The need for spelling is integral to a child learning to write. By definition, they are learners, so they will need from time to time to ask for help in solving the problem that they have identified.
So, a child comes to the teacher and says, “Please miss, can you spell ………?” The simple answer is, “Yes, I can.” Does just giving the spelling support the child as a speller? Does directing them to a dictionary, if they cannot spell a word, provide sufficient guidance to develop the skills? I’d answer no to both of my own questions. The first option reduces the child to a copyist, while the second might succeed at the cost of much time wasted.
A simple solution to the need for spellings would be to change the dynamics. Ensure that the child is always the producer, so asks “Is this how you spell….?” having had a go at the word. This provides overt evidence of a child’s thinking about the word, especially their phonic awareness and skill. A wrong spelling therefore becomes a teaching opportunity, having identified the need. Within the context of an extended writing activity, where asking for a spelling could interfere with the flow, the use of wipe-on, wipe-off boards can allow a child to attempt a word and hold it up for teacher scrutiny. Most times the word will be correct, so only requires a smile or thumbs up. If a need for intervention, this can be simple and quickly effected, as above.
The reassurance that this approach gives to a large number of writers supports positive teaching of writing. It also becomes easier for the teacher.
It’s quick and easy and, where words are asked for and maintained in an “Asking for spellings book”, they automatically become personal spelling lists to be taken home and learned, added to for those who find spellings easy.
A simple solution to the need for spellings would be to change the dynamics. Ensure that the child is always the producer, so asks “Is this how you spell….?” having had a go at the word. This provides overt evidence of a child’s thinking about the word, especially their phonic awareness and skill. A wrong spelling therefore becomes a teaching opportunity, having identified the need. Within the context of an extended writing activity, where asking for a spelling could interfere with the flow, the use of wipe-on, wipe-off boards can allow a child to attempt a word and hold it up for teacher scrutiny. Most times the word will be correct, so only requires a smile or thumbs up. If a need for intervention, this can be simple and quickly effected, as above.
The reassurance that this approach gives to a large number of writers supports positive teaching of writing. It also becomes easier for the teacher.
It’s quick and easy and, where words are asked for and maintained in an “Asking for spellings book”, they automatically become personal spelling lists to be taken home and learned, added to for those who find spellings easy.
RSS Feed
