Spelling (Orthography)

Spelling Phonetically Regular Words means spelling words by listening to the sounds and matching each sound to letters.

In this lesson, we will practice spelling single-syllable words with short vowels, consonant digraphs, and initial and final consonant blends.

These words are called phonetically regular because the letters usually make the sounds we expect. If we say the word slowly and listen carefully, we can often spell it correctly.

1. Start with the vowel sound

A short vowel is the quick sound in words like cat, bed, pig, hot, and sun.

• a as in cat
• e as in bed
• i as in pig
• o as in hot
• u as in sun

When you spell a short-vowel word, say the word slowly and listen for the middle sound.

For example, in map, the middle sound is /a/. That tells us to use the letter a.

2. Listen for every sound

Most phonetically regular words can be stretched out. When we stretch a word, we can hear the sounds in order.

For example, sit can be stretched like this: /s/ /i/ /t/.

Then we write the letters that match the sounds: s-i-t.

Here is a good way to spell:

1. Say the word.
2. Stretch the word slowly.
3. Listen for the first sound.
4. Listen for the middle vowel sound.
5. Listen for the last sound.
6. Write the letters in order.
7. Read the word again to check it.

3. Learn about consonant digraphs

A digraph is when two letters work together to make one sound.

Some common consonant digraphs are:

• sh as in ship
• ch as in chip
• th as in thin
• wh as in whip
• ck as in duck

When you hear one digraph sound, you may need two letters to spell it.

For example, in shop, the first sound is /sh/. We write sh, not just s.

4. Learn about consonant blends

A blend is when two or three consonants are next to each other, and each sound can still be heard.

Blends can come at the beginning of a word or at the end of a word.

Beginning blends:

• bl as in black
• st as in stop
• gr as in grab
• pl as in plan
• sw as in swim

Ending blends:

• nd as in hand
• mp as in jump
• st as in nest
• lt as in belt
• nk as in sink

In a blend, do not leave out a sound. In stop, we hear /s/ and /t/, so we write both letters: st.

5. Spelling pattern: short vowel words

Many short-vowel words follow a simple pattern: consonant + vowel + consonant.

Some examples are:

• cat
• bed
• pig
• hot
• sun

Some words are a little longer because they have a digraph or a blend, but we still spell them by listening to the sounds.

Examples:

• shop = sh + o + p
• flag = fl + a + g
• jump = j + u + mp

Worked Example 1: Spell the word “bed”

Step 1: Say the word: bed.

Step 2: Stretch it: /b/ /e/ /d/.

Step 3: Write the sounds in order:

• /b/ = b
• /e/ = e
• /d/ = d

Step 4: Put it together: bed.

Worked Example 2: Spell the word “ship”

Step 1: Say the word: ship.

Step 2: Stretch it: /sh/ /i/ /p/.

Step 3: Listen carefully. The first sound is /sh/, which is a digraph.

• /sh/ = sh
• /i/ = i
• /p/ = p

Step 4: Put it together: ship.

Worked Example 3: Spell the word “stop”

Step 1: Say the word: stop.

Step 2: Stretch it: /s/ /t/ /o/ /p/.

Step 3: The word begins with a blend. We hear both /s/ and /t/.

• /s/ = s
• /t/ = t
• /o/ = o
• /p/ = p

Step 4: Put it together: stop.

Worked Example 4: Spell the word “hand”

Step 1: Say the word: hand.

Step 2: Stretch it: /h/ /a/ /n/ /d/.

Step 3: The word ends with a blend. We hear both /n/ and /d/.

• /h/ = h
• /a/ = a
• /n/ = n
• /d/ = d

Step 4: Put it together: hand.

Tips for spelling regular words

• Say it slowly.
• Tap the sounds. You can tap one finger for each sound.
• Listen for the vowel in the middle.
• Watch for digraphs. Two letters can make one sound.
• Watch for blends. Be sure to write every sound you hear.
• Check your work. Read the word after you spell it.

