Spelling in Upper Elementary

Quick and Easy Ways to Make Spelling Instruction Powerful in the Classroom

Spelling.

Spelling Instruction.

Teaching spelling in upper elementary.

Did you cringe just a little bit?

Maybe you would love to add spelling to your schedule, but you can’t see where to make it fit or how to make it work for you and your students.

Gone are the days of the spelling textbooks (did you even know there used to be spelling textbooks?) and weekly word lists. We all realize that memorizing weekly lists doesn’t help a child learn to spell in the long term.

So what can we do?

Maybe your students don’t need spelling instruction. Perhaps they’ve had consistent school instruction and parent support at home for the entirety of their school career, and they are excelling academically. That’s great. Push them even further and keep being amazing.

Maybe your students need more than just spelling instruction. Perhaps you’ve implemented phonics lessons and sounds because your students struggle and still need help. Ok. Do what your kids need. Keep being amazing.

And maybe some of your students are somewhere in the middle. They mostly have phonics mastered but still need further instruction, and you need to know what to hold them accountable for in spelling in their writing because you don’t grade something you haven’t taught.

Here are some small yet powerful ways to easily add more spelling instruction while you are teaching spelling in the upper elementary classroom:

1. Create a word wall with monthly word lists.

2. Study suffixes and prefixes.

3. Teach the chunking method with content-specific words.

4. Keep a spelling and vocabulary notebook.

Did your eyes just glaze over? Probably, you have heard it all before, and you’re picturing the same old classroom with the same old tasks, and you still don’t have more time to add anyway.

But what if it could be more than that? What if students were taking responsibility for their word lists and helping each other with their words? What if there was laughter, challenges, and celebrations as the class progressed together? Doesn’t that sound worthwhile?

You can do this. You can make it happen. Easily.

Check it out:

1. Create a word wall.

   Choose where you are going to house it. A section of your classroom wall, on some cabinets, or do you have no more space and will create it on a handout that you pass out to students and add to each month?

Decide on a list of high-frequency words. You want about 200. That way, you add 20 each month to the word wall and get to all 200 by the end of the school year. (Here is one already created for an upper elementary classroom).

Once you introduce the words and put them on the wall, the students understand they will practice the words, and by the end of the month, they will be responsible for using them correctly in all of their writing from now on. And then the kids take over:

1. They quiz each other using their slates (dry-erase boards).
2. They play spelling games. (included in this resource)
3. They use their word lists when editing each other’s writing during a peer writing conference.
4. They work through a spelling contract during centers and create activities for each other to complete. (you’ll love this one)
5. They work in teams to create sentences using as many word wall words as possible.

The learning community works together to help everyone improve their spelling.

You can give a dictation test once or twice a month, score with a rubric, and students can see exactly how they are progressing. (already done for you here).

So now the word wall is up and running. Kids are busy, know exactly what words they are responsible for knowing and using, and students work towards their goals together.

Great!

Onward!

2. Add in prefixes and suffixes instruction.

Explain that prefixes and suffixes are tiny word parts that, when added to the base word, change or modify the base word. Once you recognize the parts, you can figure out what the word means more easily.

Allow your students to become word detectives.

Create a spelling anchor chart that reminds your students what prefixes and suffixes are (see this one).

Give an example of how to dissect a longer word like unquestionable. Underline the base word, the prefix, and the suffix. Work out what it means.

When you teach your students that adding “un-” means “not” or that “-able” indicates something can be done, they begin to see language in a whole new way. This understanding helps them spell better and read more confidently.

Hand out a list of the top prefixes and suffixes and add them to the spelling notebook. (this is done for you here). Students will be able to go back and reference these charts over and over again.

Introduce five words a month. Post on a chart paper. Student teams go to work.   They take the word apart, figure out the meaning, and present it to the class. You approve, and they are off to the races. For the rest of the month, they search for examples of these words in their reading, everyday life, and other media, like movies and TV shows. When they find other examples or notice them – celebrate and keep looking. Teams can keep lists of what they find, or you can acknowledge it with a cheer or a high five and keep it moving.

These teams will also work to create sentences using their new words. Attempts can be written on paper and hung off their desks in their team areas for others to see. At the end of the month, teams will present their very best sentences for the words. The class can choose the most outstanding examples and post them in the classroom, making sure to credit the team for the rest of the year.

You can also keep class challenge charts. This means the children pick a prefix or suffix and work together to find as many words with that prefix or suffix. Post the charts and add them all year; children get excited to find another example or add. Cheer together, add the word, and keep going. One chart that students love to complete over the year is an ——ology chart.  -Ology – the study of. Students love looking for and adding to this chart. (Our first entry is etymology – the study of the history of spelling words.)

Students keep a running list in their spelling notebook section for prefixes and suffixes so they can refer to them and use them in their writing.

3. Teach the chunking method with content vocabulary. These words usually lend themselves to sounding out the syllables better than the high-frequency words. And the chunking method helps with spelling the words and developing the meaning.

Help your students break apart larger vocabulary into usable chunks. Breaking down or “chunking” larger, content-specific words is another way to demystify your students’ complex vocabulary. Subjects like science or social studies often bring intimidating words. Still, those daunting terms suddenly become approachable by teaching students to break them into recognizable parts—prefixes, suffixes, and root words.

Take “photosynthesis,” for example. By showing your students that “photo” means light and “synthesis” means to put together, you’re helping them understand the word’s meaning and building their confidence in tackling challenging vocabulary.

Making content-specific vocabulary word displays for a print-rich environment (this is an example of what I mean).

4. Make spelling and vocabulary notebooks. (find it here). Keep everything neat and organized in a spelling and vocabulary notebook. Sort it into sections. For example:

1. 1. 1. Table of Contents
      2. Use the following 13 pages (front and back) for each letter of the alphabet. Students create a header for each page. Then, add words under each letter that they discover, like, and want to use in their own writing.
      3. Tab the following section to start a picture dictionary of content vocabulary words. Vocabulary words for your science and social studies units are kept in this section by units of study. Students draw squares and draw in pictures to define what words mean.
      4. Starting in the back of the notebook, use pages for reference tools and notes that accompany your lessons.

Tying It All Together: Making It Work in Your Classroom

How do you fit all these strategies into your already-packed teaching schedule? The good news is that integrating these approaches doesn’t require an overhaul of your existing routines. Teaching spelling in your upper elementary classroom can be simple.  Here’s how you can make it work:

• Monthly High-Frequency Word Lists: Start by introducing a new list of high-frequency words at the beginning of each month. These words can be incorporated into morning work, writing activities, or class discussions. Display the words in a visible place in your classroom so students can reference them throughout the day.

• Teach Prefixes and Suffixes Through Mini-Lessons: Incorporate short, focused lessons on prefixes and suffixes into your daily or weekly routines. For example, you can start your language arts block with a five-minute mini-lesson on a specific prefix or suffix. As students encounter these word parts in their reading or writing, they’ll begin to see patterns and connections.

• Use Chunking During Content Lessons: When introducing new vocabulary in subjects like science or social studies, take a moment to break down complex words using the chunking strategy. Encourage students to do the same when they come across unfamiliar words.

Conclusion: You Are Leading the Way

As a dedicated teacher, you have the power to transform how your students learn and engage with spelling. Make it fun. Create challenges. Let your student teams work together.

You’re helping your students succeed in spelling and shaping them into confident communicators across all subjects.