Spelling Instruction FAQ | Spelling Instruction

Most Frequently Asked Questions About Spelling Instruction

What does research indicate quality spelling instruction should look like?

In teaching spelling our purpose is to teach students strategies for transferring their knowledge to authentic writing situations. We should teach students strategies for writing words independently with fluency.  Teaching children to use strategies during independent spelling is critical to spelling instruction.  Spelling strategies are practical tools for helping children move toward independence in spelling.  As children, internalize spelling strategies, they will become more competent spellers and independent writers.  Some examples of strong strategy instruction are breaking the word into syllables, showing meaningful relationships in words, providing visual techniques, looking at rime patterns, and exposure to common spelling rules.

With over 600,000 words in the English language which words should be included in direct instruction and on spelling lists?

It is critical that students study and learn words most commonly used in their own writing.  Children should master instant words,  words with common patterns, and those that they can use to access additional words.  Children should also have an understanding of the most frequent rime patterns and affixes.

The words on my child’s grade level list are too easy.  How are the word lists determined?

The spelling lists are developed by utilizing the district instant word list, rime pattern list, common spelling rules, words from student writing, frequently misspelled words by grade level, and affixes.  The district developed consistent regular and challenge spelling lists that are developmentally appropriate for first through fifth grade students.  In kindergarten, phonemic awareness, letter work, and word work activities lay a crucial foundation for direct spelling instruction in subsequent grade levels.  Therefore, formal lists are not a part of the kindergarten program.

How do strong spellers spell difficult words?

Strong spellers tend to break words into chunks, think about small words in big words, and visualize whether or not the word looks right.  When in doubt about the spelling of a word, students are encouraged to write the word several ways and then determine what looks right.  Typically when a student writes a challenging word, they have already encountered that word in reading, and therefore have some background knowledge of the word’s spelling. Often times, the best spellers are those who utilize visualization techniques.

My child gets a 100 every week on the spelling tests. Should my child receive more difficult words on the spelling list?

Spelling is not a simple memorization task, and becoming a competent speller involves more than memorizing word lists. Research studies support the use of formal spelling instruction only if it consists of a systematic and logical program of word study that includes many components (phonics, prefixes, suffixes, word endings, compound words, homonyms, word origins, proofreading, and dictionary skills.)  Doing well on spelling tests alone will not ensure competency in spelling and transfer into authentic writing.

What is the place of writing in spelling instruction?

The most powerful tool to help children develop into thoughtful spellers is to work with words in meaningful writing.  Helping children to learn to proofread their own writing promotes independence and allows opportunities for the application of spelling strategies as well as developing the ability to self monitor.  Spelling instruction should take place within authentic writing opportunities.  A young speller and writer should be afforded the opportunity to use “phonetic spelling” or “invented spelling.” This process allows the child to apply what they know to words that they want to write but do not know how to spell yet.

What is the value of invented spelling?

When children use invented spelling, they think about words and generate new word knowledge.  Emergent spellers need opportunities to invent because inventing spelling makes the child think and learn about words. A child who uses invented spelling creates a synthesis of old and new knowledge. The use of invented spelling also enhances writing development and children are encouraged to use vocabulary from their receptive language base that they may not have yet mastered in spelling.

What is the key in learning to spell?

Spelling and writing are connected ways to promote learning.  As children are given opportunities for purposeful writing, their thinking about spelling is unlocked. The child’s process of spelling helps their knowledge expand.

The purpose of spelling instruction is to develop good writers.  Sometimes this purpose is overlooked and “spelling is sometimes seen as an end in itself…. Meaningful spelling instruction time is described as taking the form of learning about words-their history and functions-or the spelling period is closely tied to meaningful written experiences.” ~Ruel Allred, 1987