Carolyn Mixon, M.A., CCC-SLP, CALT, LDT

Austin ISD

Spelling is not Crazy if we know (and

teach) that we spell by:

Phoneme-Grapheme Correspondence

Position of the Sound in a Word

Letter Patterns

Meaning

Word Origin

Goal

To learn some spelling procedures that can be added to any spelling

curriculum or practice which:

strengthen the phonological and orthographic connections

increase attention to spelling patterns and rules.

S.O.S.

Simultaneous Oral Spelling

Save Our Spelling

1. Look and Listen

2. Echo and Think (segment, consider patterns,

rules)

3. Name the Letters

4. Name the Letters and Write

5. Read to Check

Kathryn E.S. Grace

SoprisWest

Phoneme-Grapheme Mapping/Sound-Spelling MappingRemember! 1 box = 1 (sound) A (sound) may have 2 or more letters.

Phoneme-Grapheme Mapping or Sound-Spelling Boxes

1. Adult says a word, and student repeats word.

2. “Say the sounds. Move 1 chip into a box for each sound.”Student says each sound (phoneme) in the word and puts 1 chip in a box for each sound.

3. “Touch the chips and say the sounds again.”

Then: “First sound?”(Student says sound.) “What (grapheme) letter or letters?”(Student names (grapheme) letter(s) and writes in box.)

Repeat for each sound. “Sound? Letter?”

4. Adult says: “Name and write.” Student spells aloud and writes the whole word inthe rectangle.

Adding Suffixes:

When a word has a suffix (-ed, -ing, -less, -ful, etc), the student should break the word into base word + suffix . (Ex: skip + ing, hope + ful)

Then:1. Say the sounds in the base word using the basic mapping/spelling

method. 1 box = 1 sound

2. Say the sounds in the suffix using the basic mapping/spellingmethod. 1 box = 1 sound

3. Decide if a Spelling Rule needs to be applied (Doubling, Dropping, Changing).

Doubling: If the suffix starts with a vowel AND the 1 syllable base word ends in1 vowel + 1 consonant, then double the final consonant.

Dropping: If the suffix starts with a vowel AND the base word ends in a silent e, drawa line through the silent e.

Changing: If a base word ends in a consonant + y and the suffix does not begin with “i”,draw a line through “ y “ and write “ i “ above it.

h o p e ed hoped

s k i p p i ng skipping

p e nn Y i l e ss penniless

Syllable Spelling (1 syllable = 1 box ) Put a dot . in a box for each syllable. Put a line for each sound in

a syllable in the lower part of the box. Write the letter(s) for each sound above the lines.)

__ __ __ . ___ ___ __ . ___ __ __ .

Phoneme-Grapheme Mapping for Multisyllabic Words

1. Adult says a word.

2. Student breaks the word into syllables (ex: fan-tas-tic).

3. Student repeats each syllable and puts a dot . in the corner of a box for

each syllable. 1 syllable = 1 box

4. Student says the sounds for the first syllable and puts a small line foreach sound in the lower part of the syllable box.

5. Student writes the letters above the lines for each sound in the syllable.

6. Repeat for all of the syllables in the word.

7. Student spells aloud and writes the complete word in the final rectangle.

Adding Suffixes:

When a word has a suffix (-ed, -ing, -less, -ful, etc), the student should break the word into base word + suffix (ex: admit + ing, plenty + ful).

Then:1. Spell the base word using syllable mapping. Write the suffix in the next

syllable box.

(Note: The suffix may not be a syllable by itself.Ex: exhale + ed=exhaled).

This is an exception to 1 syllable = 1 box.

2. Decide if a Spelling Rule needs to be applied.

Doubling: If the suffix starts with a vowel AND if the last syllable of the base word is accented and ends in 1 vowel + 1 consonant, double the final consonant letter.

Dropping: If the suffix starts with a vowel AND if a base word ends in a silent e, draw aline through the silent e.

