The spelling generalizations for vowels really are cumulative. Although it may take a lot of practice for your students to internalize them, an … [Read More...]
Is it OI or OY? Multisensory Spelling Strategies
When you’re thinking about spelling a word with oi or oy? Your location is everything. Try some of these multisensory spelling strategies.
Spelling Generalizations for Long O
Some spelling considerations are less about clear rules to follow than frequency and expectations. Such is the case for spelling the long o sound. O-e is the most common spelling for the long o sound in the middle of a word, but oa isn’t far behind. Ow is the most common way to spell the […]
OU and OW: A Two-Part Spelling Generalization
Not all spelling generalizations are as neat and tidy as you might like them to be. Just as the spelling generalizations for the floss rule, ck and tch build on each other, the same is true for the vowel spelling generalizations. By the time your students are introduced to ou as in ouch and […]
When Y Is A Vowel: Multisensory Spelling Strategies
When Y is a Vowel As part of the spelling generalization blog series, this next post is going to give you the low down on Y as a vowel. Most of us remember learning the vowels as children: A, E, I, O, U and sometimes Y. For a long time before I became trained in […]
Is It C or K? Multisensory Spelling Strategies
Does it start with c or k? A simple spelling generalization that students find very empowering regards the spelling of the initial /k/ sound or when the /k/ sound is part of an initial blend.
Spelling With Long A Vowel Teams: Is it AI or AY?
Is it AI or AY? Decisions…..Decisions As students expand their knowledge of vowel teams, the number of spelling choices increases and students need some tools for determining which spelling to use. In reading, we generally teach the possible sounds that a letter or combination of letters can make and teach students about the frequency with […]
Spelling Words With /CH/: Is it CH or TCH?
CH or TCH? It isn’t about hearing the /t/. The third of the short vowel spelling generalizations has to do with whether to use -ch or -tch at the end of a word. This generalization states that when you hear the /ch/ sound at the end of a syllable AND it is immediately preceded by a […]
Explicit Instruction of Comprehension Strategies for Struggling Readers
There are a variety of reasons why students struggle to develop reading and writing skills, and many of these students need explicit instruction in foundational skills such as phonics for decoding and spelling, automatic fluent reading skills, and basic text structures. However, the ultimate goal of reading is to comprehend, which is why teachers can’t […]
