Spelling Strategies

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SPELLING STRATEGIES

• Word Sorts
• Word Builder
• Word Walls

Created by Abby Phelan
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Strategy Word Sorts

• CONTENT
• Word sorts can be used in multiple ways. Word
  sorts can be used to spell words, recognize
  words, word analogies, phonemics, morphemic
  structures and increasing vocabulary. Word sorts
  are designed to help students examine,
  discriminate and categorize words according to
  spelling and sound patterns. Word sorting will
  enable students to link new words to the familiar
  ones they can already spell. When students are
  sorting words, they are searching, comparing,
  contrasting and analyzing words. There are two
  types of word sorts open and closed. In closed
  word sorts, the teacher decides how to categorize
  the words. In open word sorts, the students
  determine how to categorize the words.

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Word Sorts

• GRADE LEVEL K-6
• CURRICULUM STANDARDS
• LA.K.3.4.1 The student will edit for correct use
  of knowledge of letter/sound relationships to
  spell simple words.
• LA.1.3.4.1 The student will edit for correct use
  of common spelling patterns (e.g., onset and
  rimes, word families, and simple CVC words) and
  conventional spelling of high frequency words.
• LA.2.3.4.1 The student will edit for correct use
  of conventional spelling for high frequency words
  and common spelling patterns and generalizations
  (e.g., word families, simple CVC words, regular
  plurals, simple suffixes and simple prefixes) to
  determine how to spell new words.
• LA.3.3.4.1 The student will edit for correct use
  of spelling, using spelling patterns and
  generalizations (e.g., word families, diphthongs,
  consonant digraphs, CVC words, CCVC words, CVCC
  words and affixes) and using a dictionary or
  other resources as necessary.
• LA.4.3.4.1 The student will edit for correct use
  of spelling, using spelling rules, orthographic
  patterns, and generalizations (e.g.,
  r-controlled, diphthongs, consonant digraphs,
  vowel digraphs, silent e, plural for words ending
  in y, doubling final consonant, i before e,
  irregular plurals, CVC words, CCVC words, CVCC
  words, affixes) and using a dictionary,
  thesaurus, or other resources as necessary.
• LA.5.3.4.1 The student will edit for correct use
  of spelling, using spelling rules, orthographic
  patterns, generalizations, knowledge of root
  words, prefixes, suffixes, and knowledge of Greek
  and Latin root words and using a dictionary,
  thesaurus, or other resources as necessary.
• LA.6.3.4.1 The student will edit for correct use
  of spelling, using spelling rules, orthographic
  patterns, generalizations, knowledge of root
  words, prefixes, suffixes, and knowledge of Greek
  and Latin root words and using a dictionary,
  thesaurus, or other resources as necessary.

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Word Sorts

• DESCRIPTION OF PRACTICES
• Choose 15-20 words to study. Determine if it will
  be an open or closed sort.
• Copy words onto index cards or write them on
  pieces of paper. Create groups of 3-5 students.
  Group ESE/ESOL students based on ability.
• Pass out words to groups.
• If the activity is a closed sort, remind students
  they will need to use the categories provided to
  them. If it is an open sort, suggest to students
  that they categorize the words into groups that
  make sense to them.
• Conclude the activity by having each group
  present to the entire class their word list for
  one category. Have each group explain the
  reasoning behind their categorization.
• Word Sorts is a strategy that can be implemented
  in all types of service delivery models.

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Word Sorts Word sort example for ch, th, and sh
digraphs
VOCABULARY
SHEEP
CHAIR
THUMB
SHOE
CHICK
THORN
SHAVE
CHAIN
THINK
CHEESE
SHIRT
SHARK
CHIN
SHIP
CH TH SH






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Word Sorts Word sort example for ch, th, and sh
digraphs
CH TH SH
CHAIR THUMB SHEEP
CHICK THORN SHOE
CHAIN THINK SHAVE
CHEESE SHIRT
CHIN SHARK
SHIP
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Strategy Word Builder

• CONTENT
• The Word Builder strategy is a simple way to
  teach and build morphemic analysis and vocabulary
  knowledge and skills. This strategy directly
  explains the meanings of words along with
  thought-provoking, playful and interactive
  follow-up. Teaching students to use word parts
  (root, prefix and suffix) to figure out the
  meanings of words in text can be beneficial to
  their vocabulary and spelling development.

