Discover Simple Spelling Tips with Examples

The last post talked about how to use a multisensory approach to spelling with struggling spellers, but didn’t demonstrate how YOU can use this approach.     

Before we jump into the “how,” let’s quickly cover the “why.” Why does just looking at and repeating words fail so many kids? Basically, struggling spellers don’t have a strong system for storing and retrieving words. Simply put, the information isn’t being filed correctly in the brain’s library, so they can’t find the word when they need it.

This is where the multisensory approach comes in. Instead of just relying on sight, you want to engage as many senses as possible: sight, sound, touch, and movement. I like to think of it like this: instead of building one shaky bridge to a memory, we build four strong highways. We want to create more connections in the brain so it’s easier to retrieve.

When thinking about how to use a multisensory approach to spelling, know that it’s not magic. In fact it’s something you can do at home with your child. All you need is a piece of paper and a rough-textured towel. A small cookie sheet with a thin layer of salt can also work but I don’t like wasting the salt or cleaning it up.  A scratchy towel works just as well.

Let’s start with the cvc word “map”

[that stands for: consonant – vowel – consonant]

Map is a simple CVC word which stands for consonant-vowel-consonant.  This is the pattern of the letters in the word. The key steps for spelling are Look, Listen, Echo, and Write. You have to do all these steps before trying to spell the word. This is done automatically by good spellers. Struggling spellers need to have these explained and modeled so they start using the steps.

1. Look: Have your child watch your mouth as you say the word.  Watching your mouth will help in determining the sounds in the word.
2. Listen: Next include auditory sense by getting their ears involved. Say the word to your child, use it in a sentence for context, and then repeat the word a second time. It would go like this: “The word is map. Let’s find the North Pole on a map.” The word is map.  
3. Echo: Now ask them to repeat the word they are going to spell. They need to say the word before they try to spell it, so please don’t skip this step even if it elicits an eye-roll.  You are engaging as many senses as possible.
4. Write: This is a multistep operation.
   • First, you want them to identify the individual sounds in the word.  I like to use my fingers.  Start with a closed fist.  Use your thumb for the first sound and then continue to the index finger.  
   • Second, identify how many sounds they heard. This is really important.  Many struggling spellers do not hear all of the sounds.  You can work with them to ensure they hear all the sounds. Simply say, “Let’s do this together.”
   • Third, we need to associate the letter or letters that make that sound. Ask, “What’s the first sound you heard?” (m) What letter makes the sound (m) = m
   • Fourth, we write the appropriate letter (or letters) for each sound. Let’s write the letter m.  Go on to the next sound. This step isn’t a handwriting exercise, so unless it’s horrific and you don’t have a clue what the letter is, save the corrections for a separate lesson. 
   • Fifth, check the word by reading what is written. Have them use their finger to underline the letters in the word and read what the letters say. Make any necessary corrections. 

This may seem like a lot of steps for spelling, but they are all necessary to become a proficient speller.  Remember when I shared that Orton Gillingham is multisensory and systematic.  Well, I wasn’t kidding.  In learning how to use a multisensory approach to spelling you want your child to use their ears, eyes, voice, and touch. Each step is taught and practiced until it is mastered.  This is necessary for it to become automatic.  Too often, the steps are not mastered and never move into long-term memory. By breaking spelling down into smaller steps, you can see where they are struggling.

Let’s spell the word “ship”

Start by saying: Look, Listen, Echo, and Write. 

1. Look: “Watch my mouth.”
2. Listen: “The word is ship.  The pilgrims sailed to the New World on a ship. The word is ship.”
3. Echo: “Now you say the word” They need to say the word ship before continuing.
4. Write:
   • Let’s identify the sounds: (sh)(i)(p)
   • 3 sounds
   • What letter or letters correspond to those sounds?
   • (sh) = digraph sh
   • (ĭ) = i
   • (p) = p
   • Let’s write the letters: sh i p
   • Let’s read what we wrote: digraph sh = (sh); i with a consonant after it = (ĭ); p = (p); blend and ship.  That’s the word.  

Let’s spell “bite”

This word has a different syllable type: v-e (also known as magic e). It’s important that your child is familiar with this type of syllable, and knows that the e is silent and the vowel is long and says its name. There is no sense in trying to spell words that your child hasn’t learned how to read. Too often, spelling lists involve groups of arbitrary words.  Always remember that the words you select need to reinforce a particular concept.  This reduces frustration!!

1. Look: “Watch my mouth.”
2. Listen: “The word is bite.  Be careful or the dog will bite you. The word is bite.”
3. Echo: “What word are you going to spell?” Have them say bite.
4. Write:
   • Now we are going to spell the word
   • How many syllables does the word have? One
   • Let’s identify the sounds: (b)(ī)(t)
   • 3 sounds
   • What letter or letters correspond to those sounds?
   • (b) = b
   • (ī) = i
   • (t) = t
   • Let’s write the letters: b i t
   • Let’s read what we wrote: b = (b); i with a consonant after it = (ĭ); t = (t); blend =bit.  That’s not the word.  How can we make the i say its name? If we add an e at the end, the i will say its name. Now the word says bite.   

Another Multisensory Tip

Use something other than paper to have them spell the words.  Start with a rough towel and have them use their finger to write the letters.  Exaggerate the size of the letters and make them big.  The point is to make this a sensory experience when spelling.  You can have them write the words on paper the following day. 

Where can you find the rules of the English language? The Logic of English is a fabulous resource.  The book lays out the spelling rules in an easy-to-understand fashion.  Remember, the words you select for spelling are very important.  Start with easier words that can only be spelled one way.  As your child becomes familiar with the multiple ways to spell a sound, you can add more difficult words.  For example, your child needs to know that the (k) sound can be spelled with a c or a k.  They need to understand that the (k) sound is spelled with a k when there is an i, e, or y after the sound. These rules need to be introduced before you can spell words with a (k) sound. If children don’t know the rules, then spelling feels arbitrary when it really isn’t. 

How to use a multisensory approach to spelling.

So there you have it. We just spelled words from the simple to the more complex, using a multisensory approach. We engaged different senses to reinforce the learning.  You start with 1-syllable words, practice breaking the word down into sounds, and then identify which letter or letters correspond to that sound.  You build up to two-syllable words. You can’t run a marathon the first day of practice, and spelling follows the same logic.