Changing: If a base word ends in a consonant + y and the suffix does not begin with “ i “, draw a line through “ y “ and write “ i “ above it.

a d m i t t ing admitting

e x h a l e ed exhaled

p l e n t y i f u l plentiful

High-Frequency, No Excuse Words

Traditionally practiced as visual memory exercise in random groupings often based on frequency of use or use in stories, BUT...

Better learning occurs if introduced when they fit the phonics pattern being taught. (Farrell, et al., 2013) www.readsters.com

Short /o/..........on off hot not got stopFinal s = /z/.......is as his was

Irregular words can be grouped based on similar spelling pattern.o__e = short /u/ come some done

Irregular words have parts that are “spelled the way they sound”.

s a i d w a s

Irregular Words and PGM

Double underline (or highlight) the “heart part” that just

needs to be remembered “by heart”.

Ex: (said , put, could, many)

Encourage “Make a picture in your mind of this part.”

Procedure for Learning Irregular Words(Scientific Spelling-S.Carreker)

1. Circle the part of the word that is irregular.

2. Say the word. Name each letter while tracing the word (3x).

3. Copy the word. Say the word. Name each letter while copying

(3X)

4. Say the word. Spell the word with eyes closed (3X)

5. Write the word from memory. Say the word. Name each letter

while writing.

PREPARATION: Adult prints spelling words large enough for tracing in Column 1.

Column 1: Trace the word 2x:

Read the word. Say the sounds.

Say the sounds again and underline the letters for the sounds.

If there is a part that is not spelled the way it sounds (“the heart part”), put 2 lines or

a heart under the letter(s). (Use pencil-NOT markers!)

Point to the letters and say the sounds.

Name the letters as you trace the word. (2X)

Column 2: Copy the word 2 times:

Read the word. Point to the letters and say the sounds.

Name the letters as you copy the word in Column 2. (2X)

Make a picture in your mind of the word.

-Fold paper accordion-style. Fold column 1 over column 2. Fold column 3 so you only see blanks.-

Column 3: Say the word. Air-write the word from memory and spell out loud.

Say the word. Write and spell out loud in Column 3.

………………………………………………………………………………………………………………………………………………… COLUMN 1 COLUMN 2 COLUMN 3

1._________ _______________ _______________

_______________

Rapid Word Recognition Chart

https://www.neuhaus.org/educators/consumables

Carolyn Mixon

carolynmixon77@gmail.com

Bell, L. (2001). Seeing Stars: Symbol Imagery for Phonemic Awareness, Sight Words, and Spelling, p. 138-141

Birsh, J.R. (2011). Multisensory Teaching of Basic Language Skills. p. 241.

Carreker, S. (2002). Scientific Spelling Teacher’s Manual. p. 1-Procedure for Learning Irregular Words;

p. 7-Study Sheet for Irregular Words.

Ehri, L.C. (2005). Learning to Read Words: Theory, Findings and Issues. SSR, 9, pp. 167-188.

Farrell, L., Osenga, T., and Hunter, M. (2013). A New Model for Teaching High Frequency Words.

p. 5-7 “Heart Words” www.readsters.com

Gillon, Gail T. (2004). Phonological Processes: From Research to Practice. Ch. 2-Theoretical Background.

Grace, K. (2007). Phonics and and Spelling Through Phoneme-Grapheme Mapping. Boston: Sopris West.

Kilpatrick, D. (2016). Equipped for Reading Success. p.58-59 (#6-7).

Kilpatrick, D. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. pp. 104-105.

Moats, L. (2011). Language Essentials for Teachers of Reading & Spelling, Module 9-Teaching Beginning

Spelling and Writing K-3. p. 39-Table 2.4 Steps for Teaching an Irregular Spelling Word.

Neuhaus- https://www.neuhaus.org/educators/consumables (Rapid Recognition Chart Generator)

https://readingteacherstoptentools.com/2018/04/01/effective-reading-teachers-use-routines-to-stay-focused-on-what-works/ (videos for PGM plus other tips)-Dr. Deb Glaser