Please enable JavaScript.
Coggle requires JavaScript to display documents.
practical strategies to help with spelling - Coggle Diagram
practical strategies to help with spelling
LOOK COVER WRITE CHECK
The individual will need to have the words written for them in a list.
This method is more effective if the words are spoken aloud as they are written:
Great care needs to be taken to ensure that the individual completes the process thoroughly and doesn’t cheat by simply copying the word without thinking about it in detail.
A concertina or a page with a folding flap can be useful for this activity.
ECHO
Echo – Spell – Write – Check
This approach requires someone to dictate the words.
Helper says word
Student ECHOES the word
Student SPELLS the word, using letter names (if at all possible)
Student WRITES the word, saying each letter as they write.
Student CHECKS the word by reading it very carefully.
This approach is more thorough but does require an assistant. However the same effect can be achieved by the individual recording the words onto an audio recording device and playing them back.
word wheel or word slide
kinaesthetic way to change beginning middle or end of word
Learners should say the words as they see each one, saying letter sounds (for young or very weak individuals doing v-c and c-v-c words), or letter names for more competent individuals. Where possible the words should also be written in order to reinforce the motor memory.
Social spelling
dictionaries :
Find a “real-world” context for spelling certain sounds or words that the individual is likely to use in their everyday life. For example, spelling the individual’s address, etc.
Can they think of strategies for breaking down the task, practicing and building it up again?
dictionaries arc dictionaries -groups other than alphabetic order
Vowel digraphs
A vowel diagraph is two successive letters that represent a single vowel sound (e.g.: au, ow, etc).
Make up family groups of 6-8 words from the National Literacy Strategy (NLS) list of spelling choices that contain the diagraph that the learner needs to practice. Images can be used to help represent each of these words if desired.
Same idea for consonant digraphs , ng, nt etc
High frequency words
Suggested strategies for learning the spellings of high-frequency words or “sight words” could include:
cutting into individual letters and reassembling;
using a ‘spelling language’;
devising mnemonics;
writing the difficult letters or blends bigger than the rest, or in capitals, so they stand out; getting it ‘into the hand’ by tracing or in sand, writing in letters large on the board, rainbow writing, etc.
It is very important to form a strong motor memory for these words.
morpheme families
spelling rules
Spelling rules
Give learners plenty of practice with spelling rules, one at a time.
For example, with suffixing rules use columns of ‘root word’ & ‘suffix’ for the individual to write the final word.
Then incorporate into a close procedure, or dictation so the student can practice in context.
dictate spellimgs and sentences on to recording device