Common mistakes to avoid

• Do not forget the middle vowel. sit needs the i.
• Do not leave out part of a blend. flag needs both f and l.
• Do not forget both letters in a digraph. chat begins with ch.
• Listen to the last sounds carefully. jump ends with mp.

Let’s review with more examples

• chat = ch + a + t
• frog = fr + o + g
• thin = th + i + n
• blast = bl + a + st
• duck = d + u + ck

Summary

To spell phonetically regular words, say the word slowly and listen for each sound.

Use the short vowel sound in the middle to help choose the right vowel.

Remember that digraphs are two letters making one sound, and blends are two or more consonants where each sound is heard.

When you listen carefully and write the sounds in order, you can spell many regular words correctly.

Spelling Long Vowel Patterns

Sometimes a vowel says its name. That is called a long vowel sound.

• Long a sounds like ā in cake.
• Long e sounds like ē in these.
• Long i sounds like ī in bike.
• Long o sounds like ō in home.
• Long u sounds like ū in cube.

In this lesson, you will learn two important ways to spell long vowel sounds:

1. VCe pattern
2. Vowel teams

These patterns help you read and spell many words.

1. The VCe Pattern

VCe means:

• V = vowel
• C = consonant
• e = silent e

In a VCe word, the e at the end is silent, but it helps the first vowel say its long sound.

Look at these pairs:

• cap → cape
• kit → kite
• hop → hope
• cub → cube

In each pair, adding the silent e changes the vowel sound from short to long.

Short vowel: cap, kit, hop, cub

Long vowel with VCe: cape, kite, hope, cube

You can think: The silent e makes the vowel say its name.

Common VCe words:

• Long a: cake, name, game, same
• Long i: bike, time, line, five
• Long o: home, nose, rope, note
• Long u: cube, mule, tune
• Long e: Sometimes e_e can make long e, as in these, but this is less common.

2. Vowel Teams

A vowel team is when two vowels work together to make one sound.

Some common vowel teams spell long vowel sounds.

Long a vowel teams

• ai as in rain, mail, paint
• ay as in day, play, tray

Long e vowel teams

• ee as in tree, feet, green
• ea as in eat, team, clean

Long i vowel teams

• igh as in light, night, high

Long o vowel teams

• oa as in boat, road, coat
• ow as in snow, grow, slow

Long u vowel teams

• ue as in blue, glue
• ew as in blew, grew, flew

Helpful patterns to notice

• ai is often in the middle of a word: rain
• ay is often at the end of a word: play
• oa is often in the middle: boat
• ow can be at the end: snow

These are helpful clues, but the best way to learn them is to read and practice many words.

How to choose the spelling

When you hear a long vowel sound in a word, ask yourself:

1. Do I hear the long vowel in the middle of a short word, like cake or bike? Maybe it is a VCe word.
2. Do I hear two vowels working together, like in rain or boat? Maybe it uses a vowel team.
3. Have I seen this word before? Sometimes remembering a word you know helps you spell it.

Worked Example 1

Word to spell: cake

• We hear long a: cāke.
• This word has one vowel, one consonant, and silent e.
• So we use the VCe pattern: c-a-k-e.

Answer: cake

Worked Example 2

Word to spell: rain

• We hear long a.
• In this word, the long a sound is spelled with the vowel team ai.
• Spell it: r-a-i-n.

Answer: rain

Worked Example 3

Word to spell: home

• We hear long o: hōme.
• The word ends with silent e.
• That tells us it is a VCe word: h-o-m-e.

Answer: home

Worked Example 4

Word to spell: boat

• We hear long o.
• This word uses the vowel team oa.
• Spell it: b-o-a-t.

Answer: boat

Look-alike words

Some words can sound a little alike, but they are spelled with different long vowel patterns.

• made and maid
• rode and road
• blue and blew

That is why it is important to learn common patterns and practice them.

Tips for spelling long vowel words

• Say the word slowly.
• Listen for the vowel sound.
• Ask: Is it a silent e word or a vowel team word?
• Think about where the pattern usually goes, like ay at the end of a word.
• Read the word again to see if it looks right.

