Download Spelling Interventions Fails to use spelling rules - Weld RE

Spelling Interventions
Fails to use spelling rules
-Attach a list of word endings (e.g. –ed, -ing, -ly, -er, etc.) and sample words to the student’s
desk for use as a reference when writing.
-Do not require the student to learn more information that he/she is capable of learning at any
time.
-Choose a peer to practice the use of spelling rules when writing words, sentences, etc. each day
with the student.
-Cut a spelling word apart letter by letter to make a puzzle. Have the student scramble the letters
and then arrange them to spell the word.
-Do not require the student to learn too many spelling words at one time.
-Give the student a magazine or newspaper. Have him/her highlight words which follow the
spelling rule he/she is learning.
-Have the student identify a list of words (e.g. 5, 10, or 15 words) each week which he/she wants
to learn to spell. Teach the student to spell those words using the spelling rules.
-Post a chart in the classroom with a list of words which represent the spelling rules. The student
can refer to the list when completing written assignments (e.g. “hoping” represents dropping the
silent e when adding ing, “hopping” represents doubling the final consonant when adding ing,
etc.).
-Have the student keep a copy of the rules for word endings at his/her desk.
-Make certain the student has had adequate practice using the spelling rules in writing words,
sentences, etc.
-Integrate spelling rules with the total language arts program (e.g. activities, methods, and
materials related to the teaching of spelling, reading, and language as a whole rather than
separately).
-Have the student practice a new spelling skill alone, with an aide, the teacher, or a peer before
attempting it with the entire group or before being graded on it.
-Provide a computer software program or a hand-held educational device which gives practice
and reinforcement for correctly spelling words.
-Have the student consistently practice a spelling rule until that rule is mastered (e.g. “i before e
except after c,” etc.). When one rule is mastered, a new one is introduced.
-Reduce the emphasis on competition. Competitive activities may cause the student to hurry and
make mistakes.
-Have the student spend time each day practicing the use of a single word ending (e.g. –ed).
When the student demonstrates mastery of a word ending, introduce a new one.
-Teach the student spelling concepts at each level before introducing a new skill level.
-Have the student type his/her list of spelling words.
-Have the student use current spelling words in a meaningful manner (e.g. writing a letter to a
friend, rock star, famous athlete, etc.) to facilitate his/her desire to improve.
-Highlight or underline word endings in the student’s reading assignments to call attention to the
appropriate use of word endings.
-Keep a salt (or sand) box in which the student can trace spelling words.
-Have the student be a peer tutor to teach a spelling concept he/she has mastered to another
student. This can serve as reinforcement for the student.
-Make certain the student has adequate time to complete written assignments to facilitate the
student’s improvement in using spelling rules.
-Have the student write current spelling words in different locations (e.g. chalkboard,
transparencies, on a posted list at his/her desk, etc.) throughout the classroom as he/she is
learning them.
-Use daily drills to help the student memorize spelling rules.
-Provide the student with adequate opportunities for repetition of information through different
experiences to improve his/her memory.
-Have the student keep a dictionary of “most misspelled words” at his/her desk. Require the
student to check the spelling of all words he/she is not certain are spelled correctly.
-Make up a “rap” using the spelling rule.
-Pair the student with a peer to proofread each other’s work.
-Have the student start a personal dictionary of misspelled words at his/her desk. Require
him/her to check the spelling of all words he/she is not certain are spelled correctly.
-Post a chart with a list of spelling rules so the student can refer to it when completing written
assignments.
-Provide the student with a list of words which represent the spelling rules to keep at his/her desk
for reference (e.g. “hoping” represents dropping the silent e when adding ing, “hopping”
represents doubling the final consonant when adding ing, etc.).
-Require the student to practice basic spelling rules daily.
-Provide the student with self-checking materials. Require corrections to be made before turning
in assignments.
-Recognize quality work (e.g. display the student’s work, congratulate the student, etc.).
-Reduce distracting stimuli in the classroom when the student is working on spelling and related
activities (e.g. place the student in a carrel or “office” space).
-Have the student practice using spelling rules in words, sentences, etc. which are written every
day.
-Provide the student with commercial or teacher-made games which provide practice using
spelling rules.
-Require the student to proofread his/her written assignments using spelling rules. Reinforce the
student for each correction he/she makes when using spelling rules.
-Review daily those spelling skills which have been previously introduced.
-Teach the student to use spelling rules to spell words correctly rather than simply memorizing
the spelling of words for testing purposes (e.g. dropping the silent e when adding ing, etc.).
-Require the student to use the dictionary to find the correct spelling of any words he/she cannot
spell correctly. Emphasize spelling accurately.
-Teach the student why he/she is learning spelling rules (e.g. provide the student with a concrete
example of how each word can be used in his/her life).
-Provide the student with a list of spelling rules at his/her desk. Require the student to refer to the
rules when writing words, sentences, etc.
-Review daily those spelling skills which have been previously introduced.
-Use wall charts showing word endings and sample words for the student to use as a reference
when writing.
