{"id":12736,"date":"2023-07-31T09:00:57","date_gmt":"2023-07-31T14:00:57","guid":{"rendered":"http:\/\/blog.allaboutlearningpress.com\/?p=12736"},"modified":"2023-07-31T12:36:00","modified_gmt":"2023-07-31T17:36:00","slug":"spelling-lists","status":"publish","type":"post","link":"https:\/\/blog.allaboutlearningpress.com\/spelling-lists\/","title":{"rendered":"Does Your Child’s Spelling List Make Sense?"},"content":{"rendered":"

Spelling lists are the foundation of many spelling programs<\/a>. But when you take a closer look, you’ll see that most spelling lists don’t make sense to the student. In fact, most lists have major flaws that actually keep<\/span> kids from learning to spell.<\/p>\r\n\r\n

In this blog post, we'll take a look at some common types of ineffective spelling lists. After you know what to look for, you'll be able to spot the ineffective lists and prevent frustration for your student. And you'll save yourself<\/span> a lot of grief, too!<\/p>\r\n\r\n

Common Types of Ineffective Spelling Lists<\/h2>\r\n\r\n
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  1. Words taken from a book the student is reading<\/h3>\r\n

    The words on these lists are usually unrelated both in terms of content and phonetic structure. For example, this 3rd-grade spelling list from Trumpet of the Swan<\/cite> includes words such as catastrophe<\/span><\/em>, reveille<\/span><\/em>, and plumage<\/span><\/em>.<\/p><\/li>\r\n\r\n\"Spelling\r\n \r\n

  2. Words showing all the different ways that a single sound can be spelled<\/h3>\r\n\r\n

    These lists can contain words with as many as six or seven different ways to spell the same sound. For example, the following list features the long I sound and includes words such as item<\/span>, timed<\/span>, pie<\/span>, cry<\/span>, light<\/span>,<\/em> and kindness<\/span><\/em>.<\/p><\/li>\r\n\r\n\"Spelling\r\n\r\n

  3. Words taken from the Dolch<\/a> or Fry lists (in frequency order)<\/h3>\r\n\r\n

    The words on this type of spelling list are completely unrelated to each other. Seemingly random words such as hot<\/span>, because<\/span>, far<\/span>, live<\/span>, and draw<\/span>, are grouped together only because they are frequently used words.<\/p><\/li>\r\n\r\n

  4. Words centered around a theme<\/h3>\r\n

    One week the spelling list might be geography-themed and include the words longitude<\/span>, Britain<\/span>, and region<\/span>. The next week the word list might focus on math and feature words like quotient<\/span>, addition<\/span>, and prime<\/span>. These are all good words, but unfortunately kids are expected to memorize the spellings by rote instead of learning why<\/span> the words are spelled the way they are.<\/p><\/li><\/ol>\r\n\r\n\"Spelling\r\n\r\n

    Here's the Main Problem with These Lists<\/h2>\r\n \r\n

    All these lists make spelling much harder than it needs to be. The related phonograms<\/a> and spelling rules<\/a> generally aren\u2019t explicitly or systematically taught, leaving students to figure out the code on their own or resort to guessing<\/a>. Rote memorization of the words on the list is difficult (and boring). And the words are easily forgotten because there is nothing for the learner\u2019s mind to \u201cattach\u201d the words to<\/a>.<\/p>\r\n\r\n

    For many students, learning to spell with ineffective lists leads to a lifetime of poor spelling. But there's a better way!<\/p>\r\n\r\n

    Spelling Lists that Do<\/span> Make Sense<\/h2>\r\n\r\n

    Here\u2019s the good news! There is a fifth type of list that actually does<\/span> make sense.<\/p>\r\n\r\n

      \r\n

    1. Word lists centered on a single, well-organized spelling concept<\/h3>\r\n\r\n

      This is the type of list we use in the All About Spelling<\/a><\/cite> program.<\/p>\r\n\r\n

      Our lists are different. We don\u2019t just hand the student a list on Monday and expect him to have it memorized for a test on Friday. In fact, we don\u2019t even have tests! Instead, we teach students why<\/span><\/em> words are spelled the way they are and demonstrate how all the words on the list are related to each other.<\/p>\r\n\r\n\"Phonogram\r\n\r\n

      For example, when we teach the IGH phonogram (which says \/\u012b\/ as in high<\/span><\/em>), we teach multiple words that contain IGH, such as:<\/p>\r\n\r\n\"Words\r\n\r\n

      Can you see how the words on this list reinforce the phonogram the child has learned and provides the opportunity to practice it?<\/p>\r\n\r\n

      Unlike the Long I list shown in list type #2, our list has reason and logic behind it<\/a> and will therefore be easy for a student to remember and use for encoding new words later on.<\/p><\/li><\/ol>\r\n\r\n

      An Emphasis on Review<\/h2>\r\n\r\n

      After the student learns the words that contain the IGH phonogram, we review that newly learned concept in many ways.<\/p>\r\n