Quick review

• VCe: a vowel, a consonant, and silent e make the vowel long. Example: cake, bike, hope
• Vowel teams: two vowels work together. Example: rain, tree, boat, blue

Summary

Long vowel sounds can be spelled in different ways. Two important patterns are VCe and vowel teams.

The VCe pattern has a silent e at the end that helps the first vowel say its name, like in cake and home.

Vowel teams use two vowels together, like ai in rain, ee in tree, and oa in boat.

When you spell, listen for the long vowel sound and look for the pattern that fits best.

The Doubling Rule (1-1-1 Rule)

Sometimes we add endings like -ing or -ed to a word.

When we do that, we sometimes need to double the last consonant. That means we write the last letter twice.

This spelling pattern is called the Doubling Rule, or the 1-1-1 Rule.

Why is it called 1-1-1?

• 1 syllable in the word
• 1 vowel before the end
• 1 consonant at the end

If a word has all three parts, we double the last consonant before adding a vowel ending like -ing or -ed.

Here is the pattern:

$$\text{short word} + \text{vowel ending} \rightarrow \text{double last consonant}$$

Look for these 3 things:

1. Is the word one syllable?
2. Does it have one vowel near the end?
3. Does it end with one consonant?

If the answer is yes, yes, yes, double the last consonant.

Words that follow the rule:

• run r running
• hop r hopping
• sit r sitting
• pet r petted

Lets look closely at one word:

• hop
• It has 1 syllable.
• It has 1 vowel: o.
• It ends with 1 consonant: p.

So when we add -ing, we double the p:

$$hop + ing = hopping$$

Worked Example 1

Word: run

Add -ing.

• 1 syllable: run
• 1 vowel: u
• 1 consonant at the end: n

Double the last consonant.

$$run + ing = running$$

Worked Example 2

Word: sit

Add -ed.

• 1 syllable: sit
• 1 vowel: i
• 1 consonant at the end: t

Double the last consonant.

$$sit + ed = sitted$$

For spelling practice, the rule says to double the t before adding the ending.

Worked Example 3

Word: hop

Add -ed.

• 1 syllable: yes
• 1 vowel: o
• 1 consonant at the end: p

Double the p.

$$hop + ed = hopped$$

Worked Example 4

Word: swim

Add -ing.

• 1 syllable: yes
• 1 vowel: i
• 1 consonant at the end: m

Double the m.

$$swim + ing = swimming$$

When do we NOT double?

We do not double the last letter if the word does not fit the 1-1-1 pattern.

Do not double if the word has 2 syllables or more.

• open r opening
• visit r visited

Do not double if the word ends with 2 consonants.

• jump r jumping
• help r helped

Do not double if the word has 2 vowels before the last consonant.

• rain r raining
• boat r boating

Lets compare:

• hop r hopping because hop is 1-1-1
• jump r jumping because jump ends with 2 consonants: m and p

Easy way to remember:

If the word is short and ends in vowel + consonant, the last consonant often gets doubled before -ing or -ed.

You can think:

One, one, one? Double one!

Try these in your head:

• tap + ing = tapping
• rub + ed = rubbed
• win + ing = winning
• jump + ing = jumping (no double)

Summary

The Doubling Rule helps us spell words when we add endings like -ing and -ed.

If a word has 1 syllable, 1 vowel, and 1 consonant at the end, we double the final consonant before adding the ending.

Examples: run r running, hop r hopped, and swim r swimming.

If the word does not fit the 1-1-1 pattern, we usually do not double the last letter.

The Drop-E Rule

Sometimes a word ends with a silent e. When we add an ending, we have to decide: Do we keep the e, or do we drop it?

The Drop-E Rule says: Drop the final silent e before adding a suffix that begins with a vowel.

A suffix is an ending added to a word, like -ing or -ed.

A vowel is one of these letters: a, e, i, o, u.

So if a base word ends in a silent e, and the ending starts with a vowel, we usually take away the e first.

