They spent some time talking about whether they should concentrate on one category of words before going on to another or do words from every category. Eventually they decided that they would select words from Mike’s writing, regardless of the category. Mike would learn spelling rules, phonic patterns and word families as they came up.

Together they brainstormed for ideas on things that Mike could do to help learn his spelling words. Frank wrote them down for Mike.

SPELLING HELPS

1. Write the word.
2. Say the word.
3. Spell the word while looking at it.
4. Picture it in my mind.
5. Pin the word on the mirror at home and spell it every time I see it.
6. Test myself by covering it up and then mark it.
7. Figure out where the mistake is and think of a way to remember it.
8. Print the word on a card and trace it with my finger.

Mike began his spelling list with five words. In the next sessions, and between sessions, he practised his spelling using the techniques he and Frank had listed. Although they seemed to take a long time while he was doing them, Mike was encouraged by the fact that he was spelling the five words correctly. Frank had made up a worksheet based on the “Spelling Helps” list and Mike found that this made it easier to do the steps.

As the sessions progressed, they kept track of Mike’s spelling words and every time a word was spelled correctly three times in a row, they moved it to a list they called the review list.

Because his review quizzes were showing that he remembered the words, and as the strategies for learning words were becoming a habit, they decided that Mike should try learning 10 words at a time. By recording when he spelled correctly and when he made an error, new words could be added as soon as some were moved to the review list. In this way the list of words he was learning was always maintained at 10 words.

Sometimes the spelling words came directly from Mike’s writing and sometimes one or two words led to tackling a whole group of words. For instance, when Mike misspelled lead (leed) and each (ech), they spent the spelling portion of their sessions creating a list of ea/e/ words and from these Mike chose several to learn to spell. Another time they decided to work on the “change the y to i rule” and this spread over three sessions.

Throughout their sessions Frank emphasized Mike’s successes and strengths. When he spelled a word correctly, Frank encouraged Mike to talk about the strategies he had used by asking him how he knew how to spell it. Despite the fact that spelling instruction took a relatively short time in each session (approximately 15 or 20 minutes), Mike was able to see improvement in his spelling. This was because he worked on it at home using a spelling worksheet and he reviewed his words frequently. It was also because Mike had developed strategies for learning to spell and so could more efficiently learn and recall the correct spelling. He was now a better learner.

Cameron, J., & Rabinowitz, M. (1988). A guide for tutoring adult literacy students. Victoria, British Columbia: Province of British Columbia Ministry of Advanced Education and Job Training. ISBN 0-7718-8698-5. Copyright © Province of British Columbia. All rights reserved. Reprinted with permission of the Province of British Columbia. www.ipp.gov.bc.ca.

Handout 8.11