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linguistic spelling Tag

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  • Summer 2018

"Sound it out."   I'm curious how often this approach actually works for English spellers.  I'm thinking it's not all that often.  I've read that approximately 50% of English words can be spelled by sound/symbol correspondence, but really?  Does that account for phonemes (basically, the sounds...

Whoa, it's been a while since I've added to my posts here.  There just isn't time to pull together a blog post with the thoughtfulness it deserves.  But my work continues to amaze and excite me ...

I was discussing a word with a student the other day and she said, "Agh! Why can't we just spell a word the way I say it?" Which, of course, launched a big discussion about how different people say the same word many different ways...

Here's a great infographic about how I approach literacy:   [caption id="attachment_16080" align="alignleft" width="1006"] Graphic describing structured word inquiry[/caption]   Thanks Dvora Kravitz! (http://www.dvorakravitz.com)      ...

Are you ever confused about whether you add <s> or <es> when making a word plural (e.g., rose/roses, iris/irises, lilac/lilacs)? Or 3rd person singular (e.g., he dribbles the ball, he passes the ball)? Often students are asked to memorize when to use one or the other,...

Building words from a matrix offers so many learning opportunities: practicing adding prefixes and suffixes, investigating word histories, increasing vocabulary, and more. If you reached this page from our 404 page, take a look at the matrix and discover the word sum <err + or --> error>. ...

In a recent session, after having used a flowchart for suffixing patterns, we decided to create our own. There was a lot of revision as we thought of additional word sums that wouldn't be right with our current model.   ...