Spelling assessments In this excerpt from Writing Instruction and Assessment for English Language Learners K-8authors Susan Lenski and Frances Verbruggen offer strategies focused on how to teach and assess spelling with ELLs, including discussion on error correction. The authors have created a hypothetical school setting based on their extensive research and observations in classrooms around the country, presenting educators' questions and challenges, as well as their collaborative conversations with colleagues. In this example, Ms.
Or rapidly correct early bad spelling habits?
So I never had to learn a different way to spell -- somehow, I was wired to do it right. I actually find spellcheckers worse at spelling than I am. Either way, that's unfortunate.
There are two kinds of spellers in this world -- great ones and poor ones. And there doesn't seem to be much room in between. It's a matter of using the right internal strategy. And it CAN be trained easily to people who've been poor spellers for life -- IF they "do the drills to get the skills.
It may be teaching kids Learning about spelling strategy how to spell the easy stuff when everything else has failed -- but it IS teaching them the wrong way if they would want to be Great Spellers with a more complex adult vocabulary.
At least, in English, that is. Why don't I recommend it? Because English is not a phonetically spelled language. Why all teachers don't see this as obvious, and change the way spelling is taught on a National level, is beyond me.
Some of you may know Edgar Allen Poe's laughable example of this problem. See if you can tell me what this word says: This is valid in English: That is a valid phonetic spelling -- in English. Thank you very much, Edgar. I hope the point is well taken. Now as a parent of a 5-year-old at presentI'm in the same boat.
Don't get me wrong -- she doesn't seem 'challenged' to me -- I've used NLP with her in other areas and her results are skyrocketing; she swims like a Ghoti fish underwater without any flotation devices, has an unbelievable spoken vocabulary, shows evidence of outrageous lateral thinking, and already paints with an elegance I knew she COULD accomplish, but didn't quite 'expect.
She wasn't taking to much of my NLP Spelling sessions with her. And now that she's in Kindergarten, they're spending lots of time on spelling -- and sure enough -- they're using Phonics.
So now that she has a passion for spelling she spelled "TAMPA" all by herself yesterday in the carI'm supplementing on the side with the visual approach.
I'm not telling her the other way is the wrong way, I'm adding onto her existing strategy a new choice -- based on the NLP Spelling Strategy, and now, so far, she's going for it.
I'm 'bootstrapping' onto the passion she now feels from using the other strategy to get quicker success, because of the time she's spending in the classroom on spelling.
OK, let's be honest -- I'm hijacking her interest from the Phonic approach. But then, I'm a great speller, and I'd like her to be one, two. OK, so how am I doing this? The phonic approach is to "sound out the word from start to finish" -- purely an auditory approach.
No auditory at all. No internal dialogue, no questions, sounding-things-out, etc. You do that process, repeatedly. Then, when spelling the word out again, as you write the letters, you compare the visual display of what's spelled out so far -- with your visual memory.
Or you can do it when seeing someone else's already-completely-spelled words i. This is what makes a Great Speller -- or not. So on to the next question. I write it out in full, forwards and backwards, on two flash cards or pages. We do this several times -- and then we stop before it gets boring!
Then, we give it a rest, and do something else for a few minutes, and then we test it.
That's it -- that's the system, in a nutshell. At first, she reverted to sounding it out again, since that's what she knows well in school. It's a tough balance to strike. My approach isn't to say what's "wrong" -- but to provide more options.
We shall see, I suppose, in time, if she chooses the visual approach!Strategy definition is - the science and art of employing the political, economic, psychological, and military forces of a nation or group of nations to afford the .
Other strategies advised are Flip Folders for independent spelling strategies, specifically the ‘Look-Say-Cover-See’ strategy discussed earlier in relation to multi-sensory learning. A phonological reading strategy correlated significantly and positively with all skills: vocabulary, reading frequency, orthographic processing skills, decoding skills and reading and spelling skills, but did not correlate with chronological age.
Smart Spelling Practice for Visual Learners. Welcome! Visual learners often struggle with learning spelling words using common look-say-cover-write-check practice strategies. One of my sons is not a strong speller. He’s a creative, visual-spatial learner, and it finally occurred to me that he needs to practice his words differently.
Word Study is an alternative to traditional spelling instruction. It is based on learning word patterns rather than memorizing unconnected words. This article describes the word study approach. Teachers’ tricks to make spelling easy Does making your child prepare for the weekly spelling test make your heart sink?
Forget mindless drilling – primary teacher and preparing-for-spelling-tests veteran Phoebe Doyle has found ways to take some of the stress out of learning tricky words.