STUDY SKILLS FOR
SPELLING TESTS
++++ Sign Language ++++
This is fun for students and is a kinesthetic addition to spelling skills.Teach them the finger spelling system used by the deaf. When a student asks you how to spell a word, you can finger spell it and they will be using many
cognitive skills to “read your fingers”.
Contact your local organization for the deaf or if you have a deaf education teacher in your district, contact that person. They can probably furnish you with little cards with the finger spelling alphabet on it.
You’ll need to learn to finger spell too but there are many resources you can call upon to help you.
Students enjoy studying their spelling words using finger spelling with a buddy.
++++ Spelling Reference Book ++++
ADDers are notoriously poor spellers. Before I came up with this strategy, I spent an extreme amount of time helping students spell the most frequently misspelled words in the English language. It was embarrassing for students to keep asking how to spell the same word over and over and I was frustrated as well.
I have, with a lot of help, compiled a spelling reference book available free.
Access this url for a free copy-- You will need to register!
http://groups.yahoo.com/group/ADDchoices/files/.
Here’s how it works.
If a student needs to know the spelling of a word, he/she must first check the SPELLING REFERENCE BOOK. I am extremely consistent in requiring a student check the SPELLING REFERENCE BOOK first. After a while, students learn to check it without asking me.Students can usually recognize a word they can’t spell. If they can’t find it, I point it out for them. If the word is not in the booklet, I write it in or have the student write it. Students are encouraged to mark words they frequently use with highlighters. Each child has his/her own booklet. If we need to add a word to the SPELLING REFERENCE BOOK, students are justly praised for thinking of difficult words.
I have an adult SPELLING REFERENCE BOOK available as well. We don’t write in it. Older students are encouraged to use it to locate words.
What if ????
I’ve been asked if using a dictionary isn’t just as good. Well, my thinking on that is ----- the dictionary pages are too cluttered with pictures, italicized words, and other distracting things. If a student wants to know how to spell a word, don’t make it harder than it has to be. Use the dictionary for definitions, syllabication, origins of words and parts of speech study, not to figure out how to spell a word!
++++ Vertical Writing ++++
Have the student study the spelling word in “chunks” or syllables. The student writes the word vertically by syllable.pictures =
pic
tures
watermelon =
wa
ter
mel
on
As an additional activity, have the student think of a picture to go with each syllable and draw the syllable vertically as well. For one syllable and short words, break the word into “chunks” of letters. It’s a fact that the brain can only remember up to 6 items in a sequence easily. Think about your zip code, telephone number, etc. There’s a reason the numbers aren’t over 6 or 7 digits.
++++ Sandpaper ++++
Younger students seem to do better with this strategy. Buy the coarsest sandpaper you can find. It should be about 8 1/2 “ by 11”. Use unlined cheap paper. The student puts the paper over the sandpaper and uses a crayon to write the word.
Have the student write the word ONE TIME with the eyes open and then THREE MORE TIMES with the eyes closed (or averted). The idea here is to have the student “feel” the shapes and sequence of the letters. Adding an oral repetition while writing the letters is helpful for some students but the visual and kinesthetic learners will do fine without saying any of the letters aloud. Use one sheet of paper for each word studied. Students can also “feel” the letters after writing them. This method uses a lot of paper and tends to devour crayons but it works for some kids.
++++ Buddy Spelling ++++
This is the opposite of drilling a student on the spelling words when you say, “Spell elephant” and the student spells e-l-e-p-h-a-n-t. With this method, you spell the word and the student says the word you spell.
Encourage students to have a CHALKBOARD IN THEIR MIND and to put the letters on the chalkboard as you say the letters. Then the child simply “reads” the word off the chalkboard. This method tends to help students visualize the spelling words more effectively. Helps with the auditory learner’s need to hear the words spelled.
STRESS RELIEF
Listen to soft music daily l
Take a stroll
Get a massage
Breathe deeply
Eat healthy foods
Turn off the TV
Get adequate sleep
Schedule time for yourself
Tell yourself positive messages
Hug someone
Sing a song
Smile
Laugh
Rest quietly daily
Picture yourself successful
Seek help as needed
Exercise 3 times per week
Get informed
++++++++++++++++++++++++++
When the student is ready, the teacher will appear.
THE FREE SPELLING AIDE IS POSTED AT
http://groups.yahoo.com/group/ADDchoices/files/Freespbk.doc
GET YOURSELF A COPY
DISCLAIMER
This information is for educational purposes only. Much of the information is from classes and workshops I've taken during my 26+ years of working with ADD & ADHD students – sprinkled with my own comments, thoughts and insights.
Some information has been acquired from the INTERNET. Be aware that not all information on the WWW is accurate. Use your own judgment.
This information is not intended to replace information from your doctor, therapist, lawyer, psychologist, nutritionist or psychiatrist. Consult your child's (or your own) doctor for additional input.
Editor: BJ Madewell
Wichita, KS area
316-733-9532
FAX not available
Email ADDchoices@aol.com or ADDchoices@yahoo.com
You may copy and print this newsletter for your own use and freely distribute it to others. You cannot sell this information. It is FREE.
Please include my email address & phone # on anything you give to others.
BJ Madewell
