Spelling You See wants children be successful at spelling without being frustrated. Responding to a student’s mistakes in a helpful manner is one way to reach this goal.
How to Address Student Errors in Spelling You See
Chunking (marking letter patterns) is meant to be a learning activity, not a test. Work closely with the student the first time the letters are marked in a new lesson. Check the answer key and make any corrections or additions together. The student may use this page as a reference as he completes the chunking on subsequent pages.
On copywork pages, the words to be copied are printed above each set of blank lines. Encourage students to take the time to copy accurately, even if they are not able to complete the whole passage in ten minutes. It is better to copy a few words correctly than to write words incorrectly and imprint the errors in the long-term memory. If a student does make an error, the word may be erased and rewritten.
In the Spelling You See levels where there are two dictation exercises, the student is encouraged to ask for help with spelling on the first dictation. This is not cheating – it reinforces the process of learning correct spelling.
During both dictation exercises, students should not erase if they think a word is spelled incorrectly. Instead, they should write the word again, crossing out the version that looks incorrect. This encourages the student to exercise a visual memory for correctly spelled words. When the dictation is completed, counting the number of correct words, rather than any errors, is a powerful way to encourage the student. You do not need to list misspelled words because commonly used words will be encountered again as the student moves through the program.
Using these methods of dealing with errors should help your student make steady progress in spelling without becoming frustrated or discouraged.