writing spelling words in alphabet order

#Writing spelling words in alphabet order how to

To take spelling into reading and writing, have the children make up sentences that use the words on their list. Easy to sound out, so no memorization needed!Ħ. For instance, in the word HIGH, there are only 2 sounds: h – i. Point out that the highlighted letters all say (long) i. Use color! Once your words are in a nice column, have the child use a crayon or highlighter to color only the letters the words have in common.ĥ. If you group the words you have chosen in a column, visually this will help the child see what the words have in common. Capitalize on the child’s amazing visual memory. For example, instead of picking a theme for a word list, such as months of the year, choose a list of words that share a sound spelling such as Long I spelled IGH.ģ. Group words with similar spelling patterns together in a list. I promise that if we taught spelling this way, our efforts would be better spent. Focus on the SOUNDS in words rather than letter names.

#Writing spelling words in alphabet order how to

How to teach spelling so they will rememberġ. One you can hear and write, the other you have to memorize. But no matter what the tactile component or the chanting component, the children are still just repeating a sequence of letter names! But words are made of sounds, not letter names.

Children also are asked to clap and snap for consonants and vowels. Sometimes they are asked to copy the word list five or ten times.

Traditional spelling lessons require children to learn a sequence of letter names. We’ve all heard children repeating word spellings to prepare for a test.

The goal of studying was passing a test, not learning to use the words in writing.

Memorizing words for a test is different from applying spelling to reading or writing. For those children who can memorize a list of words for a test but who cannot apply that knowledge beyond the test, the problem lies in the fact that they utilized memorization for the test, but the information was not meaningful and wasn’t stored in long-term memory.

(This includes memorizing words or math facts, too!) They might be able to retain the letters and sequence of a word for a few minutes, but 30 minutes later, the information will have disappeared from their brains.

Many types of learners cannot memorize and retain facts that involve symbols. Why teaching spelling hasn’t always worked Teaching spelling the right-brained way makes language make sense. One happy byproduct of successfully teaching children to spell is that their reading levels soar.We want our kids to know how to spell words so they become proficient writers.Lessons written in their own learning language that work for all kids in the classroom or at home. We have done the hard work for you of designing lessons that are a natural fit for these gifted children. They learn successfully and quickly when they can use those amazing right-brained elements to learn. This inability to successfully memorize is not a learning flaw at all! Many children (upwards of 60% of all children) are right-brained, visual, kinesthetic, or tactile enough that memorizing sequences of letters is just not in their wheelhouse. There are also children who find it nearly impossible to memorize spelling words, so they consistently fail spelling tests. In other words, they memorize and write their spelling words for the test, but their new-found knowledge is not carrying over into practice. By design, Sarah’s approach transforms symbol-heavy spelling content into whole-brain materials that engage all learners through an emphasis on understanding letter sounds rather than memorization.Ī common concern for parents and teachers is that even when the children score perfectly on their spelling tests, they don’t always carry that knowledge over into their reading and writing. As a Title 1 Program Director and Designer, Sarah earned awards for creating her own multisensory educational resources that have now been sold in all 50 states and over 150 countries. is passionate about working in harmony with a child's immaculate design to support their learning strengths.