Spelling Suggestions
Here are the four steps we are using to help the students spell more accurately.
1. Echo - repeat the word that has been said.
2. Finger spelling (see below)
3. Sound while you write
4. Proof your work by penciling (see below)
Two Ways to Use Finger Spelling: Have your child show you finger spelling at home tonight!!
1. Stuck on a word you are reading? Put the sounds on your fingers from left to right, just like you read a book! It helps to blend the word smoothly together. T-r-i-n-k-l-e-t = trinket!
2. Spelling a word you don’t know? Put the sounds on your finger as you stretch the word. This way you can hear all the sounds in the word catching the beginning middle and end. This is a great one to use for weekly spelling lists.
Penciling: This is a strategy for proofreading work. A student has not completed a writing assignment until they have "read" what they wrote. The "reading" is done by penciling (either by making a light line, using the eraser or their finger) under the word(s) to proofread what the child "thinks" he wrote.
This strategy coordinates the eye and the brain, reinforces visual perception, maintains focus, trains left to right movement, reduces inaccuracies such as reversals, inversions and transposition and has the child practice reading what they have written.
1. Echo - repeat the word that has been said.
2. Finger spelling (see below)
3. Sound while you write
4. Proof your work by penciling (see below)
Two Ways to Use Finger Spelling: Have your child show you finger spelling at home tonight!!
1. Stuck on a word you are reading? Put the sounds on your fingers from left to right, just like you read a book! It helps to blend the word smoothly together. T-r-i-n-k-l-e-t = trinket!
2. Spelling a word you don’t know? Put the sounds on your finger as you stretch the word. This way you can hear all the sounds in the word catching the beginning middle and end. This is a great one to use for weekly spelling lists.
Penciling: This is a strategy for proofreading work. A student has not completed a writing assignment until they have "read" what they wrote. The "reading" is done by penciling (either by making a light line, using the eraser or their finger) under the word(s) to proofread what the child "thinks" he wrote.
This strategy coordinates the eye and the brain, reinforces visual perception, maintains focus, trains left to right movement, reduces inaccuracies such as reversals, inversions and transposition and has the child practice reading what they have written.