spelling. objectives at the end of this session you should be able to: o identify strategies that...
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Spelling
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objectives
At the end of this session you should be able to:
O Identify strategies that will support your learners to improve their spelling
O Create a resource or activity you can use with your learners to develop spelling skills
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Does spelling matter all of the time?
O Can you think of three contexts where spelling doesn’t matter?
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Concentrate on contentO We should allow our learners to
concentrate on what they want to say first
O Accuracy of spelling should be part of the process of proofing and perfecting a piece of writing
If we don’t allow for this then learners restrict their writing to words they can spell. What are the likely consequences of this?
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Where to start with spelling
Start with your learner’s writingO Notice the spelling errors they makeO Just as importantly notice what parts of
the incorrectly spelt words are correctO Does a pattern emerge?
O Vowel combinationsO OnsetO RimeO (specific) consonant confusionO Homophone confusion
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Onset and rimeO Onset and rime are terms used to
describe phonological units of a spoken syllable. A syllable can normally be divided into two parts:
the onset - consists of the initial consonant or consonant blendthe rime - consists of the vowel and any final consonants. So in the word "strap", "str" is the onset and "ap" is the rime.
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From your observations of their spelling:
O Make use of the spelling knowledge they already have as a secure base to start from
O Make use of their learning style preferences
O Focus on words they use (their own vocabulary)or need to use (course or vocation) – not just random lists of words
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O It is doubtful whether you can teach someone to spell; but certain that you can show someone how to learn to spell.
Catherine Moorhouse (1988) Helping Adults to Spell
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Strategies for spellingO ‘Look, say, cover, write and check’
methodO Segmenting or chunking
(Appeal to a broad range of learning styles)
O Visualisation – word shape bubbles/chunk- images
O Sound - texture: sounds/syllables/applying a rhythm adapted pronunciation mnemonics
O Creating word families – mindmaps or listsO Prefix and suffix knowledge – spelling and
meaning
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Resources for spellingO highlighters O chopped-up wordsO laminated gap fillsO ‘graffiti’ wall (on the wall or on-line space) O their own technology (i-pods/phones)O provide a space on moodle course
Try lots of alternatives to pen and paper to remove the ‘school spelling test’ connotations!
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ConsolidationO Provide immediate opportunities to
use newly acquired spellings in context
O Re-visit new words regularly within reading and writing activities
O Encourage use of spelling records rather than lists - example on next slide
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Spelling recordword problem strategy
scissors scissors Scary scissorsScissors cut
where WhereNot the same as were
Where? Here!