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•Spelling list that reflect the content of the curriculum
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Content area teachers may be given the responsibility for teaching the spelling of the vocabulary used in their subject area
(Andrews, 1998).
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•Spelling list that reflect what the student is using
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Memorizing of list has little benefit; it takes a lot of time and often is not transferred to writing. It is beneficial for
a child to memorize his/her most commonly misspelled words--never more than one or two per week (Wilde, 2004)
A child can place seven or eight high frequency words on cards and have a partner drill her twice a week. At the end of
the week, the student takes a test over her spelling words. The student keeps her own record of her progress (Graves, 2003).
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•Using the scientific approach to spelling
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Best spellers don't think of spelling as memorization, but as a problem solving activity. Teachers have the students collect
similar words to try to make generalizations about the spelling. This process makes the students more aware of correct spelling
(Freeman & Freeman, 2004).
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•Teaching spelling within the writing conference
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Spelling can be worked on during the writing conference. A teacher can give positive feed back on what is correct and ask
for feedback from the child on what is incorrect (Graves. 2003).
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•Teaching transitioning strategies
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Give them strategies for transitioning to standard spelling such as putting a copy of the 200 most common words in their writing
folder (Wilde, 2004).
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•Exploring spelling patterns
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Have students explore spelling patterns such as the most common way to write long e (Wilde, 2004).
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•Teaching students to monitor their own spelling
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A good speller takes on the responsibility of monitoring and correcting his/her own spelling (Hughes & Searle, 2000).
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