Literacy Library Bulletin
Spelling – Naturally
by Tim O'Keefe
December 2023
Our sons are different people. They have distinct interests and passions. They developed skills at very different times and in different ways.
Our oldest, Devin, learned to ride a bike when he was four. He was one of those kids who hopped on a bike and took off. He didn’t use training wheels and needed very little coaching. I pushed a little, and once he got up to speed, he was off. Colin was reluctant. It wasn’t until spring break of second grade that he finally got it—and only after gentle pressure. It took a great deal of coaching and encouragement for him to ride independently. He finally learned after almost all his friends and classmates.
Like learning to ride a bike, spelling develops at different ages. Some grasp correct (conventional) spelling much earlier than others. That’s completely normal. Supporting young children in spelling should be a positive experience. Consider young children learning to talk—a very complicated process. Would you correct them every time they mispronounced a word? Of course not! Quite naturally, we celebrate when children say words that are close to what we think they’re saying. Our approach to spelling can be just as natural. Children should be allowed and encouraged to use their own spelling approximations when they are first learning to write. The adult’s role is to appreciate and honor their “work,” knowing that with time and support, their writing will become more conventional.
Very young children may use simple drawings and squiggles to represent what they want to say. Early writing may resemble letters that are sometimes called letter-like marks. Little ones may use one or two letters to represent words (bs for bus, dr for door). Usually, in early spelling, children use letters and sounds they are familiar with (often letters and letter sounds from their names), and these will grow and develop as they have more experiences with reading and writing. The older they become, typically the more letters they will use for the sounds they hear in words (skul for school, drivr for driver).
It makes sense that effective spelling is closely related to reading. When children see words regularly while they are reading or being read to, they are more likely to spell them conventionally. So, another important way to develop this visual learning, is by encouraging children to enjoy reading. (I’ve seen that word before. What does it look like?)
Young children should be encouraged to write “the best they can”. This will help develop a willingness to take risks so they can write what they mean and not just what they can spell correctly. The way we respond to their writing is important in developing the courage to be fearless writers. Celebrate what the child does correctly, as well as their approximations.
Here are some suggestions for ways to respond to early writing:
Four-year-old Jessica and her mom have a “written conversation.” Mom encouraged Jessica to write the best she could and modeled conventional spelling for her in parentheses.
Very early writing with letters and letter-like marks.
Five-year-old Vania and her teacher had a “written conversation” in the fall. By spring, Vania was spelling about 75% of her words conventionally (correctly).
- “I can almost read this by myself. Do you mind reading it to me?”
- “What an amazing story! I’m glad you wrote it down so we can remember it.”
- “I see some words that are written exactly like I’d read them in a book.”
- “Great to see you’re leaving spaces between words. It makes it easier to read.”
- “It’s so cool that you started fine with an f. That’s the sound I hear.”
- “I’m going to write what you wrote my way, so I can remember exactly what you said.”
Consider the story of Devin and Colin above. Colin needed more guidance and support in his efforts to ride a two-wheeler. Certainly he wouldn’t have become an adult who didn’t know how to ride a bike. But some gentle pressure was needed to get him going. As children get older, and more conventional spelling is expected, there is a bit of a balancing act between keeping them excited about writing, and at the same time giving the nudge they might need to move toward standard spelling.
Below are some suggestions for gently steering children into more conventional spelling:
- Remind them of the spelling of common words.
- Point out that every syllable has at least one vowel.
- Suggest that if a word doesn’t look right, try writing it a few times to see which one seems correct.
- Remind them that you can use a word you know in order to spell other words. (For example, if you know ever, it can help you spell never, clever, and forever).
The older children become, the more appropriate it is to hold them accountable for correct spelling. But remember that no one’s spelling is perfect and that the main reason we write is to communicate.
Overcorrecting, or placing too much emphasis on precise spelling, may turn writers off to the excitement and creativity that writing brings.
Like teaching someone to ride a bike – go slow and easy. Have faith. They’ll get there.
I love to write. I love to read. I like to play sports.
I liked swimming when I was little.
I like riding my four-wheeler.
Second grader Tucker bravely wrote using what he knew about text (print), not just what he could spell correctly. He was a fluent writer, and within months, his writing became much more conventional.
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