-Require the student to verbally explain how he/she spells words using spelling rules (e.g. “i
before e except after c, etc.).
Has difficulty spelling words that do not follow the spelling rules
-Choose a peer to spend time each day having the student practice spelling words which do not
use spelling rules.
-Cut a spelling word apart letter by letter to make a puzzle. Have the student scramble the letters
and then arrange them to spell the word.
-Do not require the student to learn more information than he/she is capable of learning at any
time.
-Give the student fewer words to learn to spell at one time. Spend extra time on each word until
the student can spell it correctly.
-Have the student be a peer tutor to teach a spelling concept he/she has mastered to another
student. This can serve as reinforcement for the student.
-Have the student keep a dictionary of “most misspelled words.” Require the student to check the
spelling of all words he/she is not certain are spelled correctly.
-Make a list of words the student most commonly misspells. Keep a copy of the list of correctly
spelled words at his/her desk to use as a reference when writing.
-Have the student make a song or chant of the word (e.g. L-A-UGH, L-A-UGH).
-Require the student to proofread his/her written assignments for spelling errors. Reinforce the
student for each correction he/she makes.
-Provide opportunities for the student to read often so he/she sees in print those words he/she
needs to learn to spell.
-Have the student practice a new skill or assignment alone, with an aide, the teacher, or a peer
before attempting it with the entire group or before being graded on it.
-Teach the student spelling concepts at each level before introducing a new skill level.
-Have the student type his/her list of spelling words.
-Try various activities to help strengthen and reinforce the phonetic spelling of words (e.g.
writing his/her own story, sentences, etc.).
-Have the student use current spelling words in a meaningful manner (e.g. writing a letter to a
friend, rock star, famous athlete, etc.) to facilitate his/her desire to improve.
-Reduce distracting stimuli in the classroom when the student is working on spelling and related
activities (e.g. place the student in a carrel or “office” space).
-Have the student write current spelling words in different locations (e.g. chalkboard,
transparencies, on a posted list at his/her desk, etc.) throughout the classroom as he/she is
learning them.
-Identify the most common words the student uses which do not follow spelling rules. Teach the
student to spell these words as a sight-word vocabulary.
-Have the student write sentences, paragraphs, or a story each day about a favorite subject.
Encourage the student to use available references (e.g. dictionary, lists of words, etc.) to facilitate
correct spelling.
-Integrate spelling with the total language arts program (e.g. activities, methods, and materials
are related to the teaching of reading and language as a whole rather than separately).
-Provide computer software that provides practice and reinforcement in spelling words.
-Make a list of frequently seen words which do not follow spelling rules for the student to keep
at his/her desk.
-Have the student identify a list of words (e.g. 5, 10, or 15 words) each week which he/she wants
to learn to spell. These words become the student’s spelling words for the week.
-Make certain the student has adequate time to complete written assignments so that he/she will
be more likely to spell words correctly.
-Teach the student the sounds that letters and letter combinations make. Have the student
practice making letter sounds as he/she sees the letters on flash cards.
-Provide commercial or teacher-made games which provide practice spelling words which do not
follow the spelling rules.
-Provide the student with a spelling list of words he/she uses which do not follow the spelling
rules. Add new words to the list as the student demonstrates mastery of any of the words.
-Recognize quality work (e.g. display the student’s work, congratulate the student, etc.).
-Reinforce the student for spelling words that do not follow spelling rules by giving them either a
tangible or intangible reward.
-Require the student to use the dictionary to find the correct spelling of any words he/she cannot
spell accurately. Emphasize spelling accurately.
-Make certain the student “hears” the sounds in the words misspelled. Have the student say the
words aloud to determine if the student is aware of the letters or sound units in the words.
-Use daily drills to help the student memorize spelling words (e.g. flash cards, writing the
spelling words three times, etc.).
-Make certain the student does not have too many words to learn to spell at one time.
-Review daily those spelling words which have been previously introduced.
Has difficulty with phonetic approaches to spelling
-Choose a peer to model spelling words phonetically. Have the student read what a peer writes
phonetically.
-Cut a word apart letter by letter to make a puzzle. Have the student scramble the letters and then
arrange them to spell the word.
-Dictate one sound at a time for the student to write.
-Do not require the student to learn more information that he/she is capable of learning at any
time.
-Have the student identify a list of words each week which he/she wants to learn to use in writing
activities. Teach the student phonetic approaches to spelling these words.
-Provide spelling practice using a computer software program or a hand-held educational device
that gives the student immediate feedback.
-Do not require the student to learn too many spelling words at one time.
-Give the student fewer words to learn to spell at one time. Spend extra time on each word until
he/she can spell it correctly.
-Let the student dictate sounds for you to write.
-Choose a peer to participate in daily drills spelling words phonetically with the student.
-Have the student be a peer tutor to teach a spelling concept he/she has mastered to another
student. This can serve as reinforcement for the student.
-Reduce distracting stimuli in the classroom when the student is working on spelling and related
activities.
