Reverse chaining by syllable (this is more difficult, for longer words)

1. Learners say the word. Then they write it, saying each letter (being enthusiastic and expressive!) S-E-P-A-R-A-T-E
2. They skip a line and say the word and write it again -- minus the last syllable. Learners say the last syllable and spell it out loud, but they don't write it. S-E-P-A-____________
3. Learners continue until they aren't writing anything -- but they still say the spelling out loud.
4. They go back to the top. They read the word, and then they spell it out loud.
5. Learners fold the page over so they can't see the whole word. They say the word, spell it, and add the last syllable.
6. They fold the page back again. They say the word, spell it, and add the last two syllables.
7. Learners continue until they spell the whole word.
8. They should GO BACK AND CHECK -- making sure they didn't leave out any letters!
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Highlight the difficult parts

This is a good strategy for learning rules and patterns, or remembering how to spell a word that learners continue to struggle with. Have learners make the 'hard part' a different color than the rest. Encourage learners to make a mental picture of that card, read the word aloud and spell it aloud, and change the way they would *say* the "hard part," maybe by saying it louder. When they write the whole word, encourage learners to think about the hard part, what it looks or sounds like.⁶⁰

Use a tape recorder

Have learners read the words - make sure they are pronouncing them correctly into the tape recorder. Have them record the word in a format similar to a spelling test i.e. word, example sentence, and word. Once they have done this, have learners play it back - and try to say the spelling before the tape plays it.⁶¹