Inventive spelling activities
Use Invented Spelling: A Simple Writing Strategy
Welcome back to Simple Writing Lessons for the Primary Grades, a 12-week collaborative writing series, hosted by The Measured Mom and This Reading Mama (that’s me)! If you have missed any of the lessons we’ve covered so far, click here to see the introduction and links to the lessons (scroll down).
Simple Writing Lesson #6: Use Invented Spelling {a writing strategy}
My favorite thing about teaching writing as a craft is that kids are treated as authors who can make their own choices. They don’t have to write about my topic or prompt. I may pick a certain genre to study {like writing a letter or narrative stories}, but I give them free reign to run with their own ideas. This is a wonderful and scary feeling all at the same time because it means young writers get to explore their creative side, but I also lose “control”. It’s not neatly packaged.
Part of losing that control comes with spelling as well, especially in the rough draft stage. I want my child to have the freedom to explore language and play with words as an “author”. This means {hold your breath if you’re Type A} that my child may actually spell some words in a non-conventional way. To some, it’s known as “wrong”. And guess what? I encourage it {even though I’m Type A, too} because invented spelling is a wonderful tool we can use to see what the child understands/does not understand about how words work! I hope you’re ready to explore invented spelling when you’re child says:
“I don’t know how to spell a word!”
(Note: I am sharing examples from my son’s writing in grade 1. This same lesson can easily be adapted for students in any grade, if they are developmentally ready for it.)
How to teach it:1) Prepare your materials.
- Your child should have a pencil and a piece of paper or a notebook to write in.
- Rubber band
- A dry erase board or paper for demonstration purposes
2) Demonstrate how to stretch out sounds in a word.
When I first introduced the concept, I said something like:
“Sometimes when we’re writing, we want to use words we’ve heard before, but we’re not sure how to spell. Big words. Important words. Words like beautiful or outrageous. It may even be smaller words like crawl or thought. These kinds of words are not words on our word wall {sight words} or patterns we’ve studied with our word sorts*. I want to show you what you can do while you’re writing to help you use and spell those words by yourself.
“Let’s use the word beautiful for example. If I want to spell that word, but I’m not sure how, I can do something cool. See this rubber band? I’m going to s-t-r-e-t-c-h it out. Just like I’m going to stretch out the word beautiful. I stretch out a word by saying the sounds in that word very slowly.” I say beautiful very slowly. I don’t add any extra sounds, just the ones I hear.
“Do it with me.
” We both say beautiful very slowly while he stretches out the rubber band.
*Please note that I require my child to spell all sight words and word patterns we’ve studied together conventionally {correctly}. Using invented spelling is not a substitute for holding kids accountable for what they know.
3) Demonstrate how to write down the sounds in a word.
“Now, that I’ve stretched out that word, I can write down the sounds I hear in that word, starting at the beginning. Let’s stretch it again, this time saying in a little slower and I’ll write down all the sounds we hear.
“B–U–T–I–F–U–L” {Remember that we’re emphasizing each sound, not each necessarily each letter.} As we say the sounds, I write down all the sounds we can feel with our mouths and hear with our ears. {By the way, this is GREAT for phonemic awareness, an essential skill in reading!}
We try it with a few more words together. Words like
favorite, because, and furious.
We stretch out the word, listen for the sounds, then write them down.
4) Ask the child to give invented spelling a go with your support.
Give your child another word, this time asking your child to write down the sounds. It might sound like this:
“Now it’s your turn to try it out. Let’s say you were writing and you wanted to spell the word bicycle, but you weren’t sure how. Let’s use the rubber band idea and stretch out bicycle.
“B–I–S–I–K–L” Ask the child to write down all the sounds he hears. Please note that students in different learning stages of development will spell words differently. Younger students may leave out the vowels, while older students will get more of the sounds.
Here are some of my son’s {from 1st grade} invented spellings** during this independent writing time.
**These are examples from my child’s “rough drafts”. If and when he decides to take a piece further by “publishing” it, we do correct the invented spellings.
{Stay tuned in the weeks ahead as The Measured Mom and I move into editing to publish during our 12-part series.}
5) Wrap up the lesson.
“Remember when you’re writing and you get to one of those bigger words, try stretching out the word like we did with all those words today. Say them slowly. Listen to the sounds you hear and write them down.”
Feel free to also try “I Spell, You Spell” to encourage invented spelling, a FREE download.
This is the sixth lesson in a 12-part series for Primary Grades. Click HERE or the image below to view more simple writing lessons.
