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1.  Making Words: Students use manipulatives to build words; this leads to guided discovery of word patterns.  Start easy, build to longer more complex words.
2.  Rounding up the Rhymes: Read a text with rhymes in it.  Read again to find the rhyming words.  Sort them into spelling patterns that students notice.  Can extend by adding more to each pattern.
3.   Using Words You Know:  Use words student know (can be from word wall)  as "key words."  Put key words in a column.  Teacher gives more words and students or whole group sort them into the columns with key words that share the same patterns.  Discuss spellings.  Can repeat with harder words.
4.  Reading/Writing Rhymes: Choose a pattern to focus on.  Hand out onset deck (cards with letters and blends on them).  Put the letters together to form words that follow the pattern.  Make a chart of rhyming words.  Write sentences with the words in them.
5.  What Looks Right?  Choose 2 spelling patterns.  Divide a page into 2 columns.  Write out new words with both spelling patterns in the correct column.  Ask "what looks right?"  Cross off the ones that don't look right.  Keep adding onto the columns.
6. Choose less words: Allow students to build onto words they know with a few words each week. Too many new words will be too much to remember.

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1. Making Words- I like that students are able to show you what simple words that they are able to create from a bigger word given to them. The words that you start with could be themed to the season, holiday or be vocabulary or concept based for a subject area.
2. Sorting Words- looking for that patterns with their spelling words is something that we already do as an individual activity. This would offer another way of looking at the words that we created together from a larger word that was used in the first strategy of Making Words. This activity would allow for students to help one another in small groups of partners to see and explain the patterns.
3. Reading/Writing of Rhymes- having students have cards they are able to see and manipulate the 50 beginning letter cards is a great idea for students. This will help the student see and move the part of the word that is changing to create new words.
4. Which part is tricky?- This is a collaborative activity that children are able to share and have recorded the part of the word or the chunk of the word that they found tricky and they they needed to figure out to crack the code of the word. This is a nice way to hear the different types of decoding strategies that students are using and understand.
5.  Finding the root words- looking and identifying the root word so that students are able to clearly see posted and build upon the rood word and then add prefixes and suffixes and they start to see the pattern and understand how the meaning changes.
6. One-Vowel Lessons- this is great for all students to get a refresher or a better understanding of the short vowel words and the words that they can make from the bigger word. These smaller words can then be sorted and the final list can be displayed and the students will have a part in making the list.

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1. Making Words Lesson: Students manipulate letters to spell words and then sort those words into spelling patterns and use those spelling patterns to read and spell new words. This strategy allow students to do some guided discovery and make their own discoveries about words (which they rarely do on their own!).
2. Ask, "Which one looks Right?"- This strategy gets students to write a word two or three different times and helping them develop the skill of using what they know to determine if a word is spelled correctly.
3. Which part might be tricky?- Teaching students to anticipate the parts of words that can be tricky will help them like the silent e or ee or ea.
4. Making Words Lessons with Children's Names- Making words from students' names in the class and having students sort the words a variety of ways including rhymes, number of letters, and patterns...ect.
5. Rounding Up Rhymes- Great strategy to use as a follow up to a book with rhyming words. Students find words that rhyme and find other words with rhyming patterns and then sort words.
6. Fewer Words- Have students add no more than 5 new words a week so that they can go into students' long memory rather than their working memory/short term memory.

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To make a list of strategies to use in my classroom is a bit more difficult because almost all of my students are non-readers.  We would have to do most of these activities on the board as a whole class instead of having them do this independently.

1.        Making Words Lesson – Select a secret word and place all the letters needs to spell this word into a bag.  Using the letters, have students spell smaller words, either by adding or moving letters.  At the end of the lesson, see if students can spell the secret word.

2.       Rounding Up the Rhymes – Find a book with rhymes on each page.  Have the students find the words that rhyme on each page and display them.  Using other words that have the same rhyming pattern, have students sort them into the proper rimes.

3.       Using Words You Know – Show 2-3 words students know.  Give the students new words and have them sort them into the proper column with the rhyming words.  Start out with one syllable words and then branch out into two or three syllable words.

4.       Reading/Writing Rhymes Lesson – Write a rime on chart paper.  Give students letters and have them try to make real words by combining their letter with the given rime.

5.       Use all modes of learning – Look at words to spell and sound out.  Write the words with fingers in the air.  Clap the syllables.  Sing or chant the spelling.

6.       Choose fewer words – Don’t bombard students with too many words.  They can’t process so many.  Give fewer words and associate the new words with words that the students have already learned.

