EDRG 604 Spelling Power Point

1. P H I L O S O P H Y A N D S U G G E S T I O N S F O R
P R A C T I C I N G S P E L L I N G I N S C H O O L A N D A T
H O M E
B Y :
M I K E R E I S I N G E R
Spelling for English Language
Learners

2. What is Mr. Reisinger’s Personal Philosophy of Spelling?
 Although there are many different views on how spelling should be taught,
I believe that it should be presented and practiced in a way that is
meaningful and memorable.
 Often, parents have asked me why my spelling tests involve writing
meaningful sentences. My answer is simple: it does not matter if students
can spell a word if they do not know how to use it in language. To that
extent, I would much rather have students who are aware of how words
work together instead of students who simply memorize lists.
 In fact, expecting students to spell perfectly from memorization is not
realistic. Through regular practice of reading, finding examples and
exposure to words and sounds together, children gradually become more
aware of spelling.
 (Freeman (2004) p.111).

3. How Should Spelling Be Taught in School ?
 Introduce words that are similar with no more than two to three rules at a time.
 Read words out loud and have them available on a word wall.
 Students categorize words by sounds, spellings, prefixes, suffixes, rules, etc.
 For example, ‘–ie’ words: retrieve , believe and ‘-ei’ words: receive, thieve
 Allow students to point out the common rules of the words.
 Read texts that have the words and encourage children to find them.
 Teach the words in the places that they would be seen.
For example, biology words should be presented in a text about that subject.
 (Freeman (2004) p. 111-113).

4. How Should Spelling Be Taught in School?
 Show the meaning of each word and its use.
 Explain the historical use of the word and offer students chances to
investigate word origins. For example, Greek, French, Old English, etc.
 Give students time to practice using the words creatively in written and
oral form.
 Focus on a variety of ways to practice the words in their uses.
 Allow for sharing and reading of student work in class.
 Students investigate history of word origins.
 (Freeman (2004) p. 110-113)

5. Why Does Teaching Spelling this Way Matter?
 Children remember more when they have a
meaningful connection to the learning that:
Has a purpose
Is relevant to the real-world
Is discovered by testing of their own theories
Involves a variety of problem solving strategies
 (Freeman & Freeman (2004) p. 112-115, 119).

6. How Can Difficult Words Be Addressed?
 Homophones are difficult because the
spelling is what changes the meaning, rather
than the sound. For example, to, too and two
 We point out the differences in spelling
 We define each word and place in a vocabulary strip:
 (Freeman (2004) p. 113-114)
Word Definition Drawing Sentence
to
too
two

7. How Can Students Practice Spelling at Home?
I suggest that students practice spelling in a variety
of ways regularly at home by:
 Selecting different activities each week
 Reading the words out loud to an adult
 Finding new ways that spelling can be used
 Allowing an adult to check work
Please refer to the following list of activities for
practicing with your child at home:

8. How Can Students Practice Spelling at Home?
 1. Alphabetize your words
 2. Divide each word into syllables
 3. Write the words and circle all
the vowels
 4. Write the words and circle all
the consonants
 5. Write the words and cross out
all the silent letters
 6. Write the words once neatly in
pen, marker, or crayon
 7. Write your words 3 times each
in print
 8. Spell your words out loud for an
adult and have them initial
 9. Write the words 3 times each in
cursive
 10. Write a sentence for each
spelling word. Make sure to
underline each spelling word.
 13. Write the dictionary
respelling of each word
 12. Write a synonym for each
word
 13. Write an antonym for each
word
 14. Make a set of flash cards with
matching images for you to
study
 15. Write a letter to a friend
using ALL of your spelling words
 16. Write the definition of each
word

9. How Can Students Practice Spelling at Home?
 17. Classify the words by the parts of speech
(nouns, verbs, adverbs, adjectives, etc)
 18. Draw a colorful picture and hide each of the
words in it
 19. Cut the words out of a magazine or newspaper
(whole word or individual letters)
 20. Write a rhyming tongue twister for each word
 21. Use each of the words in similes or metaphors
 22. Write poems using each of your words
 23. Use a Tree Map to classify your spelling
words into groups
 24. Create a word search using all of your words
 25. Write a story using each of your words
 26. Create a code for your words (ex: A= 1, B= 2,
C=3… CAB= 123)
 27. Write a newspaper article using all your
words
 28. Create a crossword puzzle using all your
spelling words
 29. Write a funny story, rap or poem with words.
 30. Create fill in the blank sentences for each of
your words. Make sure to include a word bank.
 31.Complete the “Bingo” spelling game for each
word (ex: cab, _ab, _ _ b, _ _ _, _ _ b, _ ab, cab)
 32. Create a large maze and hide each of your
words in it.

10. References
 Freeman, D., & Freeman, Y. (2004). Essential
linguistics: What you need to know to teach
reading, ESL, spelling, phonics, and grammar.
Portsmouth, NH: Heinemann.