Spelling

Owed to a spell checker

Eye halve a spelling chequer

It came with my pea sea

It plainly marques four my revue

Miss steaks eye kin knot sea.

Eye strike a key and type a word

And weight four it two say

Weather eye am wrong oar write

It show me strait a weigh

As soon as  a mist ache is maid

It nose bee fore two long

And eye can put the error rite

Its rare lea ever wrong.

Eye have run this poem threw it

I am shore your pleased two no

Its letter perfect awl the weigh

My chequer tolled me sew.

Thanks to Wendy Burdekin, CSU, 2012.

  

Spelling, another one of those topics that can make us all cringe! Spelling is an essential literacy and writing tool. It makes writing quicker and easier and enhances communication and understanding of our language system. It requires high levels of student engagement and is often seen as a problem solving exercise requiring a range of strategies to be successful.

Image from: http://englishinteractive.net/spelling.html

There are any number of spelling programs, activities and booklets that can be bought and implemented. Some focus on phonetics, some focus on lists and rote learning and others on a traditionalist approach.
However, one thing can be said about spelling; it cannot be taught using only one approach.
Trying to teach every single word is a waste of time, trying to remember every letter of every word, or every sound of every word is impractical and far too difficult. In order to be successful with spelling, students need a range of sensible strategies, an understanding of patterns, sounds and meanings (Campbell and Green, 2006).

Good spelling programs and teachers engage a combination of the following knowledges:
Phonemic knowledge: knowing how to separate sounds and syllables in words.
Graphophonic knowledge: knowing the letter names in the English alphabet, the sound-symbol relationships and that sounds can be represented by different letters.
Morphemic knowledge: using the meaning of words as a clue to their spelling and realising that meaning units (morphemes) are often spelt the same in different words.
Etymological knowledge: using the origins of the word as a clue as to it's meaning and spelling.
Visual knowledge: using familiarity with how words look in order to determine the correct way to spell them.

Image from: http://oursecondgradejourney.blogspot.com.au/2010_09_01_archive.html

These knowledges need to be taught in an appropriate way. This means integrating spelling into all subject areas with links to talking, listening reading and writing.
Teachers need to be aware of what and when to teach. This means understanding curriculum guidelines on which areas of spelling are to be taught and when. Individual levels and understandings also need to be taken into account so that lessons can be tailored to student needs.
Teachers also need to monitor students and their spelling progress. Monitoring needs to be done in a systematic manner. This will assist teachers in knowing whether students have understood new skills and track the need for additional skills (Burdekin, 2012).

Again, teachers must teach spelling through texts and experiences that are relevant to students. Spelling will be interesting and engaging for students if they can see the point and relate it to things they have been learning about. For example, a class is working on a 'Beneath the Sea' unit. Word walls have a focus on interesting words associated with the sea. Spelling patterns for the unit have a focus on the 'ee' sound produced by the 'ea' in sea. Students learn about the different 'eff' sounds produced by word combinations, like 'ph' in dolphin. Individual spelling lists have interesting words that students have selected from their writing or reading activities, like urchin and coral.
When spelling is presented in this manner, it is purposeful and meaningful rather than appearing as a string of unrelated and 'useless' words for students.

A number of activities are available that see spelling come alive. Learning journals and reflection logs assist students in seeing their own learning develop. They provide a base for students to record interesting or unusual words. They also stand as a useful assessment tool for teachers, as they track student progress and understandings over a length of time. Personal dictionaries play a similar role.
Spelling conferences allow students to share new discoveries with each other. It also provides students with other resources for checking their spelling. If they are unsure of a word or have found something interesting they can share it in a spelling conference. Spelling conferences also give students the opportunity to use correct language and terminology associated with spelling, speaking and writing.
Campbell and Green (2006) in chapter 8 'Skills and knowledge for writing', list a number of excellent word play and word game activities. The activities include acrostic poems, anagrams and enigmas. These are great games as they encourage students to see words as fun and exciting rather than items to spell and 'get right'.

And yes, you guessed it! When spelling is taught in a supportive, safe and encouraging classroom, students will be more willing to take risks, experiment and make discoveries, enhancing and strengthening their learning.