Instructional Strategies on Spelling
This is a chart a found that highlights many instructional strategies for spelling. What I like about this chart is that it does cover so many different strategies in one place. The chart has different developmental spelling stages. The stages are:
1. Pre-phonetic spellers
2. Phonetic spellers
3. Transitional spellers
4. Conventional spellers
5. Continued Development: Mature spellers
In each of these categories the stage of the learner is described and then in another column is a list of instructional strategies. The chart also does a nice job of showing about what grade level the learner would be in based on the stage that he/she is in. The following is a list of some of the spelling strategies listed in each stage:
1. Pre-phonetic spellers:
a. Read aloud and often
b. Label objects and pictures with words
c. Develop word bags
2. Phonetic spellers:
a. Have students develop word families for basic vowel sounds
3. Transitional spellers:
a. Review common consonant and vowel patterns
b. Have students proofread their own and others’ writing
4. Conventional spellers:
a. Have students identify their own problem words
b. Have students write regularly
5. Continued Development: Mature spellers:
a. Have students keep personal word list
I think that as deaf educators this would be a great chart to keep handy because it does show so many different strategies. Yes, some of these strategies will have to be modified based on the student’s primary mode of communication. For example when reading aloud you may have to use sign while you read or when you are labeling objects you may have to label the objects with both the written word and the sign for the object.
I believe that through this chart you can also see how important spelling is in developing writing skills. I don’t feel that this chart has many weaknesses. I think that it is a great resource to have in the classroom. I found the chart through the website http://www. projectspot.org and was created by AKSDE Part IV-B Funded Project administered by Greenbush, NEKESC, and Lawrence Public Schools.
Drill and Practice
Drill and Practice focuses on repetition of certain skills. These skills could be spelling, addition, subtraction, vocabulary and more. For drill and practice to be beneficial for the learner the instructor should start fundamental basic skills and then advance on to more advanced skills. Drill and practice is not a strategy that should be used at all times. It is mainly a strategy that should be used for beginning learners or learners who are having difficulties with a certain skill. Drill and practice can be done in many different ways. Some of those ways are computer games, question/answer, and games.
I think that drill and practice is a way that students can learn how to spell. I know the name Drill and Practice sounds scary, but I think that it embraces something that it much more fun. For instance in my classroom I would use this in a classroom game form. I would give the students the spelling word list. The students would then have time to look over the list. After the students are able to review the list we would have a spelling bee with the spelling list. I think that this would be a fun way for the students to practice spelling before actually taking a quiz. Another way to incorporate drill and practice would be showing the students a picture of an object and then have them spell the word. Or you could have the students match the word to the picture.
I think that students often have such a negative thinking towards spelling. Therefore, I think that it is very important to make the learning process as much fun as possible.
This website contained the previous link about drill and practice. However, I feel that the website as a whole is a great resource for teachers because it highlights many things such as; direct instruction, indirect instruction, experiential learning, independent study, interactive instruction, instructional skill, instructional methods-alphabetized lists, and instructional methods-by strategy. Many different individuals attributed to the creation of this website. You can find all of the contributors on the “credits” link within the website.
Instruction Support: Spelling Resources
I know that we are supposed to be highlighting five specific instructional strategies for spelling. However, I think that this is a great website to use as a resource for finding instructional strategies. This website covers information about the following areas of spelling:
1. Assessment
2. Best Practices
3. Learning Activities and Games
4. Lesson Planning
5. FAQs
6. Ask a question or share an idea
Five Guidelines for Learning Spelling and Six Ways for Practicing Spelling
By: Susan Jones (2002)
The five guidelines for learning to spell are:
1. Practice makes permanent.
2. Don’t try to learn all the words at once.
3. Review, and review some more.
4. Practice spelling as if you expect to spell those words right when you’re writing.
5. Use the words you are practicing.
The six ways for practicing spelling are:
1. Trace, copy and recall
2. Reverse chaining by letter
3. Reverse chaining by syllable
4. Highlighting the hard parts
5. Use a tape recorder to test yourself, and practice using words
6. Practice using words in short phrases
Trace, copy and recall is a method where the student would make a chart like the following with three or four words on it that he/she needs to learn
Then fold over the "recall" part so that only the first two columns show:
Then the student will:
a. Say the word to himself/herself.
b. Trace it in the first column, saying the letters.
c. Flip the paper over and say the word and spell it out.
d. If it is a difficult word for student put the word on the list more than once.
