell new words. They contain grade appropriate words systematically organized on a wall, white board, or chart. There are many types of Word Walls. • High frequency • Common patterns, phonemes, or phrases • Content or thematic • Genre • Current events • Personal 6

7. Word Walls • Delivery Model- Word Walls can be used in any type of classroom and in any grade. In both co-taught and inclusive classes, Word Walls can either be displayed as a class resource, or in a notebook for personal use by individual students. Both co-teachers can update the Word Wall as new words are introduced to the students. 7

8. Word Walls This is a Science Word Wall I created. It is a content based Word Wall with words the students are learning in Science. On the back of each of the words are the definitions. 8

9. Word Walls • References • Nunes, T., Bryant, P., Bindman, M. (1997). Morphological spelling strategies: Developmental stages and processes. Developmental Psychology, 33(4), 638-649. doi: 10.1037/0012-1649.33.4.637 9

10. Mnemonics • Content- Spelling, Language Arts • Grade Level- First through Fifth • Curriculum Standards- Standards- The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. • LA.2.1.4.1 The student will use knowledge of spelling patterns (e.g., vowel diphthongs, difficult word families) • LA. 4.1.1.1 The student will recognize knowledge of spelling patterns • LA.5.1.4.1 The student will understand spelling patterns • LA.5.3.4.1 The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary 10

11. Mnemonics • Description of practice- Mnemonics are memory aids that can be used to help children remember spelling patterns or rules. Mnemonics help children recall information through acrostic sentences, acronyms, chunking, and through rhyme and song. • Delivery model- Mnemonics can be used in any classroom, and in any grade level. Mnemonics can also be used in any subject. In a co-taught classroom, mnemonics can be introduced by both teachers, or implemented when each teacher has small group instruction. 11

12. Mnemonics • Mnemonic examples: • PIEce of pie • You hEAR with your ear • Affect is the action • Effect is the result • Every Good Boy Deserves Fudge- acrostic to remember order of G-clef notes on sheet music (EGBDF) • ROY G BIV- Acronym for remembering colors of the rainbow (red, orange, yellow, green, blue, indigo, violet) • Dumb Kids Playing Chase On Freeway Go Splat- acrostic for order of taxonomy in Biology ( Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species) • Please Excuse My Dear Aunt Sally- acrostic for order of operations (parenthesis, exponents, multiplication, division, addition, subtraction) 12

13. Mnemonics • References: • Nunes, T., Bryant, P., Bindman, M. (1997). Morphological spelling strategies: Developmental stages and processes. Developmental Psychology, 33(4), 638-649. doi: 10.1037/0012-1649.33.4.637 13