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Monday, 27 May 2013 06:42

Spelling Strategy Matrix Featured

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Spelling Strategy Matrix


 

Name/Description of spelling strategy

Purpose of the strategy

Example to show how the strategy works

(Sample Learning Activity)

How the strategy might be adapted for specific students

 

To enable the learner to accurately represent individual sounds as heard in a word.

When teaching phonograms the sound of /c/is spelt with letter c and the word brush b,r, u and sh

The spelling lesson can be taken on an individual learner or in groups depending on the time they began the lesson.

 

To recognize that there are some reliable rules and generalizations in spelling that enabling the learner to make correct choices in their personal writing and also, there are possible spellings for the same sound.

Sound /j/ can as well be spelt as j,g or dge. Furthermore knowing /ch/ can be spelt as tch after a vowel for the word kitchen.

By teaching the vowels on learner’s individual bases to enable in depth comprehension.

 

To help the learners to build on visual memory of words related to particular concepts. Furthermore when using homophones

For example teaching students how sounds like; /j/ spelt as dge sounds the same but different in visual spelling or what is visually perceived by students naked eyes. Furthermore, samples such as; homophones: bail and bale or tail and tale, sound the same but different visually and in spelling. The students will practice by viewing the words several times and memorize them. Later they will pronounce them individually without physically looking at the words. This will enable them to create visual images that will boost their visual spelling abilities.      

This will be done to a special team of students who are partially blind. Then by preparing more examples for these learner/students will enable them to creatively practice visual spelling and enable them to boost their memory capacity and accuracy in spelling.

 

To help the students to know how the meaning of a word influences its spelling. This will be done by adapting the sounds of the words beginning with the sounds produced in the vowels.

Morphemic spelling strategies make it possible for the learner to accurately spell the words like psychology, neurologist, and chiropractic. This will be done several times to enable them to master different spelling as they hear them pronounced in consideration to how vowels are pronounced. Furthermore this practice will enable them to differentiate different spellings with surety. 

By specifically placing more emphasize on adaptations like; the vowels in articulating sound before introducing morphemic spelling can be adapted for each specific student groups specifically on individual bases, who are beginners in learning how to spell the words as they are guided by the vowels sounds such as “aeiou”. This will be followed by Morphemic spelling strategy also done on specific student groups. Learners will mention some of the morphemic words they are familiar with, thus making them understand how word meanings influence their spelling. The specific students will be the blind students since this strategy shall concentrate more on sounds than visual words.

 

The purpose is to provide a balanced approach to spelling strategies such as spelling pattern to enable the student to know that there are multiple spellings for the same sound, with no logical reason behind it. For example all spellings that make a long ‘u sound; u-e June, u-e blue.

To use electronic spell checker, applying limited number of mnemonic gadgets.

Introducing the spelling checker gadget to be used in specific class of students after every writing is complete.   

                                             

 

 

 

Last modified on Monday, 27 May 2013 08:11
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