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Word Builder

• GRADE LEVEL K-6
• CURRICULUM STANDARDS
• LA.K.3.4.1 The student will edit for correct use
  of knowledge of letter/sound relationships to
  spell simple words.
• LA.1.3.4.1 The student will edit for correct use
  of common spelling patterns (e.g., onset and
  rimes, word families, and simple CVC words) and
  conventional spelling of high frequency words.
• LA.2.3.4.1 The student will edit for correct use
  of conventional spelling for high frequency words
  and common spelling patterns and generalizations
  (e.g., word families, simple CVC words, regular
  plurals, simple suffixes and simple prefixes) to
  determine how to spell new words.
• LA.3.3.4.1 The student will edit for correct use
  of spelling, using spelling patterns and
  generalizations (e.g., word families, diphthongs,
  consonant digraphs, CVC words, CCVC words, CVCC
  words and affixes) and using a dictionary or
  other resources as necessary.
• LA.4.3.4.1 The student will edit for correct use
  of spelling, using spelling rules, orthographic
  patterns, and generalizations (e.g.,
  r-controlled, diphthongs, consonant digraphs,
  vowel digraphs, silent e, plural for words ending
  in y, doubling final consonant, i before e,
  irregular plurals, CVC words, CCVC words, CVCC
  words, affixes) and using a dictionary,
  thesaurus, or other resources as necessary.
• LA.5.3.4.1 The student will edit for correct use
  of spelling, using spelling rules, orthographic
  patterns, generalizations, knowledge of root
  words, prefixes, suffixes, and knowledge of Greek
  and Latin root words and using a dictionary,
  thesaurus, or other resources as necessary.
• LA.6.3.4.1 The student will edit for correct use
  of spelling, using spelling rules, orthographic
  patterns, generalizations, knowledge of root
  words, prefixes, suffixes, and knowledge of Greek
  and Latin root words and using a dictionary,
  thesaurus, or other resources as necessary.

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Word Builder

• DESCRIPTION OF PRACTICES
• Take a root of a word and see how many other
  words students can come up with by adding
  suffixes and prefixes. Or you can also group
  students and have them play a word game with a
  given set of letters. Word building is a flexible
  strategy that can be used in multiple ways.
• Model explicitly and provide practice and
  support. Show students how they can problem-solve
  with words using this strategy. An example might
  be done with the word sun. You can add
  different suffixes or prefixes and change the
  word into sunny, sunless, and sunbath. Or using
  the endings -ip, -ill, -ir have students come up
  with a list of words (sip, ship, whip, lip,
  chill, dill, pill, sir, heir, etc.)
• Take time to discuss the meaning of words with
  your students.
• Word builder is a strategy that can be
  implemented in all types of service delivery
  models.

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Word BuilderExample for building words using
root, prefix and suffix.
PREFIX WORD SUFFIX NEW WORD MEANING
Anti- Social
Taste -ful
Mis- Behave
happy -ness
Super- Natural
Fear -less
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Word Builder Example for building words using
root, prefix and suffix.
PREFIX WORD SUFFIX NEW WORD MEANING
Anti- Social Antisocial Not social
Taste -ful Tasteful Full of taste
Mis- Behave Misbehave Bad behavior
happy -ness Happiness Being happy
Super- Natural Supernatural Above natural
Fear -less Fearless Without fear
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Word Wall

• CONTENT
• A Word Wall is a strategy used to reinforce new
  vocabulary or to reinforce the spelling of a set
  of words. Teachers select new words, technical
  terms, and words that frequently recur and print
  these words in bold block letters on cards.
  Teachers post these cards on a visible wall or
  bulletin board. The Word Wall is built one word
  at a time as students encounter new terms.
  Students review the terms on the Word Wall before
  lessons. Every time one of the words appears in
  the lesson, the teacher reinforces it by pointing
  it out on the Word Wall. Repetition is the key to
  the Word Wall's success. Students can also create
  their personal Word Wall that includes new
  vocabulary or words with complex spelling
  patterns.

