Improving Instructional Practice to Teaching Spelling and
overcoming Written Language Deficits:
Successful and Meaningful Spelling
by Michelle Tanner
Problem:
As a resource teacher for our state school’s signing elementary program in Salt
Lake City, UT, I have observed that the majority of Deaf and Hard-of-hearing students
have many gaps in their written vocabulary. And it is also true that these gaps are not
consistent from one student to the next or even one grade level to the next. Therefore,
these students show significant delays in their written language. These students have
typically been taught spelling from a marketed program designed for hearing children to
develop spelling skills. To my knowledge there isn’t a published spelling program
designed to meet the needs of Deaf and hard-of-hearing, probably due to the issue of gaps
that I discussed above. Usually teachers of the Deaf use the programs designed for
hearing children with some accommodations; such as, using a different grade level,
providing an abridged list and/or pictures of the signs for each spelling word. I believe
that simply making accommodations to existing programs is not enough. We, as
professionals in this field, need to be designing meaningful spelling lists and then provide
the students avenues to be successful in mastering these words. I would like to propose a
format of instruction for the teacher that promotes more student success in mastering
written words and fills in those gaps.
Solution
Spelling Lists:
The solution is a list of words that are meaningful to the students that bridges the
gaps in their written vocabulary. This list is not generated from any spelling program
currently developed, but from the children’s needs. The words on each weekly list is
generated from words in the children’s reading material that was difficult the students to
read, as well as any word they asked the teacher to spell on previous days or weeks.
As I read with my students and they encounter an unknown word from their
reading text, I write it down on a piece of paper beside me. When the children are
involved in any writing activity; such as journaling, writing letters to pen pals, or some
creative writing activity, they will frequently ask for the spelling of unknown words, after
I assist them I write these words on a sheet of paper as well. These will be spelling words
for the entire group in the upcoming weeks. I have also been known to intersperse high
frequency words within a given spelling list.
Each week the spelling list included last week’s words along with a minimum of
10 new words. This gives the children exposure to the words for 2 weeks. And the
children are accountable for the words on 2 spelling tests. An example for lower grades
is listed below:
Review Words
Core Words
chair
until
belt
why (4)
make (9)
then (3)
lawn
garbage
argue
once
blue (4)
contest
only
earth
dozen
pick (3)
cheat (3)
reward
away (2)
sale
Older students in my resource classroom receive a longer list and I have added English
phrases and sentence. This is an example of a weekly spelling list for my 4th/5th/6th grade
students:
Review Words
chair
belt
make (9)
lawn
argue
blue (4)
only
dozen
cheat (3)
away (2)
Core Words
until
why (4)
then (3)
garbage
once
contest
earth
pick (3)
reward
sale
Previous Words
revenge
subject
advance (2)
poster
significant
garden (2)
shower
vegetable
protest (2)
grocery
Challenge Words
afternoon
certainly
pupil (2)
nibble
drought
rollerblading
parents (2)
punish
contact (2)
approved
Bridge Lists
right away
so long (3)
stay still (2)
tell a story (2)
walked off
What did you say?
The girl [would not] [pay attention to] my story, then she [walked off].
Homework Activities:
Students are given homework each night Monday – Thursday to assist in
mastering the spelling words. These are in the form of worksheets and the intent is that
the students are able to complete them without parental assistance. The worksheets stay
the same from week to week, but the words differ. In this way, the students are focusing
on learning the words and not the format of the activity. Also, many of these worksheet
incorporate other literacy skills. A listing of these worksheet are at the bottom of the
page of each spelling list. It looks as follows:
Monday
Tuesday
Wednesday
Thursday
Write & Sign each
word at least 3 times.
Missing Vowels
Correct/Incorrect
Word Search
Find the Correct
Spelling
Word Scramble
Home Spelling Test
Crossword Puzzle
Each student’s spelling list is placed in a plastic homework folder (with pockets
on each of the inside covers and a middle section that consists of 3 ring brads for holding
paper), along with the pictures of the signs that the students have identified during
spelling time on Monday (See description on Monday’s classroom activities). This folder
accompanies the student back and forth from school throughout the entire school year.
Classroom Activities:
Now that the students are given spelling words that have meaning to them, I want
to ensure that they feel successful with they words. To do this, a half hour of each school
day is devoted to spelling. A typical week would look like this…
Monday
Students are
introduced to the
spelling words
and practice
reading them.
Tuesday
Students are
introduced to the
spelling of the
words.
Wednesday
Thursday
Friday
Spelling Game or
Activity:
Fingerspelling
Guess,
“Sparkle,”
Write words in
Shaving Cream,
etc.
Practice spelling
test is
administered
and corrected by
the student, then
sent home with
the student for
practice.
Spelling Test
On Monday last week’s spelling words are reviewed and each new spelling word is
introduced with extensive elaboration on meanings and the students are given multiple
examples of its use. Then the students are given their homework folders containing a
copy of the spelling list and several sheets of pictures illustrating each sign with a blank
line underneath. The students need to identify the sign and write its English equivalent
on the line below. The focus for Monday is that the students understand the meanings of
the words.
On Tuesday the group rereads all the spelling words as a review. Students are randomly
asked to give examples of several spelling words. Then the teacher systematically goes
through the spelling list following this direct instruction format:
1) What word? (Student signs/speaks the spelling word.)
2) Teacher: Sign/speak the word, spell the word, repeat the sign and/or speech for
the word
3) Whole Group: Copies the teacher by signing/speaking the word, spelling the
word, repeating the sign and/or speech for the word.
4) Students are given a few moments to practice the spelling of the word
individually
5) Teacher randomly calls on 3 students to spell the word for the class.
6) Repeat steps 1-5 for each new word on the spelling list, but sometimes call on 5
students to spell individually. (3 to spell the currently practiced word and 2 to
practice a previously introduced spelling word)
On Wednesday we have fun with the spelling words by using them in any number of
spelling games. The list here is endless, but the goal is that the students are SPELLING
the words in an enjoyable medium.
On Thursday the students are given a mock spelling test to give them a picture of the
words s/he needs to practice in more depth. Then this is correct and sent home with the
student to practice with the parent.
On Friday the students are given their spelling test.
Videotape:
As one more way to ensure student success, I videotape myself signing each word
on the spelling list (This usually takes 15 minutes) and then copy this over to a tape for
each student. This is sent home on Monday’s and the students and parents are
encouraged to watch the tape as many times as necessary to practice the words and learn
the signs. The video tapes are then returned on Friday or the following Monday. It is my
hope to someday have this recorded to DVDs (right now it is cost prohibited) or on my
website for students and parents to simply click on the word and see the sign (in
progress). This has been the most appreciated thing by students and parents that I have
done for spelling.
If you have any questions or desire more explanation, please contact me at
michellet@usdb.org or leave me a message at (801)464-0840
Michelle Tanner M.Ed.