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Possible Spelling Mini Lessons (Compiled by Giacobbe, Pinnell, and Fountas) Word-Solving Strategies • Using the strategies that good spellers use. • Listening for syllables in words. • Saying words slowly. • Saying words slowly, listening for sounds, recording letters. • If you’ve crossed out part of a word while you are figuring out the whole word, go back and write the whole word so you can get a good look at the new spelling. • Writing high-frequency words correctly and quickly. • Noticing and using particular letters or letter clusters (sh, ch, wh, th, ar, oa). • Knowing what the vowels and consonants are. • Writing words that begin the same (letter, or cluster of letters). • Writing words that end the same (letter, cluster of letters, or same pattern). • Writing words that sound the same but look different (homophones). • Writing words in a category (contractions, question words, compound words). • Writing words with different middles (ball, bell). • Writing words with the same sounds but different spellings (play, wait, eight). • Writing words that have the same letter that makes two different sounds (car, circus; go, ginger). • Writing plurals for words by adding s. • Writing plurals for words by adding es (boxes, churches). • Writing plurals for words by changing their spelling (man, men). • Writing plurals for words that end in y by adding es. • Writing plurals for words that end in an f by changing to a v and adding es. • Writing possessives by adding apostrophe s. • Writing words with prefixes. • Writing words with silent letter (gh, kn, wr). • Writing contractions and observing the role of the apostrophe. • Doubling consonants when adding ing or ed (if preceded by a short vowel). • When adding er or est to a word ending in y, change the y to i then add er or est. • Writing words where the /c/ and /k/ and /ck/ all represent the same sound; never use /ck/ at the beginning of a word. • Including at least one vowel in every syllable. • Usually forming the past tense with ed (even though you might hear t). • Usually representing or following a long a, e, or i, sound at the end of a word with a y (may, monkey, sky). • Writing words with common patterns (ake, ack, tion, ite). • Positioning of letters f and ph (beginning); ff, ph, gh (ending). • Exploring base words (jump, jumped, jumping, jumps, jump rope). • Talking about what will help you remember how to spell words. • Using what you know about words to write new words. • Breaking words into syllables. • Writing base words and adding endings. Using References and Resources • Using word references and resources in classroom. • Using a dictionary for finding words. • Using the spelling checker or thesaurus on the computer. Procedures for Buddy Study System • Writing words on a spelling card. • Adding words to your Words to Learn list. • Choosing appropriate words for your weekly word study list. • Marking a buddy’s spelling test or buddy check. • Giving a buddy test. • Proofreading written work for spelling errors. • Using the Look, Say, Cover, Write, Check sheet. • Mixing and fixing words with magnetic or other types of letters. • Caring for and using word study system materials. • Highlighting tricky parts of words. • Writing strings of words that connect. ©1998 by G. S. Pinnell and I. C. Fountas from Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth, NH: Heinemann