~Becky
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Invented Spelling and Its Role in the Learning Process
DESCRIPTION
Children Drawing Invented Spelling
SOURCE
czarny_bez / iStock / Getty Images Plus
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Used under Getty Images license
When you live in a world filled with LOLs and BRBs, it’s not surprising to see many words with invented spellings.
The trouble is, no award-winning author actually thought “tho” was the correct way to spell “though.” So, does invented spelling fit anywhere into the learning process? The honest answer is yes. Invented spelling isn't something that can be totally avoided. In fact, it's a natural part of developing spelling skills. Take a look at how to incorporate this simple fact of life into your next spelling lesson.
About Invented Spelling
Invented spelling, sometimes referred to as inventive spelling, is the practice of spelling unfamiliar words with an educated guess based on phonetic knowledge. Examples of invented spelling include:
- "iz" for "is"
- "flawrs" for "flowers"
- "is cream" for "ice cream"
- "lov" for "love"
- "prpul" for "purple"
- "culrs" for "colors"
- "difrint" for "different"
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Invented Spelling Research
In 1975, linguist Charles Read conducted a study of preschoolers who were beginning to relate letter names to the sounds of the alphabet.
He discovered that students commonly "invented" spellings for words in their daily vocabulary by rearranging letters to fit their perception of the rules of the English language.
Read concluded, "One sees clearly that different children chose the same phonetically motivated spellings to a degree that can hardly be explained as resulting from random choice or the influence of adults." A key takeaway from this study is that learning how to spell is much more than just memorizing words. It's a developmental process that goes far beyond just exploring the relationships between the symbols used to illustrate speech sounds. Thus, the process of invented spelling can play an important role in leading young learners to develop a deep, phonetically-based understanding of how to spell many words.
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Key Considerations for Invented Spelling
Many teachers consider invented spelling to be a developmentally appropriate step in the early stages of a child’s reading and writing.
Proponents argue that invented spelling does not interfere with a child's ability to spell correctly in later years.
Invented spelling can be compared with the efforts a child makes when first learning to speak. A parent wouldn’t criticize a child's first attempts to reproduce the sounds of the verbal language. Accordingly, a child's efforts to master written communication skills should also be encouraged. After all, young learners have to start somewhere.
The Advantages of Invented Spelling
It's important to note that, from a technical standpoint, invented spelling is not an instructional technique. It’s merely a natural process that all children use as they’re beginning to write. There are advantages to incorporating invented spelling into the classroom. When monitored closely, it can offer a number of benefits for blossoming spellers.
- Invented spelling can help build a sense of confidence, pride and control over the learning process.
- It allows students to express themselves creatively through writing without worrying about the spelling of unfamiliar words.
- Writing using invented spelling techniques allows for extensive practice of phonics because students are using letters to represent the sounds they hear.
- Teachers can discover important information about a student's growing knowledge of phonemes by reading a composition that the student created using invented spelling techniques.
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The Disadvantages of Invented Spelling
In a classroom where invented spelling is allowed, a teacher wouldn’t deduct points from the student's grade for misspelled words in a composition. The potential disadvantages of allowing invented spelling are probably what you’d expect.
- It may reduce the incentive for children to learn to spell words correctly.
- It could possibly lead to problems in communication since others may not always be able to decipher what the student has written.
- Highly logical children may become frustrated when the teacher doesn’t insist there’s only one correct way to spell a particular word.
Using Invented Spelling to Encourage Reading and Writing
Learning to spell, just like learning to speak, is an ongoing process. There are a few important tips to keep in mind if you are a parent or teacher of a child in a school where invented spelling is encouraged.
- Provide writing opportunities on a regular basis. At home, parents can encourage children to help prepare shopping lists, write letters to grandparents or make up a story for a younger sibling.
- Resist the urge to criticize or point out mistakes with what the child writes. The goal of invented spelling is to promote creative expression.
- Refer to the child's creative spellings by the title of "invented spelling" to help distinguish them from the correct conventional spelling.
- Ask children to read their writing aloud. This will help you decipher how they have spelled words while also giving them reading practice.
- Be sensitive to the struggles children face as they seek to master the written component of the English language.
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Beyond Invented Spelling
As young learners start to move beyond invented spelling to mastering correct spelling, your approach to helping them build skills will need to change. Get ready to help your little learners build on their earliest spelling and writing skills. Start by learning how to teach sight words by grade level. Then, get ready to share fundamental spelling rules for everyone to know. Use fun spelling activities to help young learners build strong skills they'll be able to expand upon over time.
