1. Spelling

2. objectives At the end of this session you should be able to:
Identify strategies that will support your learners to improve their spelling
Create a resource or activity you can use with your learners to develop spelling skills

3. Does spelling matter all of the time?
Can you think of three contexts where spelling doesn’t matter?

4. Concentrate on content
We should allow our learners to concentrate on what they want to say first
Accuracy of spelling should be part of the process of proofing and perfecting a piece of writing
If we don’t allow for this then learners restrict their writing to words they can spell.
What are the likely consequences of this?

5. Where to start with spelling
Start with your learner’s writing
Notice the spelling errors they make
Just as importantly notice what parts of the incorrectly spelt words are correct
Does a pattern emerge?
Vowel combinations
Onset
Rime
(specific) consonant confusion
Homophone confusion

6. Onset and rime
Onset and rime are terms used to describe phonological units of a spoken syllable. A syllable can normally be divided into two parts:
the onset - consists of the initial consonant or consonant blend
the rime - consists of the vowel and any final consonants.
So in the word "strap", "str" is the onset and "ap" is the rime.

7. From your observations of their spelling:
Make use of the spelling knowledge they already have as a secure base to start from
Make use of their learning style preferences
Focus on words they use (their own vocabulary)or need to use (course or vocation) – not just random lists of words
Prior knowledge as a base aids short-term memory rentention
Own or useful vocab – adult learners need to feel that learning is relevant now

8. It is doubtful whether you can teach someone to spell; but certain that you can show someone how to learn to spell.
Catherine Moorhouse (1988) Helping Adults to Spell

9. Strategies for spelling
‘Look, say, cover, write and check’ method
Segmenting or chunking
(Appeal to a broad range of learning styles)
Visualisation – word shape bubbles/chunk- images
Sound - texture: sounds/syllables/applying a rhythm adapted pronunciation mnemonics
Creating word families – mindmaps or lists
Prefix and suffix knowledge – spelling and meaning
Use highlighters, chopped-up words, laminated gap fills, ‘graffiti’ wall (on the wall or on line), their own technology, provide a space on moodle course – anything other than pen & paper!

10. Resources for spelling
highlighters
chopped-up words
laminated gap fills
‘graffiti’ wall (on the wall or on-line space)
their own technology (i-pods/phones)
provide a space on moodle course
Try lots of alternatives to pen and paper to remove the ‘school spelling test’ connotations!

11. Consolidation
Provide immediate opportunities to use newly acquired spellings in context
Re-visit new words regularly within reading and writing activities
Encourage use of spelling records rather than lists - example on next slide

12. Spelling record word problem strategy scissors Scary scissors
Scissors cut
where
Where
Not the same as were
Where?
Here!