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After discussing with my partner and hearing from some others, I realize that many students who makes mistake are able to get the meaning right but just lack the phonological awareness leading them to make the spelling errors. These can be done right if the rules/exceptions are taught and re-emphasized especially for those with learning needs.

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I learnt about some common spelling mistakes. Spellimg mistakes occur differently both in secondary and primary school. I also learnt about all the different strategies for reading as well as tools to use to engage students in comprehension as well encourage them to self-think.

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Students sometimes miss out silent letter like  ‘w’ which is unpronounced in a very small number of words when the next letter is ‘h’ (who, whom, whose, whole), similarly words where ‘w’ is accompanied by ‘r’ for example write the ‘wr’ says /r/ and this causes students confusion when they sound out the letter if they do not know the rules like for words like whole a common error is for it to be spelled as hole.

The way a child pronounces the words  also makes a difference with regards to how they spell the words  hence correct pronunciation is important.

This is why it is important not just for the students but for us to also to learn the rules. I hope that a more comprehensive lesson with hands on examples could be given to us to help us learn. Hopefully we could have more opportunities to learn.

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I learnt that through the spelling mistakes that the student who is still in secondary school is at developmental stage three where the surface-sound features of words are represented for example she wrote “explane” instead of explain.As an AED I will focus on helping the student improve in this areas by perhaps relating the word she spell to what it is visually. I’ll also teach her the connection between phonics rules in reading and spelling.

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As we teach students with learning problems, we need to ensure that what we taught is systematic with explicit and clear instructions. By doing so, students will then able to make clear connections between phonics rules in reading and spelling linking back to the five essential components which is phonemic awareness, phonics, fluency, and Vocabulary and comprehension.  Use of phonetic substitution on consonants and vowels are some common mistakes made from the sample of the composition writing that I have gotten. Students often have difficulty to spell the correct words after they misheard the sounding words resulting in them spelling the words wrongly.

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the most common mistakes made by both our students were the phonetic substitution of a vowel and that can be attributed to them not being able to spell well. Also omission of sounded letter is also common. We are not sure how to categorize punctuation. Educators have to be very patient with students

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When discussing about our sample compositions, the most common mistake we noticed are the doubling (or lack of) and certain exceptions in spelling rules. These exceptions are confusing to understand and I would say difficult for us to explain "why". (e.g. why Bunnies is not Bunnys. Why Bicycle is not Bicicle). So repeated practice is necessary.

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The common spelling errors that was observed
- adding “es” for words ending in ch, sh, as, x, z and o. Children will usually add “s” instead.
- dropping “e” when adding suffix that begins with a vowel i.e. have —> having. Children will usually forget to drop the “e”.

For capitalisation
- When capitalising the name of a place, children often missed capitalising the second and even the third word of the name i.e. Sengkang primary school

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Realised that some spelling errors are due to because the child may lack exposure to phoneme awareness (learning the sounds of each letter). There are many strategies to teach writing, like Spalding, explicitly teach the child to write on baseline. We can also use schonell to gauge the child’s reading age.

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It was great understanding the different rules and analysing each others writing samples and being able to ask if the rules matched. We were able to explain why we thought it was what it is and saw patterns about younger children having more difficulties with phonetic substitution and how they sound out and spell words when they are unsure. It was also great to learn about all the different strategies today. Thanks for all the sharings

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The analyzing of our student's writing is a way to discover the areas of difficulties they may have, of their awareness of the spelling rules and phonic rules and, and through this studying and understanding of their thought processes as well as their level of phonemic awareness, we can then design and plan lessons to tailor to their specific needs with focus to work and strengthen on those identified areas.

From our sharing of student's writing samples, we have observed some patterns, common errors made, for example in the error types of "phonetic substitution for a vowel", and "phonetic substitution for a consonant" and "omission of a doubled or sounded letter"  and examining of the phonogram rules,  between  letters i (/ī/ itch /ī/ silent find) and e (/ĕ/ end /ē/ we).
We can see a similar pattern of areas of repeated mistakes possibly relating to their phonological awareness.

Thus I now fully understand of the importance of incorporating spelling alongside with teaching phonics, as this will ensure a systematic and explicit teaching of rules in relations to how they are connected in reading and spelling.

