Tips Archive » Content » Spelling & Vocabulary

• Different Ways of Learning (6 tips)
• Games and Incentives (9 tips)
• Review and Memorization (5 tips)

Different Ways of Learning

Screen Saver Spelling

From Lindsey Knutzen,, a first grade teacher at Peter G. Schmidt Elementary School in Tumwater, Washington:

"To reinforce spelling or vocabulary words each week, I put them on my desktop screen saver. When the students glance at my computer they see their words in yet another context! I change the font and the colors each week to keep their interest."

Finding Misspelled Words

From Anonymous:

"My students had weak spelling skills. Whenever I asked them to hand in the final draft of an essay using spelling words, there would still be mistakes. In the past, I corrected the misspelled words and handed them back but I don't anymore. Now I tell my students how many words they misspelled and they have to find the mistakes themselves. This forces the students to study the words more carefully."

Students Create Spelling Sentences

From Judi Schiff, a third grade teacher at Randolph Elementary School in Arlington, Virginia:

"Part of my weekly spelling homework assignment is to have my students write a sentence for each spelling word. When I give my spelling tests, I say the word, use it in a sentence and repeat the word. Recently, I began selecting sentences from the students' homework. I either tell them or they have to guess who wrote the sentence. They love it! This encourages the students to be even more creative when doing their homework. This idea is simple to implement and it gives the children a feeling of ownership."

Learning Styles and Vocabulary

From Pamela Hunter, an English teacher at Southwick Tolland Regional High School in Southwick, Massachusetts:

"A colleague, Lisa Stapleton, and I have been enjoying success in integrating different learning styles in teaching vocabulary. I have had the students draw pictures to represent the idea of a vocabulary word or parts of the word. I usually assign two words to a pair of students so they can generate ideas together and so that less able artists are not left to their own devices. Usually the students also write a caption, not using the vocabulary word. The students present their pictures and the class guesses which word is being illustrated. It is great review, a chance to work with a partner and involves visual and spatial learners. For kinesthetic learners, we have used charades, having them act out the word, or a combination of words, for their team. The students have been very positive about 'seeing' the vocabulary list in a more tangible or visual way, and have actually been using the words more in their writing."

The "Er Sisters" and "Oy Boys"

From Joan Starnes, a Title I teacher in Bulls Gap, Tennessee:

"To help reinforce the er, ir, and ur sounds I have each child cut out paper dolls. They are holding hands and are labeled the 'Er Sisters.' They color them and put the sound on each doll's shirt. They then paste them on a sheet of paper and under each doll write words using the corresponding sounds. Example: under 'er' they write teacher, flower, nerd etc. I also do this with the 'oi' and 'oy.' I call them the 'Oy' Boys. I have found the students remember the sounds after these activities and often refer to the 'er sisters' and the 'oy boys.'"

Variety Reinforces Learning

From Rae E. Immenschuh, a learning disabilities teacher at Union Grove Grade School in Union Grove, Wisconsin:

"I never have [my students] practice with their mouths alone - unless they plan to be in a spell down. Second, we never write a word the same way twice when practicing. I don't mean we deliberately make mistakes; we use different types and means of writing. Writing instruments can vary - pencil, crayon, pen, glue, pipe cleaners. The kids will come up with many more! I have the children use all capitals, or print, then cursive; we get even more daring, creating block letters, cloud-like letters, robotic letters, and 'snakey' letters. I introduce Morse Code, Braille, the Number Code, and the one based on the Cat and Rat symbol. Each year my groups have invented 'secret' codes of their own to use and add to our list. Because it's easier to go back and look at the original, the chance of picking up an error and replicating it is nearly eliminated, learning codes is fun, and the added attention to details appears to make the sequence of letters stick in the memory more securely.

Finally, when we need a stretch break, instead of just doing exercises we do a take-off of the YMCA song and actions. Either I lead and they follow my actions, or I pick a student to start (and they pick who follows them). The leader chooses a word. The group, following the actions of the leader, acts out the word with whole-body letters while singing the letters to the YMCA melody. Two or three words is usually about right for a break, and it's a fun way to get the kinks out and the letters in!"

Games and Incentives

Adding Machine Scrolls

From Janet Keohane, a fifth-sixth grade teacher in Beach, North Dakota:

"I involve my students in an ongoing contest to see who can find the most nouns, adjectives, words with four syllables, etc. from a list of words. I have them number and write their findings on a piece of adding machine tape that can be easily rolled into a scroll and attached with a paper clip to keep it in place. When winners are decided on the final day, I hang everyone's strip from the ceiling. The adding machine tape makes a great display of students' work and they enjoy the change of pace from using regular notebook paper."

