Lesson 13:

Peter teaches spelling by using consonant-vowel patterns

To teach spelling, Peter presents the children with weekly lists of spelling words. He has the children group the words by writing the consonant-vowel patterns in their notebooks. For example, the word read has a C-V-V-C pattern.

Why this lesson falls short for some children...

A child may not learn well by studying random or arbitrarily selected words from a spelling list. Unless the spelling words are the same words that the child is actually using during writing or reading activities, the child may not understand the relevance of learning random words from a spelling list.

Studying consonant-vowel-patterns can fall short for several reasons. First, to understand that the word read has a C-V-V-C pattern, the child must already know the spelling of the word.

Second, since the consonant-vowel patterns include such a vast variety of words (meat, seen, rain, toad, and moon all fall within the C-V-V-C pattern), the consonant-vowel patterns do not help the child to remember the spelling of a particular word.

Third, studying consonant-vowel patterns does not involve using the same letter-sound knowledge as needed in actual reading and writing contexts.

Learn to teach this lesson properly

  • Teach spelling through words that are relevant to children, instead of through random lists of words.
  • Teach spelling with letter-sound knowledge instead of consonant-vowel patterns.
  • Teach spelling by using the same thought processes as needed in actual reading and writing contexts.

Improve your instruction of young learners

To learn the specific methods for teaching this lesson correctly, please see Programs and Get the Books.