Games can boost executive function skills that can be generalized towards academic tasks. This post includes how this can happen and 6 picks for older kids.
Read MoreThe Keys to Spelling Success: Part 3
(POST PART 3/3)
In Part 1 and Part 2 of this series, I discussed the first six keys to spelling success that I ensure to integrate into my instruction:
This post will be about the ways in which multi-sensory practice, new concept reading, dictation, and mnemonic devices play roles in supporting spelling knowledge and fluency.
MULTI-SENSORY PRACTICE
Multisensory learning doesn’t just mean writing in sand or shaving cream! While these activities can be fun and engaging for certain purposes, there are a wide range of activities that can be multisensory AND low prep for all grade levels and content matter.
Multi-sensory instruction is the delivery of information through different sensory modalities. A multimodal approach is highly beneficial for all learners in order to maximize successful instruction. In fact, it has been confirmed with neuro imaging studies that following instruction that is multisensory, there is increased activity in the brain’s information processing as opposed to receiving input that engages only one modality. (Willis).
These are the three different modalities students can engage in to receive multi-sensory practice.
Visual. Visual practice is learning by seeing. Examples of visual instructional practice include using photographs, illustrations, charts & graphs, diagrams & maps, video, cues, and flashcards during instructional practice.
Auditory. Auditory practice is learning by hearing. Examples of auditory instructional practice includes conversations, retelling, mnemonic devices, storytelling, singing & rhythms, rhymes, and read alouds.
Kinesthetic & Tactile. Kinesthetic and tactile instruction is learning by doing. Instructional practice within this modality incorporates textures, writing, manipulatives, and movement.
NEW CONCEPT READING
When students are introduced to a new concept, it is important to practice reading that new concept at both the word and sentence levels. New concept reading is decodable for them and focuses only on the new spelling pattern(s) and previously taught ones. To free up cognitive desk space, decodable texts are imperative so students are not expending energy trying to figure out other spelling patterns in the sets.
DICTATION
In addition to reading new concepts in words and sentences, dictation at the word and sentence levels must also be an integrated part of acquiring and retaining new spelling patterns.
mnemonic devices
A mnemonic device is a method that helps to recall and retain information. It’s a memory tactic. While spelling should not be taught through rote memorization, sometimes a mnemonic device can prove helpful. Here are a few examples:
The words HERE and HEAR are homophones. The second one can be easily remembered because the word EAR is in the word, and we HEAR with our EAR.
The word COMFORT can be tricky because of the r-controlled vowel sound that sounds like /er/. What do I tell my students? I ask them to think about the most comfortable piece of furniture in their house besides their bed. They usually guess the couch! Then I ask, “What do lots of little kids like to build using the couch cushions?” Many times, they answer, “A fort!” The word FORT is in COMFORT.
When remembering the spellings for could, would, and should, a fun way to remember them is to say the first sound its corresponding letters followed by “o u lucky duck!”
It is usually the silliest mnemonic devices that stick, and it’s a good start to getting students in the habit of thinking about these memory techniques to help them along the way in many academic areas.
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Cursive: Vital or Obsolete?
A little cursive history
Cursive — an art, a skill, a necessary piece of knowledge…or is it obsolete? Once upon a time, it was expected that all students would acquire the skills to write and read cursive. It was the norm. The history of learning cursive dates back to when the quill was the only writing implement available. Quills are fragile, and cursive allowed for steady hand movements that protected the quill by not having to be lifted on and off the paper frequently. Aside from preserving the quill, ink would splatter more readily causing a mess. In 1827 the quill was slowly phased out with the invention and patent of the fountain pen — less fragile than a quill, but still having the potential to cause an inky mess. Later in the 19th century, the first ballpoint pen received its patent. This was a game changer.
The ballpoint pen was a turning point because it allowed people to write quicker and more legibly without having to continuously dip their pens in ink. This was especially important for students taking notes. Cursive remained a speedier and more formal handwriting method. However, while cursive was still a much more efficient way to produce letters, ballpoint pens didn’t require the speed of cursive writing, and it slowly began to fall out of favor.
the present day
At some point, an idea developed that children should start out their formal education by forming letters the way they read them in books. They could learn cursive later on, after block print had been established. We have now turned a corner with the access nearly all students have to word processing devices. Many schools have done away with cursive, moving students to the keyboard. But are these students missing out on an important skill?
In her extensively researched book (affiliate link) The Two-Digit Revolution, Celia Batan explores the ways in which cursive influences brain development and learning. She writes, “It shapes the executive functions of the brain for successful academic performance while enhancing creative and critical thinking practices required for meaningful interpretations of what we see.” She also points out some other problems cursive solve that may persist for students such as letter reversal and improper spacing.
one skill, different impacts
The year I taught in a third grade classroom I worked with a teacher who created cursive licenses for students as they completed a cursive program that culminated in a cursive test. The license was almost like a replica of a drivers license, complete with each student’s picture and signature. After it was laminated, students proudly put their cursive licenses in their wallets, right next to their bus passes and MetroCards. (We lived in New York City.) That license was a third grade rite of passage. For many students, cursive was a confidence builder. It gave them another skill they could feel proud of. But there were several students for whom cursive had an even greater impact.
