Invented spelling is an emergent writer's attempts to write words by recording the sounds they hear in words. It is a normal and important developmental writing stage. Watch this short video for more information.
Correcting a beginning writer's spelling serves little purpose and can reduce the child's confidence as a writer. At this point in Grade 1, all students are at different levels of confidence with writing. Some still need help stretching out sounds and writing the appropriate letter. Some are good at recording beginning and ending sounds, but need some encouragement to hear sounds that happen in the middle. Some are confident with invented spelling and are starting to incorporate some of the spelling patterns/chunks we have learned in class. We do not recommend correcting students' spelling at this stage and having them re-write sentences with words spelled properly. However, here are ways you can help:
If your child cannot yet sound out a sentence on their own, your focus should be on helping them stretch out words and record the corresponding letters (note: it is OK for students to write any letter they know makes that sound - they shouldn't be bogged down by trying to remember if the /k/ sound is made by a c or a k in a given word).
If your child can confidently sound out a sentence but misses a lot of middle sounds (i.e., writing sn for sun), you can help them stretch out those words in order to hear more sounds.
If your child includes most beginning, middle, and end sounds, you can gently remind them of some of the spelling patterns/chunks we've practiced in class (i.e., sh, ch, th, word families).
Children at all levels can be reminded to spell sight words we have practiced correctly. Having a list of these words to refer to can be helpful when writing.
Children at all levels can be reminded to leave a space between their words, use an upper case letter at the beginning of a sentence and lower case letters throughout, and include punctuation at the end of their sentences ( . ? ! ).
More confident writers should be encouraged to add detail to their sentences and elaborate their ideas by writing multiple sentences on a topic.
Resist the urge to spell words for your child, even when they ask. Encourage them to make their best guess by listening to the sounds they hear and writing them down. Praise their efforts and focus on what they did well, instead of the errors they may have made! Developing confidence is often the biggest hurdle for beginning writers. They need to know it is OK for it not to be perfect.