The 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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The Keys to Spelling Success: Part 2

(POST PART 2/3)

In Part 1 of this series, I discussed the the first three keys of spelling success I ensure to integrate into my spelling instruction:

This post will be about the ways in which homophones, morphology, and etymology play a role in supporting spelling knowledge and fluency.

homophones

Coming from the Greek words meaning “same” and “sound”, homophones are words that sound the same but are spelled differently and have different meanings. These are words like your/you’re; to/too/two; and it’s/its. Homophones can cause great confusion when it comes to spelling and have a valuable place in spelling instruction. Students can learn to differentiate between homophones with practicing writing them in context and studying how and why they are constructed. And sometimes, mnemonic devices can play a role in helping students keep them straight. When a student uses spell check, the computer may not always identify homophones when they are misused. The top nine homophones that I focus on first at the upper elementary level include:

1. Accept / Except

2. Hear / Here

3. It's / Its

4. Passed / Past

5. Than / Then

6. Their / There / They're

7. To / Too / Two

8. Who's / Whose

9. You're / Your

For some fun combining homophone practice while acknowledging seasons and holidays, check out these seasonal and holiday homophone worksheets.

Morphology

Morphology is the study of how words are formed. A morpheme is the smallest unit of meaning. It can be a root or base, a prefix, or suffix. The word distraction has three morphemes: dis + tract + ed. Practice with understanding the meaning of specific morphemes will greatly aid not only vocabulary but improved spelling.

Morphology instruction can begin as early as kindergarten and first grade when students learn about the plural S and identifying base words, and then moving on to more advanced prefixes and suffixes as students advance into second and third grade. By fourth grade, morphology should be heavily woven into the curriculum. You can find a free download here for introducing the prefixes uni-, bi-, and tri-.

Using building bricks like these in the image below is a hands-on way to engage students in visualizing how morphemes work. For more Greek and Latin root activities featured in the bottom right image , click here.

Etymology

Etymology is the study of a word’s origin. The etymology of a word can teach us about how the word has changed over time influencing both spelling and pronunciation. It can help us make meaning of certain words with spellings that stump us.

Let’s look at the word Wednesday. Has that D ever stumped you? Once upon a time, the days of the week were given by the Romans. Sunday and Monday were named for the sun and moon, and the other days were named for the planets which were also Roman gods: Tuesday - Mars; Wednesday - Mercury; Thursday - Jupiter; Friday - Venus; and Saturday - Saturn.

In Nordic countries, the days were then given names after their gods which closely resembled traits of each Roman god. In Norse mythology there was a well-known god named Odin, or Woden, and it was he who was most like Mercury. So today we we have Woden’s Day -- or what we know as Wednesday.

Next time the spelling of a word causes confusion, look into its etymology!

Read keys 7-10 here.

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The Keys to Spelling Success: Part 1

(POST PART 1/3)

I’m often asked, “Why does it seem that my child can read well but struggles with spelling?” The short answer is that reading is a task that requires recognition, but spelling is one that requires production.

The best way for students to learn how to produce a written word is by teaching them about language so that words can be permanently stored in their long-term memories. Students learn best through knowledge of language, not rote memorization.

This means that we cannot supply students with lists we expect to be memorized. We must make learning about language an integral part of spelling instruction to maximize successful outcomes. Spelling instruction should be packed with many key components to grow strong spellers.

Here are three of the ten (the next six coming in upcoming posts) components I ensure to integrate into my spelling instruction.

1. Phoneme-grapheme correspondence

   This means making sure that students can match a grapheme (one or more letters) with the sound it makes. For example, the short e sound can be represented by the grapheme “e” as in echo or the grapheme “ea” as in bread. An important part of phonemic-grapheme correspondence within spelling is the ability to segment a word or syllable into individual sounds and knowing that each of those sounds is represented by a grapheme. I often use this portable sound wall as a reference to support and discuss phoneme-grapheme relationships. Remember, a phoneme is a sound and a grapheme is one or more letters that represents that phoneme. Some sounds have only one representation while others have many more.

2. Syllable types

   There are six syllable types: open, closed, magic E, r-controlled, vowel team / diphthong, and consonant + LE. Syllable types matter in spelling because students have to know that each syllable must have a written vowel. When segmenting the sounds of a word — or syllables of a multisyllabic word — it is helpful for students to think about the type of syllable they are writing to ensure the appropriate vowel placement. The word PURPLE is a prime example. If a student segments this word they have to think hard about the two syllable types in order to get the vowel placement accurately. In the first syllable, they will know it’s an r-controlled syllable type and the vowel will come before the R. For the second syllable, they recognize this as a c + le syllable type and know that the two syllables together spell PUR/PLE.

3. Rules and generalizations

   The English language certainly has its share of rules and generalizations; however, when we explicitly teach them in a systematic and simplified way, they can aid enormously in one’s spelling ability. Some of these rules include each syllable having a vowel, when to use CK vs. K for a final /k/ sound, when to drop a final E, when to double a consonant, and the many hats worn by the silent finale E.

Read Keys 4-6 here.

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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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