If you give a kid a spelling list…
…she will need words that are on a developmentally appropriate, differentiated level.
If the words are on the right level…
…she will want to break them down for patterns, connections, and language concepts.
If she is breaking them down for bigger concepts…
…she will want to know why spelling matters in general.
If you show her why it matters…
…she will want to take ownership over the way she practices it.
If she is practicing spelling with more ownership…
…she will begin to find more autonomy elsewhere in her learning.
This “If You Give A Mouse A Cookie” (by Laura Numeroff) thinking arose from reflecting on how spelling is great example of the need to challenge the status quo.
Spelling has looked the same for decades in many classrooms: everyone gets the same list on Monday, practices copying down the words throughout the week, gets tested on Friday.
This pattern often persists despite all we’ve come to know and continue to learn about spelling instruction and development (see the checklist for evaluating spelling programs on page 35 of this document by D.K. Reed at Center on Instruction).
Some of the most important changes include the following:
Instead of the same words, we should be differentiating. I enjoyed using the program, Words their Way for this purpose, as I was able to assess students within their individual stages of spelling. Quite apart from reaching students’ developmental needs, I also appreciate approaches that do not make spelling a one-size-fits-all situation that unfairly challenges only those who are below “grade level.”
Instead of mandating uniform spelling practice each day, we should be teaching students to recognize how to allocate their word study time. Even when spelling is differentiated, it will still come more easily for some students than others, which results in wasting valuable time. A framework that helped me adopt this approach was Daily 5 (for literacy; Daily 3 for math). It was wonderful to watch my students make informed decisions about their learning time rather than just passively checking everything off the teacher’s list each day.
Instead of focusing on memorization, we should be helping our students break down and investigate each word. This better scaffolds students in their language acquisition, building upon their grasp on patterns in phonology.
When we step back to see an even bigger picture, we see that these changes are not only about better spelling instruction, but about broader 21st century principles including student ownership, inquiry, and personalized learning.
featured image: DeathToTheStockPhoto