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Word Wall

• GRADE LEVEL K-6
• CURRICULUM STANDARDS
• LA.K.3.4.1 The student will edit for correct use
  of knowledge of letter/sound relationships to
  spell simple words.
• LA.1.3.4.1 The student will edit for correct use
  of common spelling patterns (e.g., onset and
  rimes, word families, and simple CVC words) and
  conventional spelling of high frequency words.
• LA.2.3.4.1 The student will edit for correct use
  of conventional spelling for high frequency words
  and common spelling patterns and generalizations
  (e.g., word families, simple CVC words, regular
  plurals, simple suffixes and simple prefixes) to
  determine how to spell new words.
• LA.3.3.4.1 The student will edit for correct use
  of spelling, using spelling patterns and
  generalizations (e.g., word families, diphthongs,
  consonant digraphs, CVC words, CCVC words, CVCC
  words and affixes) and using a dictionary or
  other resources as necessary.
• LA.4.3.4.1 The student will edit for correct use
  of spelling, using spelling rules, orthographic
  patterns, and generalizations (e.g.,
  r-controlled, diphthongs, consonant digraphs,
  vowel digraphs, silent e, plural for words ending
  in y, doubling final consonant, i before e,
  irregular plurals, CVC words, CCVC words, CVCC
  words, affixes) and using a dictionary,
  thesaurus, or other resources as necessary.
• LA.5.3.4.1 The student will edit for correct use
  of spelling, using spelling rules, orthographic
  patterns, generalizations, knowledge of root
  words, prefixes, suffixes, and knowledge of Greek
  and Latin root words and using a dictionary,
  thesaurus, or other resources as necessary.
• LA.6.3.4.1 The student will edit for correct use
  of spelling, using spelling rules, orthographic
  patterns, generalizations, knowledge of root
  words, prefixes, suffixes, and knowledge of Greek
  and Latin root words and using a dictionary,
  thesaurus, or other resources as necessary.

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Word Wall

• DESCRIPTION OF PRACTICES
• Identify the key vocabulary words that students
  need to know for a specific topic or reading
  assignment or vocabulary words the student is
  having trouble spelling.
• Print the words in large block letters on index
  cards and post them on a wall or bulletin board.
  Add pictures to the cards to assist ESOL
  students.
• Post the word cards as the terms come up in the
  discussion or reading.
• Regularly review the terms on the Word Wall. Have
  students read them aloud or spell them out as a
  warm-up exercise. Frequently call on students to
  refresh their memories of the definitions or
  spelling patterns of these words.
• Reinforce these vocabulary words by including
  them in learning games and activities.
• Word wall is a strategy that can be implemented
  in all types of service delivery models.

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Word WallHigh frequency words (example)
Aa After About All Bb Best Block Boy Cc Caught Can Come Dd Did Down Drink Ee Each Eat Ff First From Gg Good Go Get Hh Him House Has
Ii If Into Its Jj Jump Just Kk Know Ll Little Like Look Mm Many More My Nn New Not Night Oo On One Other Pp Place People Put
Qq Quiet Queen Rr Run Right Rain Ss Stop Set Saw Tt There Their That Uu Up Us Use Vv Very Ww Way Wont Was Xx X-ray
Yy You Zz Zoo
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Process For Learning New Words
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Word Games

• Word Sort
• http//www.starfall.com/n/sorting/r-controlled/pla
  y.htm?f
• http//www.eduplace.com/kids/sv/books/content/word
  sort/?g1grade1
• http//www.readwritethink.org/files/resources/inte
  ractives/wordfamily/
• Word Builder
• http//www.gamegecko.com/wordbuilder.php
• http//www.eduplace.com/kids/sv/applications/wordb
  uilder/index.html

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References

• Morin, C. (2009). Word Sorts. Retrieved March 24,
  2010 from PB Works website http//red6747.pbworks
  .com/Word-Sorts
• Florida Online Reading Professional Development
  (2007). Retrieved March 24, 2010 from FOR-PDs
  Reading Strategy of the Month website
  http//forpd.ucf.edu/strategies/stratword_sorts.ht
  ml
• Teaching Resource Center (2010). Using Word Sorts
  in the Primary Grade Classroom. Retrieved March
  24, 2010 from http//www.trcabc.com/resources/tea
  chers-corner/using-word-sorts-in-the-primary-grade
  -classroom/
• Florida Online Reading Professional Development
  (2004). Retrieved March 24, 2010 from FOR-PDs
  Reading Strategy of the Month website
  http//forpd.ucf.edu/strategies/stratBuild.html
• Just Read Now (2010). Word Walls. Retrieved March
  24, 2010 from Just Read Now! Website
  http//www.justreadnow.com/strategies/wordwall.htm
  
• Zutell, J. Word Sorting A Developmental Spelling
  Approach to Word Study for Delayed Readers.
  Reading Writing Quarterly, 14(2), 219-238.
• Greene, E. B. Villaume, S. K. (2005). Building
  Walls of Words. Reading Teacher, 54(7), 700-702.
• Chanko, P. (2010). Get to the Root of Prefixes
  and Suffixes. Retrieved on March 24, 2010, from
  Scholastic Instructor website http//teacher.scho
  lastic.com/products/Instructor/Mar05_prefixessuffi
  xes.htm