Word Work Activities

Six Spelling Principles 1. 2. 3. 4. 5. 6.

Spelling is learned as we use it. Learning to spell is part of the developmental process of learning to write. Errors can be viewed as diagnostic and developmental. Exploring words and vocabulary are part of learning to spell. Independence and self-evaluation are essential in spelling development. Effective spellers use a number of different strategies interactively in order to spell correctly.

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Provide frequent opportunities to write for a range of purposes and audiences. Provide a print rich environment (word wall). Encourage students’ attempts to spell words. Let them approximate, especially when they are trying to use new words. Point out parts they have spelled correctly. Use the parts they have misspelled as a focus for teaching opportunities. Ensure students proofread their writing to identify possible spelling errors. Same Letters/Different Sounds Students identify words that are pronounced differently, but have the same letter pattern. For example, words with “ei” spelling pattern. Homophones Make a class chart of common homophones with illustrations to explain their meanings. Concept of Print Direct students’ attention to root words, prefixes, or suffixes by creating word maps for known words. Students can keep individual alphabetical lists of words they have misspelled. Students may start categorizing their spelling errors by patterns or rules in their spelling notebooks. Shared Writing Daily Edit: Put a selection on the blackboard or overhead. Point out errors to teach: suffixes, prefixes, root words, inflections, acronyms, contractions, homophones, compound words, etc. Spelling Conferences: Schedule spelling conferences with each student. Review writing folders and spelling notebooks, noting patterns of misspellings. Select one type of misspelling to address with the student and decide upon a strategy to help the student gain control of the language. Keep conferences short, about five minutes. Word Wall Activities Write Tap Spell-students number a sheet of paper with numbers one to five, the teacher calls out five words putting each in a sentence, as the teacher calls out each word a student finds and points to the word on the Word Wall, students clap and chant the spelling of each word, then students write the word. Read My Mind-Teacher give students clues (five in all), by the fifth clue each student should know which word the teacher is describing. Students write which word they think the teacher has in mind after each clue. Points are awarded for when the word was guessed.

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Sorts Sort words according to syllables, letters, prefixes, or suffixes Group words according to sound Word families

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Prefix of the Week Select a prefix each week. Have students look up the prefix in different dictionaries and compare the etymology (word history). Brainstorm and list as many words as can be thought of that begin with the prefix. Have them try to explain what the prefix means in each word. These words, written on posters, may become part of the Word Wall.

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Word Webs Words that are related by meaning will often have similar spelling patterns. Students can build webs of words to illustrate the relationships.

About English-Spelling. (n.d.). Retrieved April 8, 2009, from About English: http://wwwfp.education.tas.gov.au/English/implementing.htm How Do You Spell? ( ). Texas Education Agency. Lutz, E. (1986). Spelling Instructional Guidelines. Retrieved April 8, 2009, from Reading Rockets: http://www.readingrockets.org/article/3476?theme=print