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SPALDING SPELLING
SPALDING SPELLING
The Spalding method uses a multi sensory, phonetic approach for learning spelling. The multi sensory approach includes hearing, seeing, saying, writing, and reading spelling words. This process helps children connect spoken sounds to their written symbols.
The Spalding method uses a multi sensory, phonetic approach for learning spelling. The multi sensory approach includes hearing, seeing, saying, writing, and reading spelling words. This process helps children connect spoken sounds to their written symbols.
SPALDING SPELLING
SPALDING SPELLING
Students write high frequency vocabulary words (spelling words) in their spelling notebooks each day. This interactive process begins with teacher dictation, followed by student participation.
Students write high frequency vocabulary words (spelling words) in their spelling notebooks each day. This interactive process begins with teacher dictation, followed by student participation.
- Students HEAR the teacher say the word.
- Students SEE the phonogram patterns as the teacher demonstrates them with her fingers.
- Students SAY each sound in the word.
- Students say each sound again as they WRITE the word in their notebook.
- Students READ each word two times. First, sounding out the phonograms, and then reading each word fluently.
SPELLING MARKINGS
SPELLING MARKINGS
As students write the high frequency vocabulary words (spelling words), they mark the phonogram patterns in each word. Marking words "requires students to think, and helps them analyze the spelling and pronunciation of words." There are 5 markings used in the spelling notebooks.
As students write the high frequency vocabulary words (spelling words), they mark the phonogram patterns in each word. Marking words "requires students to think, and helps them analyze the spelling and pronunciation of words." There are 5 markings used in the spelling notebooks.
MARKINGS
MARKINGS
- Vowels are underlined at the end of a syllable when they say their second sound (their name). Ex: me / go
- Multi letter phonograms are underlined to show that the letter combination represents one sound. Ex: she / this
- Silent letters and phonograms that represent a phonogram sound not given on the phonogram card are underlined twice. Ex: half / cube
- Numbers are placed above a phonogram when its sound is not the first sound. Ex: do / is
- Some words are bracketed together to indicate a relationship between them. Ex: tooth / teeth
SPELLING RULES
SPELLING RULES
SPELLING RULES are introduced just before they are needed to introduce a specific high frequency vocabulary word. There are 29 spelling rules that are introduced as they appear in spelling words throughout grades k-6. First grade students learn approximately 10 spelling rules.
SPELLING RULES are introduced just before they are needed to introduce a specific high frequency vocabulary word. There are 29 spelling rules that are introduced as they appear in spelling words throughout grades k-6. First grade students learn approximately 10 spelling rules.
SYLLABICATION rules are taught as well. As students write words in their spelling notebooks, a small space is left between syllables so that students can identify the spelling and pronunciation patterns dictated by the syllables.
SYLLABICATION rules are taught as well. As students write words in their spelling notebooks, a small space is left between syllables so that students can identify the spelling and pronunciation patterns dictated by the syllables.
References:
References:
Spalding, Romalda Bishop (2003). The Writing Road to Reading. New York, NY: HarperCollins Publishers Inc. , p.17
Page Text by Greta Novotne / 2020
Page Text by Greta Novotne / 2020
Page updated
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