Spelling Test Bingo

From Vickie Hugo, a fourth grade teacher at Buttonwillow School in Buttonwillow, California:

"My class plays Spelling Test Bingo. I created a blank Bingo board and made copies. The students number the boxes as they pick where to write the words. After all the words are given, they may fill in the other blanks with doubles of the words used. We exchange papers and correct them. If a word is misspelled, it's rewritten correctly. Then the papers are returned and the fun begins. I write the words on small pieces of paper and place them in a hat. As I pull out a word, the Bingo game starts. When a student gets Bingo, that student must stand up and spell out all the words correctly in order to win the game. I give out small prizes to the winners. My class loves this game and it's a great help to those that need to review for the test."

Concentration Vocabulary Review

"I have a shoe bag that has several pockets. I staple a numbered index card to each pocket. Inside each pocket is a vocabulary word or a definition from social studies, science or language arts. I divide the class into two teams. The first student looks for a match by calling out two numbers. If it is a match, that team receives one point. If it's not a match, the other team goes, trying to remember where the words and the definitions are. The game is over when all the matches have been made."

Vocabulary Frisbee

"This game could work with any subject that requires knowing vocabulary words. I have the students define all the words needed in the chapter and then put the students into groups of three or four. I give each group two to four of the chapter's vocabulary words. The definition for the words is pre-written on white paper plates. I sail a definition to one of the groups and they check to see if it belongs to their words. If it does, they keep the plate. If it is not one of their words, they toss it to another group. As soon as one group has all the definitions to their words, they are declared the winning team and they read their group's words and definitions for all to hear. I continue in this manner until all the words are matched with their definition. I give out second, third and fourth place prizes. Any small token prize or points for each team's members makes it more fun for the students. There's always laughing and learning going on for this one. I usually follow up with a quiz on the words the next day."

Students Give Spelling Tests

From Sandy Crellin, a seventh grade learning support teacher at Annville-Cleona Middle School in Annville, Pennsylvania:

"My students take turns giving the weekly spelling test to the class. I draw their names from a hat to determine who will be the spelling test reader. This responsibility makes sure that all students can read the words and use them in a sentence and it helps them become more comfortable speaking in front of a group. The kids consider it a treat because the proctor gets an automatic 100% on the test that week."

Words of the Week

From Carolyn Lingenfelter, a seventh and eighth grade language arts teacher at Perry Middle School in Perry, Ohio:

"At the beginning of each week, my students head a sheet of paper with the title 'Words of the Week'. Everyday I put a new word on the overhead projector. They copy it onto their sheet and we take several minutes to talk about the definition and practice using the word in sentences. I call on students to share their sentences and the word's part of speech with the class. We also discuss the origin of the word and other related words. The students, who answer correctly when called upon, earn a bonus point on their Daily Performance Chart. With this incentive, 'Words of the Week' has become a popular activity and the expanded word power is showing up in the drafts my students write for their portfolios."

Spelling Race

"This game helps even the lowest spellers learn their words each week. I divide the class into two teams, trying to pair the spelling ability equally. I call a spelling word and one member from each team tries to spell the word correctly, FIRST. The first student with the correct spelling who also kneels on one knee wins a point. Points may also be given to the opposing team if students argue with the judge, make fun of other students, or call out the answers. You'd be surprised at the number of good sports this produces. The game sure beats writing words 5 times each and it really promotes good study habits if it's played more than once a week."

Getting Students' Attention

"Using vocabulary from the week's lesson, I bar the door with my body. No one may enter before the tardy bell unless she/he can define, explain or give an example of what I am asking. If a student gives a correct answer, in s/he goes. Others must wait. Soon there is a group at the door, so if two or three give correct answers at the same time, I let them in. I use this once every seven to 10 days. At first there are unbelieving looks - you have to know something to get in ??? Always there is someone who responds: 'Forget it. I'll just leave.' S/he has always come back.

After a few times blocking the door, it is fun to see the happy complaining faces and hear the words, 'Oh no. Here we go again.' When the bell rings, all enter. However, I shout into the room. 'Everybody in here stand up if you want a chance for an extra credit point.' The standing students watch and make sure all the others (who came in at the bell without answering correctly) sit. Next, we decide heads or tails. I flip a coin. If it comes up correct, all the standing students rush to the board and write their names. (I make sure there is plenty of chalk.) I have one of them copy all the names for me. On the next test, all on the list get an extra point. I am always amazed how the chance to get one extra point motivates."

