Teaching spellings and helping a child to retain the correct spelling(30 Posts)
DS is in Year 1. He ahs spellings to learn at home every week,. They are always 8 words, with a common theme eg this week's words all have 'ou' in them. House, mouse, out - all the same sounding 'ou' (ie not ought, would etc).
He gets them on a Wednesday. I practice them with him on a Sunday and we have a brief run through again on the following Wednesday morning berfore school. He is then tested on them at school and gets another lot of eight.
What is the best way for me to teach them? This is what I do at the moment:
I write them all on the white board in the kitchen. I tell them that each of the words has the 'owwww' noise and those letters are 'ou' so they will be in every word. I point to each of them and say the word. Then I rub them out. Then I ask DS to write each of them in a pice of paper. I go through them one by one ie "Now DS, please would you write 'mouse. Mouse as in "A mouse lives in the skirting boards in nanny's house". He writes them. If they are wrong, (eg DS sometimes reverses b and d, or will get the spelling wrong eg not putting the 'e' on the end of 'house'), I correct him as we go along. After we've done all eight, I do the whole thing again. After that, I write them back up on thwe white board.
Critique away! Education is not part of my job, and I have no eperience of teaching.
I have noticed however that even if he does do well in spelling them in his tests, he does not retain the spellings at all. He will spell the words phonetically the following week and does not apply what he has learned.
Hi Happy, At my DD's school (also year 1) spellings are tested in sentences. Each week, while at school, she writes out her list of spellings for the week in a book with 3 columns.
We practice the spellings 3 times. Times 1 & 2 she writes out the words again in two of the columns. The first time I start reading the words out from the bottom of the list and the second I start at the top. She doesn't look at the words she's already written (these are covered with a piece of paper) so she's doing it from memory, however she always writes the wound she's working on at the top of the column first. The final time I come up with a few sentences, and she writes these into a separate book we have at home. I try and use at least three of her spellings words at a time and usually manage to keep it to 3 or 4 sentences.
For example last weeks sound was ee, one sentence was:
I saw the queen in the steep street.
This weeks sound is ar, one sentence was:
I worked hard to make a smart card.
As you can see I make these sentences up at the last minute so their not the best sentences but they do the job! The benefit of this is that you can add common high frequency words into the sentences and it's a good opportunity to practice starting with a capital and ending with a full stop etc.
How much this is helping her spelling though I am unsure - I struggle with spelling, DH is a good speller (he sees the words, so good visual memory). I suspect DD has a good dose of DHs visual memory and this is standing her in good stead. However, my understanding is that writing the words in sentences is the best method for helping the spellings to stick.
It is worth remembering that if a young child is working hard on creating a story then spellings often go out of the window. I have noticed some very creative spellings when DD is writing a story, which if I asked her to think about, she could spell correctly, but her brain power is focussed on other things and of course that's quite understandable!!
Wow tired I am impressed that your DD (same aschool year as my DS) is able to write the correct spellings of all of the words in a sentence. Of the two sentences you used, I think he would only be able to spell "I, saw, the, in, to, a". He would make a stab at the others but they probably wouldn't be right. I get your point though, and its a good one. It stops him seeing the spellings words in isolation.
I have posted previously about a feeling that DS might be dyslexic, but he's too young for us to be sure (I am in contact wth an EP with a view to getting his assesed at an appropriate time). I am a good speller too, as I see words (visual memory) and have always found spelling very easy. It is hard for me to see him struggle and all I want to do is help him and be aware of other ways in which I could do that.
As I struggle with spellings, DDs spelling ability amazes me, however I have also heavily reinforced phonics, so if she knows how to spell work, she knows how to spell worked because I've reinforced the ed ending for d and t sounds at the end of words. Although she has therefore spelled felt as felled for example because she knows the former rule and not the latter spelling. She needed help with another sentence to spell 'removed' - it's really hard to get random words like car, tar and arm into a sentence
That's why I hesitated to say that writing sentences will definately work because I suspect DD has the ability to learn spellings more easily due to her visual memory. On the other hand she has on occasion practised her spellings by writing the words only and those are the occasions she's got a few wrong - so I do think it helps to embed them more securely.
Out of interest does your DS write in cursive or does he print? If DD's school hadn't taught cursive from the start I think she would have really struggled much more with letter reversal etc - she still does with numbers, both writing and reading them at times.
tired DS writes in print. That's how he started to learn to write. Some of the children in his class (though not him, I think its the more able children) are learning cursive writing. He reverses some letters (b and d especially), and we are re-inforcing how he should start to write a 'd' ie starting at the top of the curve, ratehr than starting at the top of the vertical and then having to decide which way round to curve should go.
Anyway, I digress
I will definitely start asking DS to write the spellings words within the contxt of a simple sentence. A very simple sentence!
I suspect DD has the ability to learn spellings more easily due to her visual memory.
And u ar spot on!
Really good spellers (like my daughter and 2 granddaughters) don't have to work at it, because they have good visual memories. None of the males in our family have been so lucky.
They just have to work at it, and it seems to be mainly how many times they have written a word 'correctly' that makes it stick. So any games and exercises that involve that are helpful. And the tedious LOOK SAY COVER WRITE CHECK.
Phonics is utterly useless for memorising 'played - paid', 'wait - mate' or 'blue shoe flew through to you too'. Even less with 'blew/blue' and 'to/too'.
I found drawing attention to the stupid tricky letters far more helpful with really weak spellers, and blaming their problems on the stupidities of English spelling.
I am getting more cross about those, the older i get. We should not be flummoxing children with phonically nonsensical irregularities like 'bed - said', 'send - friend' or 'men - many'.
There is no RIGHT way for learning to WRITE English that works equally well with all children because too many words are spelt wrongly in dictionaries.
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