Spelling is important
At the Peel board, we believe that spelling is an important part of learning to write, especially when writing will be shared with others. Spelling is taught regularly in Peel schools as a part of our literacy program.
How is spelling taught?
Teachers in Peel schools:
- emphasize that spelling is an important part of being a good communicator
- emphasize that spelling is a problem-solving activity
- help students develop different strategies to solve spelling problems
- make students aware of language patterns (e.g., sound patterns)
- use poetry, pattern books, word lists, and word games to teach spelling patterns
- observe and encourage spelling stages
- provide students with many opportunities to read and write
- encourage students to work together to edit written work
- encourage students to experiment with words
- help students use resources such as dictionaries and computer spell checks to check their spelling
- meet the spelling needs of individual students, pairs of students or groups
- expect students to correctly spell commonly used words, including words from specialized areas of study
- keep samples of student work to show how spelling has developed
How students learn to spell
The issue of how spelling is taught has been the topic of much debate recently and many of the issues are misunderstood. In Peel board schools, teachers regularly review samples of student work, analyze student spelling, discuss spelling patterns and correct spelling with students.
Spelling improves over time as students:
- read and write regularly
- learn to take responsibility for their own spelling
- proofread their own work
- work individually, in pairs or small groups to learn the words that they need
- develop a deeper understanding of language patterns
- can understand and explain how they spelled words
- edit their own writing and their classmates’ writing
- become more capable of using resources
How a student’s spelling develops
There are 26 letters but over 40 sounds in the English language. Because there is not a consistent one to one correspondence, spelling is a problem-solving activity. When first learning to spell, children rely on memory (e.g. children memorize how to spell their own names). Then they begin to use sound patterns to spell words. After this, they use other language patterns such as meaning or function patterns. Throughout this process, students learn how to use resources such as a dictionary to ensure correct spelling. As students become capable spellers, they use a variety of approaches to solve spelling problems including memorization, language patterns, and resources.
How we measure student progress in spelling
The best way to measure students’ progress in spelling is to look at their writing rather than isolated spelling tests.
When measuring student progress, Peel teachers look for the following:
- Has the number of correctly spelled words increased over time?
- Is the student using language patterns to spell correctly?
- Is the student using resources to spell correctly?
- Is the student meeting the expectations of the Peel Writing Scales (a document that outlines end of year outcomes for students in grades 3 to 7).
What do the terms "invented spelling" or "temporary spelling" mean?
Both of these terms reflect students’ attempts at solving spelling problems on their own. When students are encouraged to attempt to spell a word, they learn how to use sound patterns to spell words. As students progress, temporary spellings are used less often. In general, students go through the following steps when learning to spell:
Beginning Stage
- use scribbling to convey meaning
- write random letters, numbers or symbols
- write their names from memory
Semi-phonetic Stage
- use consonants to represent words
- may leave out major sounds
- may use letter names (e.g., R U for are you)
Phonetic Stage
- begin to use vowels regularly
- begin to use consonant blends (e.g., br, pl)
Transitional Stage
- use a vowel in every syllable
- begin to rely on visual memory
Standard Spelling Stage
- use sound patterns correctly
- make better use of meaning and function patterns
- use a variety of methods to solve spelling problems
Although often misunderstood, invented or temporary spelling doesn’t refer to a carefree approach to spelling instruction. At all grade levels our teachers expect that students can spell most commonly-used words.
For more information
For more information on the Peel District School Board’s spelling program, please contact your child’s teacher or the principal of your child’s school.
