Ways of Solving Words for Writing

The name Reading Recovery suggests that the lessons are all about reading. Writing is also an important part of each lesson because it is when the student learns to make connections between spoken and written words.

The student learns:

  1. Some words you just have to know. These are high frequency words, e.g. when, they.  Every day it is expected that the student will learn at least one new word by writing it 3-5 times and memorizing what it looks like. (The less time the student needs to solve the most used words when writing, the more time can be spent on solving new words.)
  2. Some words you get to with a sound analysis. (HRSW) The student is told to- Slowly say the word and write what you can hear, e.g. c-a-t, sh-i-p.
  3. Sometimes you can write a new word because it’s like a word you know (analogy), e.g. it / is, dad / glad.
  4. Some words you get to with visual analysis. The teacher demonstrates features of written English (the orthography, or letters we often see that go together), e.g. ch, oa, er,ing. As well as asking “What can you hear?” the teacher will now ask – “What letters would you expect to see?” (The more we read, the more we notice which letters are likely to be seen together, e.g. we know that ‘gzx’ does not look right.)                                                                                                             The teacher highlights other features of words as the need arises, e.g. endings (e.g. ing, ed), silent letters (e.g. knight), doubling letters (e.g. hop / hopping), dropping the ‘e’ (e.g. have / having), common vowel combinations (e.g. oa, oo, ai, ow, er) and spelling patterns (e.g. ight, tion), and unusual spelling (e.g. why, who).

See also- What are Sound Boxes?

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