Wednesday, June 8, 2011

day 113: spelling Wednesday part i of ii

So many of my students have trouble spelling today’s day of the week! Wednesday is definitely not phonetic, so students (and adults!) get stuck on the spelling of it. Most people say Wednesday without the sound of the d at all.

We teach our students to spell difficult words in many ways, giving them as many tools as we possibly can.

1.    Syllable by syllable—longer words that are phonetic in nature can often be syllabicated and spelled syllable by syllable by a student who is fairly phonetically-savvy: con/se/quence.
2.    Tricks and mnemonics—we call these “Tricky Tricks to Help It Stick” and use them often with our “Wacky Words”—words that have a wacky counterpart that can be confusing, such as the homophones their, there, and they’re. I had an elementary student this year who told the class that they could easily spell Nebuchadnezzar if they just divided it up and pronounced the ch as choo (not kuh): Neb/U/Chad/Nez/Zar! Of course, any tricks that help a person are handy tools to have (though the trick must help that person in order to be effective).
3.    Visual tricks—many visual people spell by “seeing” the word—its shape, its sequence of letters (and the shapes those letters make), etc.
4.    Memorization—some people  are just naturally good spellers (it is now thought to be a specific skill set separate from intelligence) and can memorize a word’s spelling once it is seen.

More on “Wednesday” in the next post!

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