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What Looks Right- Write a list of words that follow a spelling pattern, the students have to figure out what words do not look right and cross them off the list. For example, use "goat" and "gote." They need to write the one that goes under the correct heading.
Word Sorting/Hunting:
Students are sorting words the teacher gives them, into correct spelling patterns. We do this in using the series "Words Their Way," where the students sort the words depending on the spelling pattern. The students then look for these words in other platforms such as books, newspapers, ect.
Which One Looks Right?
Students learn to write words two or three different times, even if they aren't correct. As long as they are sounding it out correctly, it is a good strategy to being spelling words correctly. They can then circle the one way that looks the most right to them.
Which parts might be tricky?
Make a list of words that have tricky spelling. I actually already do this in my classroom. We put up words on our Trick Word Wall of words that sound different than they are spelled.
Choose fewer words-
We learn new words by associating them with ones we already know. Add words gradually, no more than 5 each week. Words need to be put into long term memory, when there are too many they stay in short term memory.
Teach multiple strategies for Speling-
"Sound it out" needs to be used less once spellers become more fluent. True word learning is about patterns. Repetition in using the words is key.

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Making Words- Children manipulate letters (capital and lower case) to make words and sort those words into spelling patters-they then transfer them to paper or whiteboards.
Rounding Up the Rhymes-
Students are identifying rhyming words and looking for spelling patterns
Reading/Writing Rhymes- Students get onset cards, spelling pattern is written multiple times on chart paper or whiteboard. Students place their onset cards to make words. They can then write sentences using rhyming words and read them back.
What Looks Right?- Students discuss words that rhyme but have a different spelling pattern. They write it both ways and try to pick which one looks right. Then they use a dictionary to determine if it was spelled correctly.
Choosing fewer words- students learn better by associating words they already know, they should be introduced to no more than 5 words per week.
Smaller Words Inside- teach students to look for words inside multi-syllable words that they may recognize.

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Making Words:
This activity allows students to create new words (easy and complex), create patterns, and discover root words to decode words. I particularly enjoy doing this activity with vocabulary words that students are clearly not familiar with.
(Theme/Holiday Lessons)
(Children's Names)
Sort Words Into Patterns:
Sorting words into homophones, sorting related words, sorting rhyming words all help students relate words and discover the word patterns in the process.
What Looks Right?
While focusing on specific spelling patterns, students will spell words how they think they should be spelled and then determine if it looks right or wrong. Not only is this a good technique to use to write poetry, it is a great exercise to use for students learning to become great spellers of longer words.
Using Words You Know:
Using words children already know, this activity can help them decode words they are unfamiliar with so they can be proficient in spelling less familiar words.

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-Word Sorting and Hunting
For this activity, students look at a variety of words and separate them into categories based on their spelling patterns and sounds. At first, the teacher will give the students some words to seperate but once they get the hang of that, they can search other mediums for words, such as books, newspapers, etc. The words for this activity are split up into different columns.
-What Looks Right?
-In this activity, students develop a understanding of spelling patterns by using their memory to develop a visual picture of the spelling of them. It is a strategy that students can use to change the spellings of words. For this, they will develop two different columns of words that sound the same but have a different spelling pattern. Use different words that rhyme with the original words and write them with the different spelling pattern endings. The students decide which one "looks right."
-Topic Word Boards
Using a bulletin board in the room, have the students find "big words" about the topic at hand. Then, as they learn about them throughout the unit, students will chant the spelling of the word and use it in a sentence. It helps to put a major emphasis on the vocabulary throughout the lesson.
-Collecting Big Words
This activity begins by finding and identifying words that are overused by students. On this chart, have the students find alternatives for these words. As students are writing, they can look at this chart to find an alternative to these words (like said) and help to spice up their writing.
-Personal Collections
Students work to collect their own "big words" that they see throughout their daily life, especially in topics that they are interested in. For example, have students come up with different categories that they are interested in and write down words that they have discovered or unfamiliar with in that category. Cunningham mentions that students can use the word in a sentence, create an image, or connect it to a personal example. This is a great way to get students looking for words that they are unfamiliar with.
Choose Fewer Words
In this practice, instead of focusing on the big picture with having students learn around 20 words a week, it is more effective to have students learn a few number each week. With a smaller list, it allows the students to dive deep into the meaning of the word and gain a greater understanding of the spelling patterns that go along with them. It is like with a sport when it is more effective to focus on a few skills at once instead of trying to practice a ton of skills at the same time and not get good at them.

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~"Which one looks right?"
This strategy asks students to spell a word multiple times and choose the one that they believe is closest to the actual spelling.
~Which tools will help?"
This requires students to identify the resources and support in the classroom that will help them spell unknown words. Resources include word walls, dictionaries, spell check, leaving a blank line, etc. Students need to know more than just "sound it out."
~Making Words
This program requires students to manipulate letters to make words and then sort them into rhyming and spelling patterns. They also use these words to transfer their skills and spell new words with the same root word.
~Rounding up the Rhymes
This activity involves identifying rhyming words in a story and using them to identify spelling patterns. Once the spelling patterns are identified, new rhyming words can be added.
~Using words you know
This strategy asks students to use words they already know to identify new words because words that rhyme often have the same spelling pattern.
~Choose less words for study
Too often, spelling lists are 20 new words per week. Research shows that students do not commit this many words to long term memory at one time. Instead, lists should consist of 5 words each week that students can commit to long term memory.
~Interactive Spelling
Students enjoy spelling when it is interactive and they have a voice/choice in some of the words they study.

