Spelling Strategy Matrix

Name/Description of spelling strategy	Purpose of the strategy	Example to show how the strategy works (Sample Learning Activity)	How the strategy might be adapted for specific students
1. Phonetic spelling	The strategy is meant to develop the children’s ability to hear the sounds in words. The strategy enables students to write and spell the words accurately.	The strategy can best be achieved by segmenting the words. Example, the word advertisement, can be spelled easily by the student as ad-ver-ti-se-ment. Words with one syllable do not qualify under this strategy, such as me, you, and see, amongst others.	– Children who are starting their spelling classes can adapt this strategy. Children with pronunciation problems who have just started school can also benefit from the strategy. Kindergarten children stand to benefit from this approach.
2. Rule-based spelling strategies	To enable the student to differentiate spellings that have the same sound. It also enables students to perfect their spelling and writing skills. This can be done assessed through having students write different words with letters that have almost the same rules such as differentiating ‘c’ and ‘k.’	The student should be able to know the spelling rules. Example, the word “ch” to be spelled as “tch” In addition, the rules on when to use words such as “c” and “k” one example of a word that does not conform to this rule is come, since it has strict syllables that require no such rule	– Students who cannot spell properly at this point may require taking up this strategy. Early elementary students with the need to perfect their spelling skills can adopt the strategy. Students with physical disabilities such as cleft lips can also take up the strategy.
3. Visual spelling strategies	Helps in developing the learner’s visual memory of related words. These are words such as the homophones. This can be assessed through having students identify visual images in words that have the same sounds bur different meanings	Word games can be used to enable the learners distinguish words such as “prey and pray”, and “hurt and hat”. This is meant for words with similar sounds but different meaning. One that cannot conform to this is beautiful, since there is no word close to it in terms of sounds.	– Children with visual disabilities such as short or long sightedness may benefit from this strategy. Children with poor eye-mind coordination that may involve memorizing different words may also benefit from the program.
4.Morphemic spelling strategies	Enables the learner to be able to know how to add the prefixes and suffixes to the words. They also learn to form compound words and abbreviations. Testing on use of prefixes and suffixes in several words. Such as un in several words to ho opposite	The learner gets to know how the meanings of words affect their spelling. The learners are able to pronounce difficult words such as multitude. This is not meant for simple words such as go, come, stand and amongst others.	Children who have difficulty memorizing long words may start by using this strategy to get a grasp on combining shorter words into longer words. Children with suffixes and prefixes problems can use this strategy.
5. Words within words strategy.	Enables learners to be able to remember the big words such as believe. Learners can be asked to identify the words within words.	In the word “believe”, the learner can use the small words in the word such as, “lie” and “eve” to remember the spelling of the word. Many words such as allow will not conform to this strategy.	– The strategy is useful for older children who need to learn longer words. Lower class elementary children may also benefit from the study.

LESSON PLAN

Name: Jane Smith

Competency Number(s): SN/054

GENERAL INFORMATION

Subject(s): English

Topic or Unit of Study: Phonetic spelling strategies

Grade/Level: First grade

Instructional Setting:

They are forty students in a class. The sitting arrangement is two students in each row. The total number of rows is three. The classroom has a chalkboard.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

CA- California K-12 Academic Content Standards

Standard 1.4: Organization and delivery of the oral communication

Standard 1.6: Using the speaking techniques, voice modulations, inflection, tempo and eye contact for efficient presentation.

Lesson Objective(s):

By the end of the lesson, the students should have developed efficient oral skills. These oral skills should enable them to identify the sounds they hear in the words efficiently. They should be able to efficiently segment the words in order to enable them achieve this. In addition, they should be able to apply these efficient skills in their class presentations. This requires phonetic spelling strategy that focuses on the sounds within a word for spelling. Through the practice of this strategy, students can identify the sounds when pronounced since they are required to practice the sounds of from the syllables.

MATERIALS AND RESOURCES

Instructional Materials:

Some of the instructional materials needed to teach the students perfectly are charts with the words written on them. The teacher may also use the textbooks and power points to enable students to understand.

Resources:

Some of the supplementary information is the children songs and the storybooks. The teacher can obtain information from these places. Information may also be obtained from the internet.

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide a description and indicate approximate time for each):

Identification of Student Prerequisite Skills Needed for Lesson:

The purpose of the lesson is to enable the student to develop phonetic awareness. The teacher can enable students to achieve this by enabling them to read poems and stories. This enables them to hear the sounds in words. This may take fifteen minutes. The best spelling strategy to use is phonetic strategy that allows students to identify sounds from words when they are read. Thus, through reading of poems with rhyming words, the students can identify the sounds.

Presentation of New Information or Modeling:

After listening to the sounds, the students can then try to put these sounds into words. The children can learn to separate the sounds in order to enable correct spelling. This may take fifteen minutes

Guided Practice:

The teacher can then check the students’ works to enable her identify every student’s progress and understanding. The teacher may give specific attention to those students who do not understand. This may take fifteen minutes.

Independent Student Practice:

The students may then practice more by themselves and ask questions where they do not understand. The teacher may give the students a different poem or story for them to read alone. This may take ten minutes.

Culminating or Closing Procedure/Activity/Event:

In this phase, the teacher reviews the learning process to ensue the students understood every process. The teacher then makes sure every process was understood by every student. For those that failed to understand a process, more attention will be give to them. The teacher then notifies the students on what is to be learned on the next lesson. This may take five minutes.

Pedagogical Strategy (or Strategies):

The students may be divided in to groups and work assigned to them. Poems or words may be given to the different groups and a presentation should be made before the start of the next lesson by every group.

Differentiated Instruction:

The hearing-impaired learners may be taught using the visual aids and not sounds. The learning disabled may be taught using visual aids and more time should be given to them to enable their understanding. On the other hand, the physically disabled can be taught using visual aids but then, since they may not be able to write, they may be given objects such as pencils to use in typing on the computers by placing them on their mouths. Finally, the gifted accelerated learners can undertake challenging tasks and not the simple ones.

Student Assessment/Rubrics:

In the pre and the post assessment plans, the teacher can ask the students if they know how to spell a certain word. If they do not, the teacher can teach them again then assess their understanding of the spelling. With this, the teacher will be sure that the students have met their objectives.

Strategy for remembering the rules

Most of the spelling improvements in English stopped in the 1700s, but some exceptions have occurred in the spelling system. The frequently used words are wrongly spelt the most. An example of a word that goes against the spelling rule is the “cie rule”. Inflections of words such as “fancied” and “policies” have exceptions to the “long e” constraints for those having happy-tensing accents that pronounce the –cies/ -cied. Teachers should learn to bring more order to these frequently used words that would reduce the teaching and learning times. Teachers at the lower levels such as kindergarten should start introducing children to regular spelt words such as “a cat ate”.

Assessments

Spelling strategies are made up of spelling rules. Most of the spellings strategies seek to answer the questions; does the child know how to spell a word? How do I correct my writing for spelling? When teachers and adults understand these rules, they can assist children of various ages to succeed in comprehending bigger and longer words. Dyslexic children have problems with spelling sounds, and these spelling strategies assist them in developing memory skills that will eventually help them spell well.