Reverse chaining is a method where the student says the word, then writes the word saying each letter. Then the student will skip a line and say it and write it again without the last letter. The student says the last letter but does not write it. The student repeats this process until there is only on letter to write. The student then says the word and spells it by themselves.
Example
· M-O-V-I-E
· M-O-V-I-_
· M-O-V-_-_
· M-O-_-_-_
· M-_-_-_-_
Reverse chaining by syllable is a method very similar to the previous method; however, the student would reverse the chaining by syllable instead of by each letter.
Highlighting the hard part is a method that students can use when they are spelling words correctly on test, but continuously spelling them incorrectly in their writing. The student will write his/her problem words on index/notecards. Using different colors of pens and highlighters the student can then highlight the problem area of the word for him/her.
Use a tape recorder to test yourself, and practice using words is a method where the student records himself/herself on a tape recorder saying the spelling words. The students could record themselves as if they were giving the spelling test. Between each word the student would have to pause the tape and spell the word either on paper or aloud.
Practice using words in short phrases is a method where student would pick one word and then use the word in about five short phrases. This allows the student to have practice using the word.
I think that these would be great strategies to use in the classroom. I think that they are quick simple ways to practice spelling. For some of our students who are deaf or hard of hearing we may be able to do some fingerspelling activities to practice spelling. Some of our students may or may not be able to use a tape recorder to record the word. So maybe the teacher or student could record themselves signing an object and then the student could spell the word.
I think the strengths of these strategies are that they are quick and easy to use. I also think that it is great because they can be modified based on the student’s learning level. They are also strategies that the student can do on his/her own time to improve his/her spelling. I think that one of the weaknesses is that the student may or may not do this on his/her own time. Students may first be overwhelmed when asked to do these strategies. However, I feel like with the proper instruction these strategies would work wonderfully in a classroom.
All About Spelling
Effective Spelling Strategies
http://www.all-about-spelling.com/effective-spelling-strategies.html
Phonetic Spelling Strategies: Teach the students to listen to each sound in a word. After they listen to each sound teach the students to represent each sound with a letter or a combination of letters.
Rule Based Spelling Strategies: Use the rules for spelling. For example the /k/ sound can be spelled using c, ck, or k. Use the rules that we have for spelling and teach them to the students.
Visual Spelling Strategies: Does the word look correct? Have the student look at the way that they spelled it to see if it looks familiar to him/her. Visual memory is very important in spelling. Especially when spelling homophones.
Morphemic Spelling Strategies: Spelling of the word is based about the meaning of the word.
This is actual a book that you can buy. I think these strategies are something that I could use in my classroom. However, I think that they may have to be modified by using Visual Phonics. I think Visual Phonics would work great in the phonetic spelling strategy. I think that it is very important to teach our students who are deaf or hard of hearing the rules for spelling of the English language. English is a tough language to learn how to spell in because there are so many different ways to spelling things.
Wow… Megan! You found great strategies for spelling. That chart in your first strategy is a great idea. I also think that would be a great resources to be handy in all of our classrooms. I really enjoyed it because I currently have a 3rd grader in Stage 1: pre-phonetic spellers. We have been struggling on how to get the student to be successful at the four words spelling a week that we give the student. I might just have to use some of your strategies because I can totally see it working with this student. Thank you!
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ReplyDeleteI really enjoyed the chart you discussed. I liked that it provided a grade range, which could provide us with more information about where the student is performing and what we should be expecting from them.
ReplyDeleteOk, I can’t lie. I kind of hate the idea of drill-and-practice. I think it’s mostly the way I’ve seen teachers do drill-and-practice. I like that you want to make it more fun and interesting for students, which I think is a must. Usually the way I’ve seen it done is the student has to write each word ____ number of times; sometimes 3, 4, or 5 times. I think writing something multiple times does help with spelling and memorization, but I always hope there are more spelling strategies being used in the class besides just drill-and-practice. I think it has its place, but it needs to supplement other strategies being used.
!Wow Megan! What a Post! I will have to re-visit this again in the future, because you have included some very useful information.
ReplyDeleteSome thoughts I had while reading:
It is always a good idea to try to have students practice their words without them really knowing they are practicing spelling words. Instead of repetition, the students I have worked with do several different activities during the week to practice, such as writing sentences, writing/reading stories, and correcting the misspelled spelling word. Also, at the beginning of the week, students will be asked to write the words the best they can, just to give them practice with using their phonetic knowledge, or previous knowledge to spell unknown words.
I think that having a personal word list, as mentioned in the chart at the beginning of the post, would be good for all levels of spellers.