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- Sorting the Words into Patterns
I do the making words activities with my first graders every so often, but I think the process of students sorting the words into patterns while pronouncing and chorally spelling each word is a great strategy to reinforce concepts and patterns.
- "Which one looks right?"
I think this is a great strategy that involves students to not only spell themselves, but kind of process spelling patterns they've been exposed to, and give themselves an opportunity to be independent and in charge of their learning.
- Using Students' Names
This is something we all know/do, but I didn't know the extent to which we could use students' names--something they're familiar with and personalize--to connect with words, rhymes. I can see this be a good "word work" choice.
- Rounding Up the Rhymes
This is also a great 'morning meeting' activity that I think I could do to go along with some books. Students are then more keen to listen and participate.
- Verbalizing
I think this is similar to think aloud, where the teacher verbalizes her thought process of spelling a word that a student might not be 100% sure of. Students can see the teacher modeling the spelling/problem solving, and apply it in their own learning as well.
- Onset Deck
Sounds like a lot of prep, but also one where students can be active and involved in making words with rhymes. They will be reading words without knowing they're doing it.

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·      Collect Big Words- Teaching students to collect words that they could “say it better.” For example on a chart paper they are looking for “Big Words for Asked” then record their findings on that chart paper if the students all agree that it is worthy to add up to the board. So students can come up with inquired, raised, and requested.

·      Mystery Word Match- Students are given a mystery word in which they have to use chunks in other words to help guess the chunks in a mystery word.  Students are given three clue words that they may use to help find the mystery word. The clue words hold prefixes, suffixes,  and/or roots in the mystery word.

·      Making Words- Students are asked to start with one word then using other letters change the original word to make a new one. This is to help the students find the mystery word of the day.

·      Syllables in Words- For spelling teach students the tool of breaking words into syllables. If students hear the chunks the big word becomes easier to spell.

·      Smaller Words Inside-When spelling words, students that listen for words that they hear inside the big word can help them get one step closer to spelling the spelling word.

·      Sort Words into Patterns-Using words that students have made in the “Making Words,” have students sort words that are homophones, relatable words (similar meaning),  and rhyming words. Students can make connections and relate words to each other or to the real world.

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Making Words

Students have letters to manipulate, and they are also displayed in a larger form.  Start making words, then give cues for students to change one or two letters to form new words.  Reread all words made together, then students can make sentences with them.  Students can then identify rhyming words.

Use Children’s Names to Make Words

Make words from student names, sort by the amount of letters in new words.  Sort words that are related.  Sort rhyming words.  Come up with new words that rhyme with the rhyming words.

Ask, “Which one looks right?”

Students can try writing a word a few times, and find the spelling that looks the most correct.

Choose Fewer Words

Add no more than 5 words each week. Maybe just one word each day.

Ask, “Which tools will help?”

Students should be aware of the tools available to them to correct spelling.

Teach Patterns

Show students recognizable patterns within English words.

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Johanna White
Making Words
I really like the "making words" lesson. I think this would be easily extended for upper elementary, just using more complex words. Students are asked to start with one word, then change it slightly from word to word to come up with new words. By the end, the students come up with the day's "secret word".  From there, students sort the words into patterns and rhymes.  Finally, they use the patterns they discovered to come up with the spelling of a new word.
Rounding up the Rhymes
In this activity, the students read a book that have rhyming words.  They are asked to reread the book together, looking for all the word that rhyme.  Then, once there is a list, students are asked to sort the words into groups.  The words are then analyzed for the spelling patterns.  Finally, the students transfer that knowledge to spelling and reading new words following the same patterns,
Reading/Writing Rhymes
Different parts of words are written on index cards in different colors, coded for their function.  The cards are passed out, and some spelling patterns are written on the chart paper.  Students try to use their cards and the spelling patterns to make words.  Then, once there is a list of words, students are asked to use the new words to write a sentence.
Choose fewer words
Often, students are asked to learn 20 new words a week, which is not best practice.  Students should have no more than 5 new words given to them each week and dig deeper into the learning of the words in hopes to committing them to memory.
Which one looks right?
This strategy is authentic for real life.  Students are told to write the word in question several times to see which version looks correct.
Are there any smaller words inside that I know?
When trying to spell multi-syllable words, students should try to break them down into chunks, then see if they can spell the chunks correctly. They should look for smaller words they might know that help to make up the unknown word.