Six Spelling Principles

1. Spelling is learned as we use it.

2. Learning to spell is part of the developmental process of learning to write.
3. Errors can be viewed as diagnostic and developmental.
4. Exploring words and vocabulary are part of learning to spell.
5. Independence and self-evaluation are essential in spelling development.
6. Effective spellers use a number of different strategies interactively in order to spell correctly.

Word Work Activities

 Provide frequent opportunities to write for a range of purposes and audiences.

 Provide a print rich environment (word wall).
 Encourage students’ attempts to spell words. Let them approximate, especially when they are
trying to use new words. Point out parts they have spelled correctly. Use the parts they have
misspelled as a focus for teaching opportunities.
 Ensure students proofread their writing to identify possible spelling errors.
 Same Letters/Different Sounds
Students identify words that are pronounced differently, but have the same letter pattern. For
example, words with “ei” spelling pattern.
 Homophones
Make a class chart of common homophones with illustrations to explain their meanings.
 Concept of Print
Direct students’ attention to root words, prefixes, or suffixes by creating word maps for known
words. Students can keep individual alphabetical lists of words they have misspelled. Students
may start categorizing their spelling errors by patterns or rules in their spelling notebooks.
 Shared Writing
Daily Edit: Put a selection on the blackboard or overhead. Point out errors to teach: suffixes,
prefixes, root words, inflections, acronyms, contractions, homophones, compound words, etc.
Spelling Conferences: Schedule spelling conferences with each student. Review writing folders
and spelling notebooks, noting patterns of misspellings. Select one type of misspelling to
address with the student and decide upon a strategy to help the student gain control of the
language. Keep conferences short, about five minutes.

 Word Wall Activities

Write Tap Spell-students number a sheet of paper with numbers one to five, the teacher calls
out five words putting each in a sentence, as the teacher calls out each word a student finds and
points to the word on the Word Wall, students clap and chant the spelling of each word, then
students write the word.
Read My Mind-Teacher give students clues (five in all), by the fifth clue each student should
know which word the teacher is describing. Students write which word they think the teacher
has in mind after each clue. Points are awarded for when the word was guessed.
  Sorts
Sort words according to syllables, letters, prefixes, or suffixes
Group words according to sound
Word families

 Prefix of the Week

Select a prefix each week. Have students look up the prefix in different dictionaries and
compare the etymology (word history). Brainstorm and list as many words as can be thought of
that begin with the prefix. Have them try to explain what the prefix means in each word. These
words, written on posters, may become part of the Word Wall.

 Word Webs
Words that are related by meaning will often have similar spelling patterns. Students can build
webs of words to illustrate the relationships.

About English-Spelling. (n.d.). Retrieved April 8, 2009, from About English:

http://wwwfp.education.tas.gov.au/English/implementing.htm

How Do You Spell? ( ). Texas Education Agency.

Lutz, E. (1986). Spelling Instructional Guidelines. Retrieved April 8, 2009, from Reading Rockets:
http://www.readingrockets.org/article/3476?theme=print