Food and Spelling

"At the end of each grading period, I use a spelling list of food words. I put the words on the board on Monday and give an assignment that uses 15 of the 25 words. The assignment is due on Friday when students take the test. After the spelling test we eat the list. In order to eat students must earn a C on the test. If they do not, they keep taking the words they miss until they earn a C. The lists and assignments include: pizza (assignment: an artistic pizza or Italian food creation), sandwiches (create a menu for a sandwich shop), ethnic food (create an artistic creation for tacos, stir fry, etc.), cookies (compare/contrast Oreos and Chips Ahoy), candy (guessing game of candy bar pieces), and ice cream (design the ideal ice cream sundae).

There are several different ways to eat the list: order pizza from a local provider with students ordering in advance and paying for one or two slices; students bring an ingredient for sandwiches and we create subs; the family/ consumer science classes make fixings for tacos and each student pays for a share of ingredients; each student brings five of favorite cookies; each student brings a favorite candy bar which is cut for the guessing game; and each student brings an ingredient for making ice cream sundaes. This method almost always ensures that students study for the tests because middle school students do love to eat. Bon appetit!"

Review and Memorization

Word Boards

From Jackie Ruppel, an English teacher at Lake City High School in Lake City, Michigan:

"I receive words of the day from Wordsmith and Word du Jour which are both free email services. I print them out and back them with colorful construction paper to make great bulletin board displays. I staple them on the board in unusual ways such as at an angle or upside down. The kids get a kick out of reading them and they're learning in the process. Wordsmith and Word du Jour also contain a sample sentence or two using the word of the day so my kids get spelling, pronunciation, definition and usage all in one simple form. The bulletin board grows as more words are added. My word board expands onto the wall around it thanks to a little masking tape rolled on the back."

Word of the Week

From Karen Lanier, a sixth grade language arts teacher at Perry Middle School in Perry, Ohio:

"Each week, I write an unusual vocabulary word on a large index card or strip. I then show the word to the class, pronounce it, and we discuss possible meanings for the word. I choose a small group of students to meet with me in the hallway to discuss the real meaning of the word. It is the challenge of the group to come up with a short skit that shows the meaning of this word. After just a minute or two, the group of students re-enters the classroom and demonstrates or acts out their word. The students are responsible for teaching this word to the rest of the class. This promotes class discussions on the origin of words, word usage and meaning and encourages class participation. Each word is then hung in the classroom for display and reviewed periodically for meaning, pronunciation, etc. Students are then encouraged to use these words in their classroom writing assignments."

Spelling Review

From Jeffrey Yanke, a fourth and fifth grade teacher at 37th Street School in Milwaukee, Wisconsin:

"When I review for a spelling test I put the class in groups of four. I mix all levels together and give each group member a number (one to four). I have popcicle sticks in a can with those four numbers and draw one after having pronounced one of our spelling words. The students who have that number come to the board and write the word. The winner is the first one who correctly spells the word legibly on the board. I then give that team a point. This makes sure they help each other know the word because they don't know who is going to be called on next. The winning team gets a treat."

Word Wall

From Bev Adams, a fifth grade special day teacher at El Descanso School in Camarillo, California:

"I have a word wall of all the spelling words we've had throughout the year. I write the words on eight inch sentence strips on card stock weight paper. I color code lists for my different spelling different groups by using colored word cards. Throughout the year I add to the list, keeping all the words in alphabetical order. I attach the words to each other using Velcro and then hang them from plastic coat hangers hanging on ceiling hooks. I fold one long sentence strip over the coat hanger and put four Velcro strips on that sentence strip so I can hang two strings of word cards on each hanger. I start the year with one hanger with the first spelling list divided onto the two strings. Each week I add the new words in alphabetical order. When the strings get too long, I add another hanger. By the end of the year I have about eight hangers with all the spelling words from the year. The students use them for easy reference and I know which words each group had. We also use this word list for spelling bees by having the spellers stand with the word wall behind them."

Word of the Week

From Judy Bonfilio, a fifth grade teacher at Claudia Landeen School in Stockton, California:

"Maybe this has been around for ages but it works terrifically for me. It's called WORD OF THE WEEK. Each student takes a turn choosing a word from the dictionary on Monday morning - a word he/she does not know but understands the definition once she/he reads it. This becomes the Word of the Week, and it is posted immediately on an 8 x 3 inch card. Half-sheets of paper are passed to each student and before Friday, all students must write the word, define it, show its part of speech and pronunciation, write a sentence using it, as well as illustrate it in color. These are submitted to the 'chooser' on Friday and taken home to be 'evaluated.' I have made up a checklist to keep track of who does it and who does not, but they are ungraded. The evaluating student takes the role of teacher and is encouraged to make positive comments or indicate omitted parts on each paper, then record these on the checklist, to be returned on Monday. The card is transferred to an ever-growing string of them around the classroom, and students feel an amazing ownership of the words as they collect there. There is an incidental acquisition of vocabulary going on, just for fun. I always remind students that if you use a word three times, you 'own' it."