Student #1: The Student with Illegible Handwriting
One of my students struggled immensely with his fine motor skills. His handwriting was evidence. Poor letter formation, letters too large for the lines, and improper spacing, all of which made his writing look illegible. Worst of all, he was embarrassed because he often struggled to read his own writing, and so did others. Handwriting was physically challenging for him even after years of occupational therapy. He dreaded the idea of learning cursive. Instead, he was in for quite the pleasant surprise. Cursive was not only easier, but his handwriting became more legible. And he enjoyed it. Having a swift and constant flow without having to repeatedly lift up his pencil made things a whole lot easier. This wasn’t the case for every student, but it made a difference for this boy.
Student #2: The Artist
Cursive is not just a means of communication. It’s a form of art. Many may not agree, but one of my very artistic students sure did! She saw this newfound skill as a way to enhance her art work.
Student #3: The Budding Historian
Over a school break, one of my students and his family went to Washington, DC. When he returned, he couldn’t stop raving about his trip and all of the sites and museums he visited. The highlight of it all? When he exclaimed, “I learned cursive just in time to read some old letters in one of the museums, and a little bit of the Constitution!”
STUDENT #4: The Traveler
Cursive is required for something as mundane as singing your name on identification. Sure, you can teach a child how to write and connect only the letters in their name. But it’s a splinter skill. A skill that can only be used when signing one’s name. The student is not actually learning how to write in cursive — how to form and connect letters, and to read what others write. One student was preparing for an international trip, and upon receiving her first passport, was thrilled to share that she was able to sign her name because “I just knew how to write the letters together!”
Student #5: The Pen Pal
Upon receiving her cursive license, a student was beaming from ear to ear. “You know, my grandmother will ONLY write me letters in cursive! Now, not only will I be able to read them, but I can write her back too!” The ability for this child to write and read in cursive, gave her membership to a special club in which she could bond with her grandmother in a way she had never been able to before.
Cursive enriched the lives of these students in important ways. While cursive was essential for practical reasons centuries ago, it is essential in different ways today. Do you teach or plan to teach cursive to a young learner?
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Implementing Explicit Vocabulary Instruction
A strong vocabulary (along with ample background knowledge) is one of the best predictors of reading comprehension success. Honing both receptive and expressive vocabulary is important, and there are many ways to do this. But first, let’s discuss some vocabulary terminology.
Receptive vocabulary is the vocabulary understood through listening and reading, whereas expressive vocabulary is the vocabulary one uses to express oneself when speaking or writing. It is not unusual for a student to have strong receptive vocabulary but weak expressive. They may understand what is said to and asked of them, but when it comes to using rich vocabulary to express themselves, they struggle. They get their points across, but by using more Tier 1 vocabulary rather than fluency with Tier 2 vocabulary — and Tier 3 as necessary. Building one’s expressive vocabulary is vital for helping students better articulate their thoughts and ideas, and boosting their confidence.
TIERED VOCABULARY
Tier 1 Vocabulary is familiar to most students. In other words, common knowledge. (Note: this may not be the case for EL students who may require additional Tier 1 vocab support.) These words are basic, high-frequency words. They are used in everyday conversations and typically require no direct instruction. (Examples: blue, animal, happy).
Tier 2 Vocabulary is more academic. These words are high frequency words, but they are more sophisticated. They may be found across curriculum and in content texts. These words can become part of our everyday lexicon with direct instruction and increased exposure. They are critical for becoming a more descriptive speaker, knowledgeable listener, and proficient reader and writer. (Examples: navigate, surface, exhilarating)
Tier 3 Vocabulary pertains to very specific academic domains. They are words that are generally not used in everyday conversation unless discussing a specific content area. (Examples: atom, photosynthesis, mitosis)
WAYS WE LEARN
Learning happens one of two ways: indirectly or directly. Indirect vocabulary exposure is vocabulary that students are exposed to in their environments. They become familiar with these words by overhearing those in their community use them, through daily conversations, or seeing them in print. Students may or may not become receptively and expressively proficient in vocabulary through indirect exposure; however, it is through direct instruction when students have a better chance of gaining proficiency in both receptive and expressive knowledge of words, particularly at the Tier 2 and 3 levels. Direct instruction of vocabulary relies on an intentional focus of explicitly teaching language. One of the best ways to facilitate this direct instruction is through structured word inquiry, a powerful and effective way to investigate words through etymology, morphology, and phonology. When a word is taken apart, and all aspects of the word are dissected, meaning — and spelling! — are better retained. .
STEPS TO ACQUIRE NEW VOCABULARY
When new or unfamiliar words are introduced to students, consider an explicit step-by-step process such as the one below to support students in building their vocabularies for long-term retention.
Say the word. Have students repeat the word. Say each sound / syllable in the word clearly.
Write the word so that students can see how it is spelled. Say the word again.
Ask if students have heard this word before. If so, how have they heard it used?
Ask students to write the word. Address any spelling patterns that seem relevant for discussion with your students. Point out morphemes and roots or bases.
If applicable, show a picture of or relating to this word.
Does this word have more than one meaning? If so, what are the different meanings or associations?
Give a student-friendly definition.
Use it in context more than once.
Ask students to use the word in a sentence. Ask them to read their sentences to a partner.
Allow time for students to illustrate the word.
When we take sequential steps to directly teach vocabulary, students start thinking more about the words they come across. They become better able to comprehend texts, and more proficient at articulating their thoughts and ideas by utilizing just the right words. They will present themselves as more interesting, descriptive and articulate.
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