Young
writers often try to use the sounds in words to figure out their spellings;
experienced writers often use this phonetic strategy first, and then try other
approaches, including applying common spelling patterns. So it is definitely
worthwhile to help children hear the sounds in words by developing phonemic
awareness, and then exploring sound/symbol relationships and spelling patterns.
The following strategies are used at school to support children with spelling. You
may wish to try some of them at home.
Strategy 1: Develop Phonemic Awareness
- Children
develop the ability to hear sounds in words when they are involved in lots
of reading of poems, chants, songs, and books with repetitive refrains and
rhyme. Ask children to listen for and identify rhyming words, e.g. clap
when they hear them.
- Select
words children know — from books, rhymes, songs, and so on — and discover
together how knowing one word can help with the recognition or writing of
others, just by changing the beginning letter(s). For example, when
reading the chant "Mary Mack" write the words Mack, black, back,
crack, quack on a chart. Invite children to suggest other words with the
same sound: pack, sack, whack, track.
Strategy 2: Explore Sounds
- Children
are reminded to listen for sounds in words they are trying to write. They
are supported with sound/letter recognition when familiar books, rhymes,
chants, and songs are re-read and they are asked to listen for words with
a particular sound. These can be listed on a chart; for example, words
with a /k/ sound: kite, cat, school, bike, Christine, truck, cake,
back.
- Help
children to identify the letter(s) that represent this sound. Underline
these and ask children to group the words according to the different ways
the sound is represented. For example:
kite, bike, cake
cat, cake
school, Christine
truck, back
Reinforce how the same sound may be represented in
more than one way, depending on the word.
- Children
can find other words they know with this sound and add them to the list. Explain
that you must say a word to listen for the sound, and do not confuse them
by referring to the sound by a particular letter name.
Strategy 3: Discover Spelling Patterns
- Children
are told that thinking about what a word looks like is a useful spelling
strategy. Explore some common spelling patterns together. Reread a
familiar book, poem, or so on, selecting a particular spelling pattern to
look for. For example, look for and list words with ea, such as: bead,
bread, dead, instead, great, read, treat, break.
- Ask
children to identify and underline the ea spelling pattern in each word,
say the words, and group them according to their pronunciation, such as:
bead, read, treat
bread, dead, instead, read
great, break
Select one of the words and show how knowing it can
help with the spelling of other words in that word family. For example, great:
greater, greatest, greatly, or break: breaking, breaks. Ask children
to try this with the other words you've found.
(Adapted from Spelling K-8 by Diane Snowball & Faye Bolton)
Anne O’Sullivan
Literacy Coach