Encyclopedic Dictionary, Explanatory Dictionary, Academic Dictionary, Spelling Dictionary, Word Forms, Synonyms, Morphemic and Orthographic Dictionary, Grammar Dictionary, Paronyms
Explanatory Dictionary of the Russian Language. Search by word, type, synonym, antonym and description.
Accent Dictionary.
EXPLANATORY DICTIONARY
adj.
1. Capable of inventing.
2. rev. unfold
Resourceful.
USHAKOV'S DICTIONARY
INVENTORY , ingenious, resourceful; inventive, resourceful, resourceful (book). Resourceful, quick to invent, able to invent. You can't get bored with such an inventive person. Inventive for all sorts of tricks.
OZHOGOV'S DICTIONARY
INVENTORY, -th, -th; - flax, - flax. Able to invent, resourceful. I. mind.
| n. resourcefulness , -i, female
ENCYCLOPEDIC DICTIONARY
INVENTORY -th, -th; -flax, -flax, -flax. Resourceful, quick to invent, able to invent. With such an inventive guy you will not get bored. Someone inventive in his pranks, jokes, games. // Peculiar to such a person.
◁ Inventive, adv. I. act. Ingenuity, -i; and.
ACADEMIC DICTIONARY
th, th; -flax, -flax, -flax.
Resourceful, quick to invent, capable of inventing.
Inventive mind.
◊
I was very resourceful at games. Rimsky-Korsakov Chronicle of my musical life.
As a boy I observed or instinctively guessed how inventive people were in the struggle with nature, with what stubbornness they resisted her, subjugated her. Ushakov, On the untrodden land.
SPELLING DICTIONARY
resourceful; briefly form - flax, - flax
Forms of words
Inventive, inventive, inventive, inventive, inventive, inventive, inventive, inventive, inventive, inventive, inventive, inventive, inventive, more inventive, inventive, inventive, inventive, spying, spent -minded, spent -groomed.
adj., number of synonyms: 19
fictional (3)
much to make up (6)
fancy (33)
funky (21)
inventive (1)
resourceful (1)
dexterous (95)
resourceful (28)
primary (2)
original (2)
prone to fiction (3)
inventive (3)
able to invent (1)
creative (9)
able to find a way out in difficult situations (7)
smartass (46)
cunning (22)
dodgy (38)
cunning (113)
intricate, intricate (colloquial)
/ in value tale: much to make up (colloquial)
See quick-witted.
..
MORPHEME-ORPHOGRAPHIC DICTIONARY
invent/a/teln/y. 1*a0003 inventive // inventive
PARONYMS
INVENTOR // INVENTOR
INVENTORY. Resourceful, quick to invent, capable of inventing.
Resourceful: ~th person; ~th person, nature; ~oh imagination.
• It is not clear where, in this narrow body, his inexhaustibly inventive soul fits. I. Grekova. Department.
INVENTORY. Pertaining to invention, to an inventor.
Inventive: ~th talent; ~s abilities; ~th activity, ingenuity, thought, soul; ~th excitement, opinion, judgment, business, right, bureau; ~ Prize.
• My wife thinks I had an attack of inventive fever. E. Babaev. Flying model.
Compare: an inventive mind is a mind that is quick to invent, capable of inventing; the inventive mind is the mind of the inventor himself.
USEFUL SERVICES
Make words from the letters "inventive // inventive"
Theory of inventive problem solving in Russian language lessons in elementary school.
| Article on the Russian language (grade 3) on the topic: Theory of inventive problem solving in Russian language lessons in elementary school.
Butina Svetlana Borisovna
primary school teacher
GBOU secondary school №118 St. Petersburg
The founder of the theory of inventive problem solving (hereinafter referred to as TRIZ) is Heinrich Altshuller. The main idea of his technology is that the solution of inventive problems is based on a system of logical operations. TRIZ is one of the innovative technologies that can increase the effectiveness of teaching primary school children in Russian language lessons.
Starting to use the elements of TRIZ technology, I had the following goals:
1) To develop interest in the subject "Russian language".
2). To develop the cognitive and creative activity of students. Lessons using TRIZ have shown that children work more actively, develop creative thinking, attention and memory. TRIZ technology helps to avoid monotony in the classroom, introduce new forms of activity and increase the effectiveness of student learning.
3). Improve students' literacy. Prepare for more difficult subjects in secondary school.
