2. Disclaimer:This presentation is prepared by trainees of
baabtra as a part of mentoring program. This is not official
document of baabtra –Mentoring Partner
Baabtra-Mentoring Partner is the mentoring division of baabte System Technologies Pvt .
Ltd

3. Strategies to Improve
Spelling Skills
Ashwin Anand V
Email:ashwinanand99@gmail.com
Facebook id:ashwinanand99@gmail.com

4. Spelling Skills
 Developing pupils’ awareness of letter-sound
relationships
 Dividing words into small parts
 Identifying affixes to root words
 Looking for letter patterns
 Highlighting problem parts
 Understanding the meanings of words

5. Developing pupils’ awareness of
letter-sound relationships
• Draw pupils’ attention to Different sounds for
the letter-sound different letters:
Examples:
relationships and help boy, toy
them develop phonics
skills. Different ending sounds:
Examples:
• Let them try foot, food
pronouncing new words
using phonics skills Different spellings for the same
instead of telling them sound:
the pronunciation Examples:
right away. ‘s’ sound: glass, piece, horse
long ‘e’ sound: me, teeth, sea

6. Dividing words into small parts
• Guide pupils to divide words into syllables
and identify the ‘small words’ in the word.
Dividing words into Dividing words into
syllables: ‘small words’:
pan/da football = foot + ball
cho/co/late breakfast = break + fast
Oc/to/ber bedroom = bed + room
beau/ti/ful blackboard = black + board

7. Identifying affixes to root words
• Develop pupils’ knowledge of word
formation, e.g. adding prefixes and
suffixes to the root words.
Examples of prefixes:
un – unclear, unkind
re – replay, reuse Example of suffixes:
im – impolite, impatient ed – interested, bored
mis – misuse, misunderstand ing – exciting, amazing
ful – helpful, beautiful
cian – magician, musician
ness – happiness, sadness
ment – excitement, amusement

8. Looking for letter patterns
Pattern: ough
• Draw pupils’ attention to the Examples:
letter patterns, i.e. groups of tough, rough, enough
letters that often appear
together, in lots of English
words. Pattern: ight
Examples:
• Remind pupils to learn letters light, fight, night
as a group or pattern instead
of as an individual letter on
Pattern: ould
its own. Examples:
should, would, could

9. Highlighting problem parts
• Draw pupils’ attention to the silent letters in
some words.
• Highlight that some contractions and words
sound the same / similar.
Examples of contractions and
words with the same / similar
Examples of silent letters: sounds:
Silent d – sandwich, badge it’s vs. its
Silent k – knife, know you’re vs. your
Silent h – honest, hour we’re vs. were
Silent w – whole, wrong who’s vs. whose
they’re vs. their / there

10. Understanding the meanings of words
• Guide pupils to understand the meanings of the words
learnt.
• Draw pupils’ attention to the confusing words, i.e. words
with the same / similar pronunciation but different
meanings.
sun? son?
It is very hot. The son / sun is shining.

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