Teaching can be a challenge for teachers and learning to spell can be a challenge for children. Let’s look at how we can meet these challenges head-on:

 

1. Phonics as a foundation

Encourage learners to break words down into phonemes (the smallest units of sound). This helps them understand the relationship between sounds and letters, which is a foundational aspect of spelling. An effective phonics programme not only teaches children to recognise the alphabetic code and blend sounds/phonemes for reading but also recalling graphemes and segmentation of sounds/phonemes.

Phoneme segmentation: Practice by asking students to segment words into their individual sounds. For example, for the word “cat,” students would say “/k/ /a/ /t/.”

 

Take a look at www.pearlphonics.co.uk to learn what this might look like.

 

2. Word Families and Patterns

Teach spelling through word families or patterns that show similarities between words. This helps students make connections between known words and unfamiliar ones. This is a great approach as long as we empower children to not similarities and differences.

Group by patterns: For example, teach spelling through common word families like -ing, -ight, -tion, or -ly. Students can practice with a variety of words that share a common pattern (e.g., cat, bat, rat, hat).

Spelling rules: Introduce and practice common spelling rules, such as “i before e except after c” or adding -ed to form past tense.

 

3. Multi-sensory Learning

Incorporating multiple senses (sight, sound, touch, and even movement) helps reinforce spelling. This approach can prove useful for children with dyslexia.

Write in sand or shaving cream: Have students practice spelling words by writing them in sand, shaving cream, or on paper using different colours or textures.

Finger-spelling: Have students trace the shape of letters in the air with their finger or on their desk as they spell words aloud.

 

However, at Support for Spelling, we believe these activities should supplement an effective spelling approach and not replace it.

 

4. Explicit Instruction with Modelling

Provide clear, structured guidance when teaching new spelling concepts. Model spelling strategies and think aloud as you work through the steps.

Think-alouds: When introducing a new word or rule, model the process of breaking the word down, identifying patterns, and spelling it aloud.

Spelling notebooks: Encourage students to keep a personalised spelling notebook where they record tricky words and word patterns they encounter. Importantly, remind them to use these books to note when they have used a word. That is the true aim of spelling- Application in writing.

 

5. Visual and Mnemonic Techniques

Using visual aids or mnemonic devices can help students remember how words are spelled. These techniques make abstract spelling rules or exceptions more concrete.

Visual cues: Use colour-coding to highlight parts of a word (e.g., underline vowels in one color, consonants in another). This helps students visually connect sounds and letters.

Mnemonics: Create fun, memorable phrases to remember tricky spellings (e.g., “Big Elephants Can Always Understand Small Elephants” for the spelling of “because”).

 

In Support for Spelling we teach the children a range of ways to learn words. Not everyone will remember a spelling the same way.

 

6. Contextual Learning

Instead of simply memorising words in isolation, have students practice spelling in context. This helps them understand how words function within sentences and gives them practice with word usage.

Writing exercises: Have students write sentences or short stories using their spelling words. This helps them solidify their understanding of how words are spelled while also learning their meaning and usage.

Dictation and handwriting: Regular dictation exercises can help students apply their spelling knowledge in context. Read aloud sentences that contain words they’ve been learning and have them write them down.

 

7. Spelling Games and Technology

Games can make spelling practice enjoyable and interactive. These can be both offline (paper-based games) and online (digital apps).

Spelling Bee or Competitions: Organise friendly spelling competitions that encourage practice. This could be done individually or in small teams to foster teamwork.

Apps and Online Games: Leverage technology to engage students with interactive spelling games, such as Spelling City, Quizlet, or Words with Friends. These tools often provide immediate feedback and can be personalised.

 

8. Frequent Review and Reinforcement

Reinforcement and consistent practice are key for mastering spelling. Spelling should be revisited regularly to ensure retention.

Spiral Review: Incorporate previously learned words in future lessons to reinforce retention. This might include reviewing words at the beginning of each week or using them in writing exercises.

Recall opportunities: Short, frequent opportunities to recall spellings can help assess progress and identify areas where students may need more support. Importantly, it helps children cement spelling in their long term memory.

 

9. Effective Instruction for all

Not all learners will progress at the same rate, and some may need additional support.

All can achieve: Give children activities where all children can thrive. Some might go further and push learning to a deeper learning, however, all children should be supported to achieve.

Adapt assignments: Allow students to practice spelling words but with reasonable adjustments. Support for Spelling is paper-based which can be a challenge for some children, however, we ask teachers to think about the barriers that a child might face and then make adaptations accordingly. E.g. Reduce the number of words to explore to start with.

 

10. Building Word Awareness and Vocabulary

Understanding the meaning and structure of words helps improve spelling. When students understand where words come from and how they are constructed, they can spell more accurately.

Etymology: Introduce the roots, prefixes, and suffixes of words to build their understanding of how words are formed.

Vocabulary development: Teaching vocabulary alongside spelling can help students understand the meanings of words, which can aid in remembering how they are spelled.

Pre-read: We know children should learn to spell word at an instructional level, therefore, they should be able to read the words and know what they mean.

 

11. Correcting Errors and Offering Feedback

Feedback is essential to help learners reflect on their mistakes and learn from them. We call this ‘fearless feedback.’

Error analysis: After a spelling exercise, review common errors with the class. Explain why certain spellings are correct and provide tips for avoiding similar mistakes in the future.

Positive reinforcement: Celebrate improvements in spelling, even if they are small. Positive reinforcement motivates learners to keep practicing and improving.

 

12. Encouraging Independent Learning

Promote strategies for students to practice spelling outside of the classroom.

Peer support: Pair students together for peer tutoring sessions, where they can test each other or help one another with tricky words.

Spelling practice at home: Encourage students to practice spelling at home using methods that work best for them, such as flashcards, spelling games, or apps. However, if this is a challenge, schools should respond and create the time and space to do this during ‘school time.'

 

By employing a variety of methods and approaches, you'll ensure that spelling instruction is engaging and effective for all learners, whether they're naturally inclined to pick up spelling or need more structured support. Tailoring your approach to the diverse needs of your students will help ensure success for every learner.

For us, the key ingredient is teacher confidence. We believe they need the required subject knowledge and a familiar structure to work with. With this, they will create lessons where children can thrive. A scheme can take you so far but effective training, guidance, resources and structure can empower practitioners to deliver the very best lessons for the young people they work with.

Author and Literacy Advisor,

Carl Pattison