Scaffolding Spelling
Spelling is a thinking activity that is enhanced by inquiry and pattern finding. As educators we should use explicitly teach about how words work on a frequent, planned and purposeful basis (Topfer & Arendt, 2009, p. 6). When teaching and implementing spelling strategies each learner's developmental level and style should be considered and this is where scaffolding links in with spelling. Challenge and support can be balanced throughout the spelling process when a classroom climate that values diverse thinking and promotes risk-taking is established (Topfer & Arendt, 2009, p. 6).
There are five key spelling strategies and they should all have a balanced approach within the classroom.
These five spelling strategies are:
Sound - focusing on sound.
Visual - focusing on the way words look.
Meaning - thinking about word meaning.
Connecting - making connections with other words.
Checking - using live, print or electronic resources.
Learning to spell is a developmental process of learning to apply different strategies appropriately, so that students can spell correctly all the words they write (Rees & Rivalland, Education Department of Western Australia, 1997, p. 15). The five above spelling strategies allow students to go further than the rote learning task because spelling is a thinking process.
Spelling and writing are closely linked because the ability to spell easily and automatically enables students to become effective writers. The less energy and thought that students have to put into thinking about spelling, the more thought they can put into what is said (Rees & Rivalland, Education Department of Western Australia, 1997, p. 15).
In 2009, Axford, Harders, & Wise explained the four main steps to allow for scaffolded spelling in your classroom.
Step 1: Word Selection
The teacher selects words that the learners can read automatically and out of context
Each student must have a copy of the text, or photocopy of the extract the words come from because this helps prevent the activity from becoming a memory test.
Step 2: Jointly identifying the letter patterns
The teacher models writing the word on the cardboard, demonstrating how to relate the letter pattern chucks in the word to the sounds they carry.
* These letter patterns can be assessed through the resource section of the website*
Step 3: Visual Checking
The students then carry out visual checking. This is a very important aspect of the strategy. Each learner needs to be in control and responsible for their own checking. This is where the independence of the students begin.
Students check the letter pattern chunking and then ask themselves does this look right? It is important during these stage that the teacher does not tell the language that it is right or wrong or communicate this through body language cues.
Step 4: Developing a spelling folder
These spelling folders can either be developed individually or as a whole class, it is totally dependent on the teacher and the classroom dynamics.
The folder should include the learner's copy of the extract the words were taken from.
This allows individual learners to quickly connect themselves into the context from which the words were taken from.
There are five key spelling strategies and they should all have a balanced approach within the classroom.
These five spelling strategies are:
Sound - focusing on sound.
Visual - focusing on the way words look.
Meaning - thinking about word meaning.
Connecting - making connections with other words.
Checking - using live, print or electronic resources.
Learning to spell is a developmental process of learning to apply different strategies appropriately, so that students can spell correctly all the words they write (Rees & Rivalland, Education Department of Western Australia, 1997, p. 15). The five above spelling strategies allow students to go further than the rote learning task because spelling is a thinking process.
Spelling and writing are closely linked because the ability to spell easily and automatically enables students to become effective writers. The less energy and thought that students have to put into thinking about spelling, the more thought they can put into what is said (Rees & Rivalland, Education Department of Western Australia, 1997, p. 15).
In 2009, Axford, Harders, & Wise explained the four main steps to allow for scaffolded spelling in your classroom.
Step 1: Word Selection
The teacher selects words that the learners can read automatically and out of context
Each student must have a copy of the text, or photocopy of the extract the words come from because this helps prevent the activity from becoming a memory test.
Step 2: Jointly identifying the letter patterns
The teacher models writing the word on the cardboard, demonstrating how to relate the letter pattern chucks in the word to the sounds they carry.
* These letter patterns can be assessed through the resource section of the website*
Step 3: Visual Checking
The students then carry out visual checking. This is a very important aspect of the strategy. Each learner needs to be in control and responsible for their own checking. This is where the independence of the students begin.
Students check the letter pattern chunking and then ask themselves does this look right? It is important during these stage that the teacher does not tell the language that it is right or wrong or communicate this through body language cues.
Step 4: Developing a spelling folder
These spelling folders can either be developed individually or as a whole class, it is totally dependent on the teacher and the classroom dynamics.
The folder should include the learner's copy of the extract the words were taken from.
This allows individual learners to quickly connect themselves into the context from which the words were taken from.