Spelling

objectives At the end of this session you should be able to: Identify strategies that will support your learners to improve their spelling Create a resource or activity you can use with your learners to develop spelling skills

Does spelling matter all of the time? Can you think of three contexts where spelling doesn’t matter?

Concentrate on content We should allow our learners to concentrate on what they want to say first 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?

Where to start with spelling Start with your learner’s writing Notice the spelling errors they make Just as importantly notice what parts of the incorrectly spelt words are correct Does a pattern emerge? Vowel combinations Onset Rime (specific) consonant confusion Homophone confusion

Onset and rime 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 blend the rime - consists of the vowel and any final consonants. So in the word "strap", "str" is the onset and "ap" is the rime.

From your observations of their spelling: Make use of the spelling knowledge they already have as a secure base to start from Make use of their learning style preferences Focus on words they use (their own vocabulary)or need to use (course or vocation) – not just random lists of words Prior knowledge as a base aids short-term memory rentention Own or useful vocab – adult learners need to feel that learning is relevant now

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

Strategies for spelling ‘Look, say, cover, write and check’ method Segmenting or chunking (Appeal to a broad range of learning styles) Visualisation – word shape bubbles/chunk- images Sound - texture: sounds/syllables/applying a rhythm adapted pronunciation mnemonics Creating word families – mindmaps or lists Prefix and suffix knowledge – spelling and meaning Use highlighters, chopped-up words, laminated gap fills, ‘graffiti’ wall (on the wall or on line), their own technology, provide a space on moodle course – anything other than pen & paper!

Resources for spelling highlighters chopped-up words laminated gap fills ‘graffiti’ wall (on the wall or on-line space) their own technology (i-pods/phones) provide a space on moodle course Try lots of alternatives to pen and paper to remove the ‘school spelling test’ connotations!

Consolidation Provide immediate opportunities to use newly acquired spellings in context Re-visit new words regularly within reading and writing activities Encourage use of spelling records rather than lists - example on next slide

Spelling record word problem strategy scissors Scary scissors Scissors cut where Where Not the same as were Where? Here!