SPELLING MASTERY

Spelling Mastery is a six-level Direct Instruction series that teaches students dependable spelling skills by blending three approaches: the phonemic approach, the whole word approach and the morphemic approach. Each approach has advantages and possible disadvantages. Spelling Mastery is designed to maximize the advantages of each approach and minimize the disadvantages. 

Spelling Mastery approaches spelling through strategies, patterns and rules. The straightforward lessons in Spelling Mastery combine phonemic, morphemic, and whole-word instruction to make spelling easier to learn, leading the way to more effective reading and writing.

The whole word approach focuses on memorization. Spelling Mastery does not use memorization for words that contain predictable phonemic elements, but reserves memorization for words that have irregular letter-sound relationships (i.e feud, break, gone). Prompts are used to make the initial learning easier and systematic practice is provided to facilitate retention.

The phonemic approach is used for letter-sound correspondences that are predicable. For example, the sound /ar/ is highly consistent. In about 95 percent of the words in which the sound /ar/ is said, the sound is spelled with the letters a-r. A careful analysis of phoneme-grapheme relationships was made by the authors and the generalizable relationships are systematically introduced and practised.

The morphemic approach is used for combing the roots, bases, prefixes and suffixes into words. The morphemic approach used is highly similar to that used in Spelling Though Morphographs. Students combine morphographs to write words and do exercises in which they indicate the morphographs in words. The use of morphographs to figure out the meaning of words gradually increases as students progress through the levels.

Spelling Mastery interweaves these three approaches according to students' skill development and provides lessons that efficiently and effectively teach the spelling skills students need to become proficient readers and writers. Grades 3 – 6 undertake this program for 30 minutes per day, 4 days per week. Explicit instruction, careful selection of spelling words, and repeated and cumulative practice help students master each concept and reinforce and retain key information. These lessons are run in addition to the core literacy hours.

An update on  Spelling Mastery in the Primary classes 3-6. Placement tests completed at the end of last year and at the beginning of the year are indicating that children are displaying a better understanding on how sounds work and spelling rules to apply in certain situations.  With any change, it will take time to see the true effects and results, however early indications are positive.  On a similar note children moving from Infant classes to Primary classes are displaying a stronger understanding of phonics and diagraphs, also confirming the positive implementation of InitiaLit Programs.

Mrs D’s ‘Thought of the Week….’