How to Teach Spelling: Part 1

If you've ever taught a student who could read a word but couldn't spell it... you are not alone. In a previous post, we mentioned this comparison and it’s worth repeating...

Reading is like taking a LEGO creation apart. You start with the whole and break it down brick by brick. Reading is looking at the whole (word) and breaking it down into parts (sounds).

Spelling, on the other hand, is like trying to put all the pieces of a LEGO creation together. You have to find all of the individual bricks (sounds) and then assemble them correctly into whatever creation you're making (word).

Which task is more difficult? Definitely spelling. However, just like LEGOs that come with step-by-step directions, you can give your readers step-by-step directions that will work for spelling!

Reading (decoding) and spelling (encoding) are two sides of the same coin. There is a reciprocal relationship between the two, so when you work on improving one, the other is benefited as well.

At times, encoding doesn’t get the same amount of attention as decoding, despite evidence that explicit instruction in encoding is a powerful aid to reading instruction.

Just like with decoding, teaching encoding in a systematic, explicit manner can benefit all kids but is particularly critical to those with processing disorders.

When we teach a new phonics concept, we move from the sound level, to the word level, then the sentence level and so on. Spelling should be the same! Here is the outline we follow for the encoding portion of a lesson:

1. Sounds = What Says?
2. Words = S.O.S (Simultaneous Oral Spelling)
3. Sentences = Dictation 

What is “What Says?”

“What says?” is a spelling routine that activates phonemic awareness and phonics knowledge. Instead of starting with a whole word, students start with sounds, and build their knowledge of sound-symbol correspondences.

HOW It Works

Choose sound-symbol correspondences that you've already explicitly taught and your students need to review. Your routine might sound something like this...

1. Teacher says:
   “Say /w/”
   ➡️ Students: /w/
   
   
2. Teacher says:
   “What says /w/ in <when>?”
   ➡️ Students: <wh>
   
   
3. Teacher says:
   “Write and name!”
   ➡️ Student: writes <wh> while saying, "<wh> says /w/ in <when>.
   
   
4. Repeat the process with another sound. (We usually do 8-10 sounds during this portion of the lesson)

Why do we connect the sound to a word in step 2? Well, if we just said, "What says /w/?" your student might say <w> or <wh>. Both are right and that's another way you could structure this part of your lesson if you choose. Although, if your students are further along in their reading journey they may know many sound-symbol correspondences. For example, the long A sound can be spelled with: <a>, <a-e>, <ai>, <ay>, <ei>, <ea>, <eigh>, <ey>... Yikes! This is precisely why a guide word may be helpful! 

WHY It Works

• Strengthens sound-letter mapping
• Requires active recall, not recognition
• Builds confidence with spelling through structured practice
• Allows for lots of repetition and review

It’s especially helpful for:

• Struggling readers and spellers
• Early learners developing phoneme-grapheme knowledge
• Intervention settings using Orton-Gillingham or similar approaches

More Ways to Make It Multisensory

Multisensory learning involves the combination of visual, auditory, and kinesthetic-tactile pathways to improve memory and learning. Multisensory learning is good for all students, and absolutely necessary for some.

Here are few ways to make your "What Says?" routine even more multisensory:

• Skywriting (to make this strategy even more effective - have your students cross the mid-line with their opposite hand placed on the shoulder of the arm doing the skywriting)
• Write the letters in the palm of their hand with their finger
• Have your students write the letter(s) on glitter paper or plastic mesh sheets used for craft projects
• Sand trays

Ready-To-Go Resources

If you're looking to make your reading instruction less stressful and more effective, we have two ready-to-go resources that will make your teacher life SO.MUCH.EASIER! ⬇️

Launching Literacy Membership

The Launching Literacy membership for teachers is a one-stop-shop for all your literacy needs! For every concept in our scope & sequence, we've included a lesson plan, decodable word list, encoding page for students, decodable reader, and MUCH more. Just click, print, and teach!

Small Group Literacy Toolkits

These toolkits contain all of the multisensory tools you need to teach foundational reading and spelling skills in your small groups!

• Includes 5 student toolkits
• Comes with a ring of Routine Cards for Teachers
• Features systematic, multisensory instruction for reading and spelling
• What's Included: (5) Student Toolkits, each including: Durable Zipper Pouch, Write-On/Wipe-Off Spelling Mat, Write-On/Wipe-Off Multisyllabic Spelling Mat, Write-On/Wipe-Off Heart Words Mat, Write-On/Wipe-Off C.O.P.S. Editing Checklist, Dry Erase Marker with Eraser, Highlighter, Mini Pointer Stick, Googly-Eyed Reading Buddy, Plastic Container with 10 Double-Sided Sound Chips 

Coming Up Next

In Part 2, we’re going to the next level of spelling —Simultaneous Oral Spelling (SOS). You won't want to miss it!