EPF+Reading+Project

Spelling in Parts (SIP)

The teacher models examples first and provides other demonstrations as required. The children do the following:

1. They say and clap the word in syllables.

2. They divide the word into syllables as they pronounce each syllable. (The teacher may check that it is a reasonable division without teaching syllabication rules. The legal division for bucket would be buck-et; buc-ket is acceptable but not bu-cket.)

3. They say a syllable and then spell it, say a syllable and then spell it. (The teacher checks that students are saying each phoneme within the syllable as they have marked them.)

4. They circle syllables with difficult spelling patterns.

5. They study circled syllables and may think of a mnemonic or analogy to recall the spelling pattern (e.g., the mnemonic to-get-her may require child to divide the word differently to recall the syllables; recall spelling of the first syllable in frighten by associating it with light— I was frightened by the light).

6. They cover, say a syllable, and then write the syllable; they say a syllable and then write the syllable.

7. They check and repeat if necessary.