The use of TRIZ technology in Russian language lessons allows solving the following pedagogical tasks:
1).
-development in children of independence, self-confidence, the feeling that they can cope with any task.
2). Educational:
- increasing the level of general education of students;
- formation of a positive attitude towards the educational process;
- ability to analyze and solve inventive and practical problems.
3). Developing:
- development of memory, attention, logic and intellect in general;
- development of creative abilities;
-development of spatial thinking;
- development of speech;
- ability to analyze, synthesize, combine;
- development of creative imagination.
Today I use the following TRIZ-TECHNOLOGY techniques in my teaching activities:
(1).
The model “Element-bypinity of the sign-meaning of the sign” is used to construct the lexical meaning of familiar words.
Example of task No. 1:
Define the terms school, school desk, textbook. To do this, students were asked to answer the following questions:
a) What class of subjects does it belong to?
b) What material is the "object" made of?
c) What is it used for?
school."
The obtained characteristics of the objects were compared with the lexical meaning of the word in the explanatory dictionary. We also performed reverse tasks, where the lexical meaning of the word was proposed, compiled on the same questions, and the children had to guess the word.
Sample task number 2:
School supplies made of wood, used for drawing or painting.
What is it? It's a pencil.
Model “Element-Famous of the Signs-Dobrification of the Signs” can still be used in the lessons of the “Vocabulary” section to form an idea of multi-digit words. The model helps to come to the realization that multi-valued words have something common in all meanings.
Sample task number 3:
The root of a tree, a tooth, a word is what is the main, basic, without which they cannot exist; the meanings of the word are formed by similarity. This type of work allows you to realize the concept of "lexical meaning of the word", develops attention, observation and logical thinking of students. (2). "Yes-no" - a method of searching by asking questions that can be answered "yes-no".
Sample task number 4:
Can be played in the form of a game in pairs. One of the players guessed some part of the speech, and the other must guess using (example) questions:
1. Is this a formal part of speech? No.
2. Is it an independent part of speech? Yes.
3). Denotes an object? No.
4). Action of the object? Yes.
5). Answers questions what to do? what to do? Yes.
It's a verb!
(3). Model "Morphological piggy bank" - serves to collect and analyze information on given characteristics, identify essential and non-essential features of the phenomenon under study. The piggy bank is universal, can be used on various subjects. In Russian language lessons:
1). Collection of word parts to construct new words.
An example of task No. 5.
Using the prefixes for-,po-,re-,you-, form new words with the roots -hod- and -carried-. We get new words and condemn the meaning of prefixes.
An example of task No. 6.
Using the suffixes -ik or -k, form new words from the given words: house, garden, birch, berry, cat. We get new words, analyze the derivational function of suffixes.
2). Collection of lexical meanings of polysemantic words.
3). Compilation of synonymous and antonymic rows.
An example of task No. 7.
Find synonyms for words that belong to different parts of speech.
Noun: fairy tale-tradition, legend, myth, fiction.
Adjective: smart, understanding, reasonable, intelligent, intelligent, wise, savvy.
Verb: to learn, to master, to pass, to learn, to comprehend.
4). A piggy bank of related words.
5). A piggy bank of words for a certain rule or spelling.
Sample task #8.
Words are given: cakes, newspapers, apples, task, enemy, lake, milk, clock, chocolate, scissors. What groups can they be divided into?
1). Vocabulary (apple, pie, milk, chocolate, newspaper) and non-dictionary words.
2). Words in the singular and in the plural.
Let's try to put each word into singular and plural. What did you notice?
Not all words can be put into the singular or plural form. Thus, we get the “Number of nouns” piggy bank. 9Ol0000003
Children complete the piggy bank with their own examples.
(4). "System lift" - to consider parts of the object under study, as part of another larger object.
(5). Model "Create a passport" - for systematization, generalization of the obtained values, for highlighting essential and non-essential features of the phenomenon under study, creating a brief description of the concept under study, comparing it with other similar concepts. I use this technique to study parts of speech, proposal members.
TRIZ technology is very versatile. Even work with first-graders has shown that it is possible to teach the basics of TRIZ to children of this age. Teaching for “weak” children turned out to be especially effective. connect with arrows. They quickly learn the tricks, and later, inspired by success, master more complex tasks.
In the lessons with the use of TRIZ, knowledge, skills and abilities are not transmitted from teacher to student, but are formed as a result of independent work with information, which contributes to the development of a creative personality.
