Latest update: April 16th, 2012
Many schools have adopted curricula that incorporate spelling through reading, but do not include specific spelling instruction. For some children, this is a problem because for many spelling must be taught. Of course, spelling should be connected to reading and writing, but in a straightforward manner. It’s easy to judge if a good spelling program is part of an elementary classroom. Simply ask, “Are children in this classroom engaged in the spelling process: finding words, inspecting words, mastering words, and developing good spelling habits?”
Each week children should be:
Finding unknown spelling words and using those words when they write.
Actively engaged in mastering the spellings of those words.
Provided with opportunities for word study that will help them learn the patterns of English spelling.
Paying attention to spelling in their writing and developing better spelling habits.
With these techniques, children can develop spelling skills that will aid them for future reading and writing.
While at first spelling and vocabulary seem like arbitrary add-ons to a reading and writing curriculum, in reality they are integral pieces of successful reading later in life. If you feel your child is not receiving adequate preparation for these important skills, don’t hesitate to use some of the games listed above to incorporate vocabulary and spelling into family activities.Rifka Schonfeld
About the Author: An acclaimed educator and social skills specialist, Mrs. Rifka Schonfeld has served the Jewish community for close to thirty years. She founded and directs the widely acclaimed educational program, SOS, servicing all grade levels in secular as well as Hebrew studies. A kriah and reading specialist, she has given dynamic workshops and has set up reading labs in many schools. In addition, she offers evaluations G.E.D. preparation, social skills training and shidduch coaching, focusing on building self-esteem and self-awareness. She can be reached at 718-382-5437 or at email@example.com.
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