-Have the student practice a new spelling lesson or assignment alone, with an aide, the teacher,
or a peer before attempting it with the entire group or before being graded on it.
-Use flash cards to teach the words. Have students look at the word, say the word, then spell the
word aloud as they are looking at the word.
-Try various activities to help strengthen and reinforce the phonetic spelling of words (e.g.
writing his/her own story, sentences, etc.).
-Have the student practice spelling phonetically the words most commonly used in everyday
speech and writing.
-Provide the student with a list of words he/she is required to spell phonetically. Provide the
student with evaluative feedback indicating how the words can be spelled phonetically.
-Have the student use a phonetic approach to spelling words in sentences written each day.
-Teach the student spelling concepts at each level before introducing a new skill level.
-Help the student separate his/her spelling list into those words which are spelled phonetically
and those which are not.
-Integrate spelling with the total language arts program.
-Make certain the student correctly hears the sounds in the words he/she misspells. Have the
student say the words aloud to determine if he/she is aware of the letters or sound units in the
words.
-Give the student short drills in spelling each day which require a selected phonetic sound. As
the student demonstrates success, increase the number of phonetic sounds.
-Provide the student with an example of phonetic spelling for those words he/she fails to attempt
to spell phonetically.
-Recognize quality work (e.g. display the student’s work, congratulate the student, etc.).
-Have the student keep a dictionary of “most misspelled words.” Require the student to check the
spelling of all words he/she is not certain are spelled correctly.
-Reinforce the student for spelling words phonetically by giving them a tangible or intangible
reward.
-Require the student to use a phonetic approach to spelling any word he/she does not know how
to spell.
-Have the student write sentences, paragraphs, or a story each day about a favorite subject.
Encourage the student to use a phonetic approach to spelling the words he/she uses.
-Teach the student the sound each letter makes. Have the student practice making letter sounds as
he/she sees the letters on flash cards.
Spells words correctly in one context but not in another
-Choose a peer to participate in daily spelling word drills with the student.
-Require the student to write his/her spelling words frequently over a period of time, to facilitate
the student’s visual memory of the spelling words.
-Have the student identify a list of words (e.g. 5, 10, or 15) each week from an area of interest to
learn to spell. If the student is interested in cars, he/she can identify words from automotive
magazines, advertisements, etc.
-Do not require the student to learn too many spelling words at one time.
-Reinforce the student for practicing the writing of spelling words within sentences and
paragraphs.
-Teach the student why he/she is learning each spelling word (e.g. provide the student with a
concrete example of how each word can be used in his/her life).
-Give tests and quizzes when the student is certain to succeed (e.g. after he/she has had adequate
time to learn the information).
-Have the student keep a dictionary of “most misspelled words.” Require the student to check the
spelling of all words he/she is not certain are spelled correctly.
-Require the student to proofread his/her written work, circling any words which he/she thinks
are misspelled. The student then checks with the teacher or the dictionary to correct those
misspellings.
-Give the student fewer words to learn to spell at one time. Spend extra time on each word until
the student can spell it correctly.
-Make certain the student has adequate time to complete written assignments.
-Have the student use current spelling words in a meaningful manner to facilitate his/her desire
to improve.
-Provide opportunities for the student to read often so he/she sees in print those words he/she
needs to learn to spell.
-Integrate spelling with the total language arts program.
-Tape a list of the student’s current spelling words on his/her desk. Require the student to
practice them frequently.
-Require the student to proofread all of his/her written work for spelling errors. Reinforce
him/her for correcting each spelling error.
-Have the student write current spelling words in different locations throughout the classroom as
he/she is learning them.
-Write sentences, paragraphs, etc. for the student to read which repeat the student’s spelling
words throughout the written material.
-Make certain that the student’s spelling words are those he/she sees on a routine basis, rather
than infrequently, to facilitate correct spelling and use of the words.
-Reduce the emphasis on competition. Competitive activities may cause the student to hurry and
make spelling mistakes.
-Provide the student with self-checking materials. Require corrections to be made before turning
in assignments.
-Have the student maintain a folder of all of his/her spelling words. Require the student to refer
to the list when he/she is engaged in writing activities to check spelling.
-Recognize quality work. (e.g. display the student’s work, congratulate the student, etc.).
-Provide opportunities for the student to use computer software to write stories. He/she should
check the spelling of words with the computer’s spell check.
-Have the student write a sentence daily for each spelling word.
-Reduce distracting stimuli in the classroom when the student is working on spelling and related
activities.
-Require the student to use the dictionary to find the correct spelling of any words he/she cannot
spell correctly. Emphasize spelling accurately.
-Teach the student to use spelling words rather than simply memorizing the spelling of the words
for testing purposes (e.g. have the student use the words in writing activities each day).
-Reinforce the student for spelling the word correctly in all contexts by giving the student either
a tangible or intangible reward.
-Try various activities to help strengthen and reinforce the visual memory of the spelling words
(e.g. flash cards, word lists on the chalkboard, a list on the student’s desk, etc.).