tag:blogger.com,1999:blog-4152417203335968869.post8535401808647908040..comments2024-03-19T06:32:47.557+00:00Comments on THE LEARNING ARK - Elementary Montessori : Practising SpellingN from the Learning Arkhttp://www.blogger.com/profile/11090391815249126797noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-4152417203335968869.post-40666670491249075942010-03-11T13:09:05.337+00:002010-03-11T13:09:05.337+00:00Very good post. I have been searching for this pos...Very good post. I have been searching for this post since many days. Now I have implemented the same for my site.<br /><br /><br /><a href="http://www.ghostpapers.com/" rel="nofollow">College Term papers</a>Term Papershttps://www.blogger.com/profile/02145417264678061367noreply@blogger.comtag:blogger.com,1999:blog-4152417203335968869.post-26804212690528318782009-12-16T23:39:16.535+00:002009-12-16T23:39:16.535+00:00great tips! we are just starting spelling, so I wi...great tips! we are just starting spelling, so I will be using some of these.jojoebi-designshttps://www.blogger.com/profile/17585345777385016260noreply@blogger.comtag:blogger.com,1999:blog-4152417203335968869.post-21160014241347113192009-12-16T22:32:51.907+00:002009-12-16T22:32:51.907+00:00we make a point of saying the words as they look a...we make a point of saying the words as they look and using them in context. The result can be funny enough that the child learns both the spelling and the actual word really quickly. <br /><br />For instance - the word "what". For a whole day I asked a child who was finding this difficult lots of questions beginning with <br />w-hat. By the end of the day she was recognising and spelling it correctly!<br /><br />Sometimes silly is best!<br /><br />My other trick is to make lots of cards with the same word written on it lots of times and blu-tack the cards all over the classroom and garden but in slightly unlikely places but where i know a particular child will be - for instance under a piece of a map if we are working on geography that week. The child will know there are 10 cards hidden around but s/he isn't allowed to look for them. If they turn up they bring me the card and read it and then stick it on the wall in the found word box (yes, really! its just a taped rectangle!) By the time they have found the word 10 times and spelt it to me they have it. I also use the THRASS method sometimes. So we break a word into graphemes (the word rabbit's graphemes are r, a, b, i, t.) Then run your finger under the word from let to right while saying the word. Finally spell it aloud R, A, B, B, I, T.<br /><br />My final top tip is to spell the word out loud and reach up for letters with ascenders, ahead for letters with no ascenders or descenders and down for letters with descenders. I do this because I have a lot of kinesthetic learners in my class and they remember through movement, the bigger the better. The reaching up , ahead and down plants a memory of double letters or strange graphems like igh because they repeat and the child learns the pattern.Annicleshttps://www.blogger.com/profile/06691832473765718313noreply@blogger.com