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Becoming a Proficient Speller

  • May 18, 2011, 5:12 p.m.

During the past 20 years, much research has been conducted on strategies that proficient spellers use. Proficient spelling is linked to the ability to detect and isolate sounds heard in words (called phonemic awareness) and match the sound or sounds to the letter or letter patterns (known as grapho-phonemic knowledge) that most closely matches the sounds. As students progress through elementary school, they develop strategies for spelling and an awareness of misspelled words.

These 3 basic strategies to spell words are:

  1. Use high frequency word knowledge—Words are seen often and are known because of frequent exposure in reading Words should be practiced by naming each letter in the word. It also helps if words are learned in the context of meaningful sentences. These are the words that need to be memorized. Most children can correctly spell the 400 most frequently used words by the end of 3rd grade. In order to achieve this, first through third grade teachers assign 3-5 high frequency words for spelling each week. We assess this by giving dictation sentences weekly and looking at each student’s journals and written compositions.
  2. Use of visual cues--Students learn to ask themselves “Does this look right?” The more a child reads and writes, the more exposure they will have to words. This will allow them to become aware of when a word doesn’t look right. A student should know that long vowel sounds can be represented in different ways. By the end of second grade, most students can look at a one-syllable word containing a long vowel and know that it doesn’t look right. At that time the child should be able to try another letter combination that produces the same sound. This also applies to rules for adding inflectional endings such as doubling, changing, or dropping the final letter to add an ending (ed, ing, or s.)
  3. Use sound cues—Students should ask themselves “What sounds do I hear? What syllables do I hear? Do I know a pattern, syllable, or word that sounds like the word I want to spell? Does this sound right?”

Traditional spelling tests do not provide insight into spelling cues and strategies that the student is using.  Instead, teachers may give a spelling test in which "surprise" words.  These are words that contain the spelling pattern or element, but were not memorized for the test. The student must apply their knowledge of sounds and letter patterns to spell the word correctly. As we examine the student’s spelling of the words, we can assess which strategies the child uses and which ones we need to teach.

In class each week, teachers provide 3-4 focused lessons in spelling to model and guide students to use effective spelling strategies. Teachers have students do word sorts, do “making words, “ and the activity “What Looks Right?” Teachers also use a classroom word wall and spelling centers so that students have frequent exposure and practice with spelling strategies.

In 4th and 5th grades, teachers also provide several focus lessons on Greek and Latin root words, prefixes, and suffixes. Students are given multiple opportunities to work with the words to identify meaning and patterns. The goal at this level is to use meaning, along with sounds and visual cues to spell words. We do not want student to be inhibited in spelling words like “superficial” because they have not memorized the spelling. We want the child to think “I know supernatural and superficial sounds like it, so I’ll spell super: “s-u-p-e-r” rather than “s-u-p-r.” The “ficial” part of the word sounds like “official” or “initial” so I can use those 2 words that I know how to spell to attempt the new word: superficial.” After the drafting process, we want students to check all spelling using a spell checker or dictionary before publishing. This mocks real word application and best practices in the work world.

The best way for parents to help their children is to write with the child and discuss spelling strategies as you write. During the planning and drafting of writing, encourage the child to focus on composing a meaningful message. Then have the child reread composition to edit for spelling.

Always ask the child which strategy would work best for spelling this word? If you notice the child misspells high frequency words, then work on learning these words through repetition of spelling by letter name. Our goal is that students are aware of spelling strategies and becomes responsible for spelling accurately using strategies proficient spellers use.

While there are many words that need to be learned, 2 out of 3 proficient spelling strategies involve use of sound awareness, letter pattern knowledge, and use of meanings. Throughout the year, children’s spelling strategies will be assessed using a spelling inventory. We use the results of this inventory to plan instruction and practice needed by the child to become a proficient speller.  

Happy teaching,
Kelly Harmon