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Tag Archives: Spelling

Taking Notes in Class

23 Wednesday Jul 2014

Posted by Sarah Lynn in Brain-based Learning, Learning Skills

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Learning Styles, Meta-cognitive Strategies, Spelling, Study Skills

 Find the answer and supporting research in this article from the Boston Globe!

http://www.bostonglobe.com/ideas/2014/05/24/taking-notes-bring-pen-skip-computer/e3kGp47M7znyaNKOamUwrO/story.html

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More Word Families for Dictations

27 Friday Jan 2012

Posted by Sarah Lynn in Vocabulary

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Spelling

Here is a list of over 50 word families for Word Family Dictations or any other word study you do in your class.

Continue reading →

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Dictation with Word Families

27 Friday Jan 2012

Posted by Sarah Lynn in Reading and Writing, Vocabulary

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Low-level ESOL, Spelling

Sometimes I use dictation to help students focus on spelling and sound patterns in English.   This is one variation.

 

Word Family Dictation:

1.     I draw two columns on the board and write a word family at the top of each column. Students copy the columns on paper.

2.     I say a word and students repeat it.  Students then identify which column the word  belongs in.

3.     Students sound out and write the word on their papers.

4.     I ask the class to spell the word aloud as I write it in the appropriate column on the board. 

Here are some contrasting word family dictation options:

at

ot

cat

fat

mat

rat

flat

sat

that

 

dot

got

shot

not

pot

hot

all

ell

hall

small

tall

ball

wall

mall

fall

cell

fell

sell

spell

well

smell

yell

in

ine

pin

twin

chin

bin

skin

thin

 

fine

mine

line

nine

shine

ock

ick

sock

block

clock

lock

rock

stock

shock

sick

kick

click

lick

stick

trick

brick

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Spelling and Visualization

14 Sunday Feb 2010

Posted by Sarah Lynn in Brain-based Learning, Learning Skills, Reading and Writing, Vocabulary

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Spelling, Study Skills

Spelling those sight words in English is a challenge for us all, but it’s a particular challenge for our low-level literacy students.  This is a technique I  learned from a Special Education teacher.   It really works!

1.  Sound:  I say the word aloud and students repeat it.  We do this several times. I ask:  How many syllables does the word have?

2.  Print:  I write the word in large letters on the board as each student writes the word in large letters on a blank page.

3.  Kinesthetics:  I trace the shape of each letter in the word with my index finger as I say its name.  Students repeat with me.  Then they do this on their own.  Sometime they “sky-write” using their whole arm to trace the letters in the air.

4.  Spelling:  Students close their eyes and look at the word in their mind’s eye.  I ask visualization questions like,

  • How many letters does the word have? 
  • What is the first letter?
  • What is the last letter? 
  • How many vowels does the letter have? 

5.  Writing:  Students open their eyes, flip over the page and write the word on their own.

What do YOU do to help students spell sight words?

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Categories

  • Brain-based Learning
  • Collaborative Learning
  • Grammar for Literacy Learners
  • Learning Skills
  • Listening and Speaking
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21st Century Skills Best Practices Brain-based Teaching Differentiating Instruction Goal Setting Group Work Learning Routines Learning Styles Low-level ESOL Meta-cognitive Strategies Multi-sensory Teaching Pronunciation Self-assessment Activities Self-directed Learning Spelling Study Skills Warm-up Activities Workplace Skills
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