| Some kids seem to be natural spellers, and others | | | | sheet of paper. |
| are, well, the opposite. Here is a simple spelling | | | | 2. The student then unfolds the worksheet and |
| strategy that can be used for all students: | | | | self-corrects the word. They write the number of |
| average spellers, or those above or below | | | | letters they correctly wrote for each syllable. If |
| average. | | | | the entire word is correct, they place a star on |
| This method can be used to imprint the correct | | | | the line. |
| spelling of a particularly troublesome word. Or it | | | | Why this method works: |
| can be used with your students' entire spelling list. | | | | This method improves spelling scores by focusing |
| Here's how it works: First, take a paper and fold it | | | | the students' attention on each letter. Studying |
| in thirds the long way, making three columns. | | | | the syllables reinforces common spelling patterns. |
| 1. In the first column (left) write the spelling word | | | | In a word like "acknowledgment" the student |
| the way it sounds. You can go all out and learn all | | | | might incorrectly write "acknowledgement" day |
| the dictionary phonetic markings, or make it | | | | after day and not notice their error. They then |
| simple. The idea is that students will see the word | | | | get it wrong on the spelling test, after studying it |
| written the way they hear it. | | | | incorrectly all along. |
| 2. In the middle column, write the word the way | | | | Why do we have the three columns? The |
| it is normally written. | | | | phonetic column allows the student to work |
| 3. Finally, in the third (right) column, write the word | | | | independently. A second person is not needed to |
| in syllables. At the end of each syllable, write the | | | | read the list to them in order for them to |
| number of letters in that syllable. I usually write | | | | practice their words without seeing them |
| that as a superscript. It can also be written above | | | | simultaneously. There are other effective |
| the syllable. | | | | methods for helping the student to study the |
| Here is an example: ug nol ij mint | | | | words independently. |
| acknowledgment ac-2 know-4 ledg-4 ment-4 | | | | This is the Syllable Savvy Spelling strategy. Watch |
| Here's how the student will study the words: | | | | spelling scores improve as complex and difficult |
| 1. Fold the worksheet so only the first column is | | | | words are mastered with this simple strategy. |
| seen. The student writes the word on a separate | | | | |