| TEACHING
POINTS |
Level |
| Spelling Rules |
1 |
"i" before "e" |
7 / 8 |
|
2 |
doubled consonants before
suffixes starting with vowels |
7 |
|
3 |
silent "e" |
7 |
|
4 |
American/ Canadian spelling |
7 |
| Plurals |
5 |
singular and plural (including irregular
plurals) |
7 |
| Contractions |
6 |
e.g. they're, they've, you're, won't, etc. |
7 |
| Homonyms |
7 |
exact (e.g.piece, peace;
here, hear; principal, principle) |
7 |
|
8 |
near (e.g.advice, advise; effect, affect) |
8 |
| Hyphenation |
9 |
When to hyphenate |
8 / 9 |
| Spelling Strategies |
10 |
syllabication |
7 / 8 |
|
11 |
mnemonics |
7 / 8 |
|
12 |
visualization (anecdotal and shape) |
7 / 8 |
|
13 |
tactile practice |
7 / 8 |
|
14 |
flash cards |
7 / 8 |
|
15 |
phonetic and structural generalizations |
7 / 8 |
|
16 |
written drill |
7 / 8 |
|
17 |
dictionary search |
7 / 8 |
|
18 |
common irregularly spelled words(e.g.weird, a lot,
etc.) |
7 / 8 |
|
19 |
computer "spell-checkers" |
9 |
|
20 |
personal spelling lists |
7 / 8 / 9 |
Note: Most basic spelling errors should be eliminated early
in IAU (by the end of Level 7). The focus, therefore, for the majority of IAU
should be on identifying and correcting individual spelling problems. Encourage
learners to try the spelling strategies above (or create their own) until they
find those which work for them. Every learner should create a personal spelling
list based on mistakes in their writing and on new vocabulary words they wish
to learn. |