![]() That way a single, known spelling pattern can be used for multiple sounds. It’s also a good idea to focus on words that use the same grapheme for different sounds (e.g. Teaching them will give students a spelling clue each time they hear a new word with a familiar sound. Graphemes are groups of letters that represent particular sounds (e.g. How many words describing feelings use this spelling pattern?) “path” stems from the Greek pathos, meaning “hurt” or “feel”. More advanced learners could even explore Greek and Latin roots (e.g. Students can customize common words with prefixes and suffixes (e.g. That way they’ll be putting the spelling patterns into practice of their own accord. You can also take a root word and have students add the suffixes they think will “work”. As with prefixes, teach students the meaning. Define the prefix itself so students begin to associate a semantic pattern with the spelling.Į.g. Students will be able to apply these patterns to new vocabulary – even if they haven’t seen the words before in class.Į.g. Group word lists according to their structure, so students can see the common patterns governing “families” of words. ![]() Spelling strategies for more advanced students Teach common spelling patterns with word families Students might not spell the whole word correctly, but they’ll realize that they can get plenty of parts correct if they just spell what they hear. The best part of this strategy is that it builds confidence. Revise mistakes and come up with new ways of remembering the hard-to-spell parts of the word (e.g.comparing it with more familiar words, using a rule). Discuss the strategies students used to find or remember the correct spelling of each individual phoneme (e.g.the first three letters of “thru” are correct, so that’s a tick). Have students self-check each phoneme against the correct spelling (e.g.Have students share the spellings of the individual sounds in the word (“So how did we spell the first “thr” sound in “through”?).Students write the word as they hear it.Slowly read the new word to the whole class, emphasizing each syllable.Here’s a phonetic spelling strategy you can use for new words. It might lead to a few mistakes, but they’ll also realise most words have at least one part that looks exactly like it sounds. Have students spell words phonetically (as they hear them) before memorizing the correct form. Students can then see how many words of their own they can generate from a single root (stick to simple words like “all”, “sing”, and “hat”). Model how changing a single letter in a short word can create rhyme with similar spelling (e.g. Introduce the concept aurally through songs and nursery rhymes and then create rhyming word lists. Rhymes will show students how common sounds often translate to common spellings. having students cut up a series of words into chunks, which can then be color-coded so they find common patterns (e.g.having students write words with different colors for each chunk.using a graphic organizer where the individual chunks are clearly separated.You can model this process at first, but students should come to do it independently whenever they’re faced with a long or unfamiliar word. Students will start to recognize familiar patterns and sometimes even find familiar words within new ones. Spelling strategies for early learners Chunkingīreak words into chunks that are easier to spell (e.g. We’ve also included a downloadable spelling lesson plan so you can get started tomorrow. You don’t have to wait to put them into practice, either. Here are 6 strategies that will give you a break from drilling word lists while equipping your students with spelling confidence. While memorization has its place, truly effective spelling strategies should also empower students to learn new words independently. For decades, the teaching of spelling has relied heavily on rote learning.
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