Beginning Spelling Instruction
(Para 1.) Spelling and reading instruction. Spelling and reading share many skills, particularly sound-symbol relationships. There is a high correlation between beginning reading and beginning spelling achievement. The National Reading Panel reports that success in beginning spelling and beginning reading both depend on competency in phonemic awareness. See the posting “Teaching Phonemic Awareness” for more information on phonemic awareness instruction. Spelling and reading skills are very interdependent in the k-2 grades. Typically, the more formal assessments of spelling achievement begin in grade 2 and finish at the end of grade 7. Mastery of grade 7 spelling often meets high school graduation requirements. Spelling, like handwriting, is a “window” skill, in that teachers and families often make other judgments based on spelling because it is very visible. A teacher may assign higher creative writing scores to students with better spelling skills, even if spelling is not the focus of the assessment.
(Para 2.) Spelling and handwriting instruction. The link between spelling and handwriting is strong and rather obvious. As a communication tool, handwritten spelling has major social, vocational, and even life and death implications, particularly when used to transmit medical prescriptions. Most formal spelling instruction requires handwriting skills as a prerequisite. For more information on handwriting instruction see the posting “Handwriting Suggestions.” Handwriting resource materials can be found at the “Handwriting Resources” page. Some of the handwriting worksheets on this resource page provide beginning spelling instruction. Worksheets that use animal characters at the top of the page instead of words provide both spelling and handwriting practice.
(Para 3.) Invented spelling: a caution. The National Right to Read Foundation (NRRF) stated: “When students are puzzled, when writing, as to how to spell a word, they have several options. For example, they can substitute a word for the one they cannot spell. Two, they can stop and seek help from classmates, the teacher, dictionaries, etc. Three, they can leave a blank space, continue writing, and fill in the word later. Four, they can spell the word phonetically, i.e.,can apply their knowledge of speech sound-letter relationships to its spelling. Five, they can “invent” an idiosyncratic spelling for the word. …. In schools where phonics information is taught in a direct and systematic fashion, it is common for teachers to direct children to use the fourth option.”
The fifth option, “invented spelling,” has generated considerable concern in the parent community. Any teacher considering this option should review the research. A summary of these concerns can be found in a related NRRF policy document. For many parents, a major concern with “invented spelling” rests in a perceived lack of teacher commitment to directly teach needed reading and spelling skills.
(Para 4.) Writing and spelling: Lifelong implications. The acts of writing and spelling pervade many aspects of personal, social and vocational life. To the extent that we reduce the emotional baggage associated with the acts of writing and spelling, we make a positive life-long contribution for the student. Given that more formal spelling assessment often begins in grade 2, we must ensure a competent, confident start in formal spelling instruction. First, we must build a supportive interaction between reading and spelling. Too often, the spelling curriculum and the reading curriculum are not highly aligned, and the spelling list may contain many words the student cannot decode with the reading skills taught to date. If the student is failing spelling, and the spelling and reading vocabulary are not well aligned, it may be preferable to use the reading vocabulary the student has mastered to increase success in spelling and student attitude to spelling. Leaving a student to continue spelling failure experiences only increases the emotional baggage the student will bring to future writing experiences.
(Para 5.) A beginning spelling list. We recommend a minimum of irregular words in the beginning grade 2 spelling list. The listing for the first half of grade 2 should be very decodable and closely aligned with a research-based reading program. The spelling word list for the second half of grade 2 can add more irregular words. Practice each lesson until the list is mastered without errors. At least 20% of the spelling instruction time should be used for reviewing words previously mastered. Student success should be consistently recognized by teachers and parents.
(Para 6.) Teach spelling in context. Spelling words should always be taught in a context that exemplifies the meaning in written and oral use. To ensure a valid measure of student spelling skills students should practice and master the test-taking skills required for formal spelling tests. Formal spelling tests usually present the word in context, and require additional time management and correction skills. See the following example.
“You should have a pen ready and paper numbered from 1 to ?. I will say the number and the spelling word, a sentence using the word, then I’ll repeat the word again. Write the spelling word as quickly as you can , next to the number. If you want to change a word, cross it out and write the word again. If you cannot spell a word, move along with me to the next word. Let’s get started. One: WEB —- the spider made a WEB. Spell WEB.” ( allow a set time to answer e.g., 10 seconds.)
For an excellent list of practical suggestions for spelling instruction for failing students, see suggestions by Susan Jones.
Comprehension Check – What was the author thinking.
Answers – Comprehension Check.
Al :: Mar.10.2008 :: Uncategorized :: No Comments »