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It is important to pronounce words correctly when teaching vocab as some of the words used by the children probably was learnt from how the teacher or adults say the words. Syllabic awareness should also be taught explicitly so that the children can pick it up easily when they hear new words.

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Some of the spelling mistakes made by pupils are similar. They try to sound out the letters but they may not get the correct letter representation or end up adding/omitting the wrong vowels/consonants.

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Salinah
Phonogram skill is important to identify the errors accurately. Will need to practise more on these.

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Different levels(primary/secondary) faces different set of writing and spelling difficulties. After sharing with my partner, he finds that homophones is one of the problems he encounters whereas for me, the primary level, double letter rule posed a problem to students i encountered previously.

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When teaching the children spelling, I would use the phonogram sound and look check cover write method. Children who have constant spelling errors are easier to identify which area they required more support in their phonogram. After identifying the needs of the child, I would strengthen the child’s  phonogram skills and spelling rules by doing visual and auditory drilling during pull out session.

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1. Weak foundation in phonological sounds especially vowel sounds. Vowel confusion such as ven for van. Need to strengthen this portion and not just touch and go teaching.
2. Missing the components of a sentience such as punctuation, capital letters and spacing for many of the students writing. Need to include writing lesson as part of reading lesson

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Louise - positive aha moment related to writing difficulty at word level 

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Louise - positive aha moment related to writing difficulty at word level 

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Me and my learning partner did a comparison between two composition between her student with dyslexia and normal student without dyslexia . We found that her dyslexia  student has several letters omission , mixing up with vowels and consonant, and mixing up letter sounds as well . For example “again” as “agane” , “thinking” as “thingking”  and “suddenly” as “suddenlly” , whereas for my student without dyslexia , he only has missing letter “a” for the word “unabashed” and mixing up the placement of the letter i for the word  “untied”. He placed it as “United” .
From these two comparisons, we can roughly know the thought process between student with dyslexia and without dyslexia.

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During our discussion, we realised that our students usually make spelling mistakes when they are confused with similar letter sounds of different letters while some make mistake on letters that have different sounds.  Some make errors when there are grammar rules e.g. doubling. Some words with exceptions make it even more difficult for students cope with difficulties in spelling. It is important to teach phonological rules to help students with spelling skills.

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From the spelling errors made in the writing sample, it shows that the child is sounding out the letters in his/her head. The child is putting in effort. However, the child has a problem writing down and spelling it out accurately. There are many instances where the lower primary child replaces the vowel with another wrong one. He or she has problem recognising the phonogram sounds. The child needs support from the teacher to learn these phonograms. The teacher can teach the sounds through multi sensory methods and teach explicitly.

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Pronunciation of words accurately when teaching Helps with a child’s learning of spelling.

Application of spelling rules help, but good diction/fluency of the educator helps with allowing the child to pick up and link the rules and then spelling.

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We take sometime to identify the errors as most of it like overlap with certain categories. Some with punctuation error we don't knw how to categorize them. We realized the common mistake in primary school is the phonetic substitution probably students spelt it according to what they hear. Lastly the presentation yesterday was awesome many takeaways especially the comprehension as now I learnt the strategies of identifying questions. Good job everyone!

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A common spelling mistake is that pupils do not know when to keep the letter e or drop the letter e. For example have - having. If a suffix (-ing) begins with a vowel, you drop the letter e from the word have. I also learnt that pupils confuse between the usage of the letter S and the letter C as the letter C says /S/ before letters e, i, y.

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My buddy showed me the difficulty faced by his student on spelling. My analysis points  to the need for his student to learn phonograms within the scope and sequence of phonemic learning. I will share with him what I meant by scope and sequence in our next meeting.

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A very common mistake that pupils do in writing is incorrect spelling. The most common mistake across primary and secondary levels is phonetics substitution of vowels. It is difficult for pupild to determine which phonogram to use in word. There are rules to help with this process but it will take intensive training for pupils to master all of them.

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I have learnt so much today from all the groups of all the  strategies and tools for comprehension. I am very excited with all the tools and strategies because I feel there are a lot of students who needs help with comprehension. I love the strategy  I also feel that generally students these days will try to replace/omit the alphabets in a word if they are unfamiliar with the spelling: for  example Science with Scence, or Inspiration with Inspration.  I love the strategy of QAR as previously I saw how my students struggled in doing well for comprehension as they lacked the skills to find the answers. I would love to try that in the future.