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Spelling High Frequency Words



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Teachers College Reading and Writing Project Spelling High Frequency Words Implications for Instruction Grades 3 8 Pikulski 1997 states Indeed fluent word identification appears to be a prerequisite for comprehending text If a reader must slowly analyze many of the words in a text memory and attention needed for comprehension are drained by word analysis p 2 Similarly writing high frequency HF words quickly and correctly enables the writer to focus on the content of their piece Therefore we consider what teaching implications will best serve student s learning and transfer of automatic recognition and correct spelling of high frequency words Marie Clay s Method of Teaching Spelling Students who are having difficulty spelling words often do not know how to look at the distinctive features in words Marie Clay s 1985 three ways of remembering is critical to developing automatic word recognition and correct spelling of high frequency words The process of remembering asks students to A Look at the unknown word in print For example printing the word on a card to use as a flash card B Talk about what the unknown word looks like An example would be to have the student name the letter that comes first in an unknown word the second letter the last letter the middle letters 1 Spell the word saying the names of the letters in sequence 2 Talk about tall and short letters in the word e g and has two short letters and one tall letter 3 Naming the letter that comes first in an unknown word the second letter the last letter the middle letters C Learn the unknown word using movement For example the student writes the unknown word while saying the word NOT spelling by letter as he writes 1 Writing the unknown word in various ways saying the word NOT spelling not saying the names of the letters in the word as it is written a Saying the word while it is written allows students to make letter sound matches when appropriate b Saying the word when it is written allows students to notice



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