Interactive Spelling Activities
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4INTERACTIVE SPELLING ACTIVITIES
It has been found that children learn to spell better, quicker and more easily if they are given short but
fun activities on a daily basis. Tasks that are interactive and can be undertaken collaboratively are more
effective than worksheets and will lead to pupils becoming more independent and focused learners.
Below are some suggestions for spelling activities that you may wish to try out in your classroom. Some
are more suited to one particular stage but others can be used in every class from P1 – P7.
Spelling Strategies
Pupils should be given strategies to help them learn to spell. A list of suggested strategies is given at
the end of this booklet in the secondary section. Additional strategies could include
Rhyme – if they can spell mouse, they should be able to spell house
Write the word with different coloured pens to break it into sections. This will help to teach
the pupils to learn to spell in ‘chunks’ rather than ‘letter by letter’
Use different coloured post- its, one for each word. This will help pupils visualise the word when
they are trying to recall it.
Write the word in sand, finger paint etc –helps form memory hooks.
Use big paper and big felt pens – not always a jotter.
Chant the syllables eg Wed-nes-day, emphasising the tricky bit. Use actions for each syllable.
Draw a picture to help with a word eg big elephants can always understand small elephants =
because
Make the word into a picture eg bed could be drawn to look like a bed
1. Look, Cover, Write, Check - TRIOS
This is often the basic method used in classes but the expectation is that the pupil will be motivated
and be able to self teach. Mistakes are often written out three times and become embedded.
Try putting them in same ability trios. They check each others’ lists and then swap around again so the
checkers are checked!
Alternatively, the teacher shows the pupils the word, covers it and then the pupils write the word. The
teacher would then show the word again for the pupils to check. Again this method has a higher success
rate than when the pupils work as individuals.
2. Look, Cover, Write, Check – ‘SHOW ME’
Pupils work in pairs. Both pupils look at the same word. It is then covered and both pupils write the word
on an individual whiteboard. They then reveal their word - ‘one two three, show me’ and check that they
both have the same spelling. This is repeated with every word on their list. A quick activity that is very
effective, It can also be done in trios or quartets.
3. FLASH CARDS
This is similar to the ‘show me’ activity above. Pupils quickly write out words on flash cards making sure
that they have the correct spellings. One reads aloud from a card and the other pupil writes the word
on a whiteboard. This time when they say ‘show me’, one shows the correct spelling on the card and the
other shows their attempt on the whiteboard. Pupils take turns reading or spelling.
4. DEFINITIONS
Make this exercise a more worthwhile learning experience by asking pupils to work in pairs. Pupils are
given one dictionary to share and work together to find and write the definition of each word. By using a
selection of dictionaries, pairs can then share and compare their definitions with another pair.
5. SPELLING ALOUD
Using flashcards, as above, one pupil reads a word aloud. Their partner spells the word out loud. If they
spell correctly, they ‘win’ the card. If they are incorrect, the card is put to the bottom of the pile.
Pupils take turns and the ‘winner’ is the one who has most cards at the end of the game.
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