• bake + ing = baking
• hope + ed = hoped
• smile + ing = smiling

We drop the e because it helps the new word look right and sound right.

Here is the rule in a simple way:

word ending in silent e + suffix starting with a vowel = drop the e

For example:

$$\text{bake} + \text{ing} = \text{baking}$$

How to use the Drop-E Rule

1. Look at the base word.
2. Ask: Does it end with a silent e?
3. Look at the suffix.
4. Ask: Does the suffix begin with a vowel?
5. If yes, drop the e and add the suffix.

Worked Example 1

Word: make

Suffix: -ing

make ends with a silent e.

-ing begins with i, and i is a vowel.

So we drop the e.

$$\text{make} + \text{ing} = \text{making}$$

Worked Example 2

Word: ride

Suffix: -er

ride ends with a silent e.

-er begins with e, and e is a vowel.

So we drop the e.

$$\text{ride} + \text{er} = \text{rider}$$

Worked Example 3

Word: hope

Suffix: -ed

hope ends with a silent e.

-ed begins with e, a vowel.

So we drop the e.

$$\text{hope} + \text{ed} = \text{hoped}$$

Worked Example 4

Word: smile

Suffix: -ing

smile ends with a silent e.

-ing begins with i, a vowel.

So we drop the e.

$$\text{smile} + \text{ing} = \text{smiling}$$

More examples

• cute + est = cutest
• save + ing = saving
• dance + er = dancer
• use + ing = using

When should we not drop the e?

If the suffix begins with a consonant, we usually keep the e.

A consonant is any letter that is not a vowel.

• safe + ly = safely
• hope + ful = hopeful

Look at these endings:

• -ly begins with l, a consonant, so keep the e.
• -ful begins with f, a consonant, so keep the e.

Let’s compare

• bake + ing = baking → drop the e
• bake + r = baker → drop the e because the ending begins with e in -er
• brave + ly = bravely → keep the e

A helpful trick

Ask yourself:

• Does the word end with a silent e?
• Does the ending start with a, e, i, o, or u?

If the answer to both is yes, drop the e.

Try to remember:

Silent e + vowel ending = drop the e

Summary

The Drop-E Rule helps us spell words when we add endings. If a word ends with a silent e and the suffix starts with a vowel, we usually drop the e. If the suffix starts with a consonant, we usually keep the e.

Change Y to I Rule

Sometimes a word ends with the letter y. When we add an ending, we often need to change that y to i first.

This is called the Change Y to I Rule.

Rule: If a word ends with a consonant + y, change the y to i before adding a suffix.

But watch out! Do not change the y to i if the suffix starts with i.

A suffix is an ending added to a word, like -ed, -es, -er, or -est.

A consonant is a letter that is not a vowel. The vowels are a, e, i, o, u.

So if a word ends in something like ry, ty, or ny, the letter before the y is a consonant. Then the rule usually works.

• carry  carried
• happy  happier
• puppy  puppies

We can think about it in two steps:

1. Look at the end of the word.
2. If it ends in consonant + y, change y to i, then add the ending.

Here is the pattern:

word ending in consonant + y + suffix  change y to i + add suffix

Example pattern:

$$\text{carry} + \text{ed} = \text{carried}$$

Worked Example 1

Word: carry

Ending to add: -ed

Step 1: Does carry end with consonant + y? Yes. It ends with ry.

Step 2: Change the y to i: carri

Step 3: Add -ed: carried

$$\text{carry} \rightarrow \text{carri} + \text{ed} = \text{carried}$$

Worked Example 2

Word: puppy

Ending to add: -es

Step 1: Does puppy end with consonant + y? Yes. It ends with py.

Step 2: Change the y to i: puppi

Step 3: Add -es: puppies

$$\text{puppy} \rightarrow \text{puppi} + \text{es} = \text{puppies}$$

Worked Example 3

Word: happy

Ending to add: -er

Step 1: Does happy end with consonant + y? Yes. It ends with py.

Step 2: Change the y to i: happi

Step 3: Add -er: happier

$$\text{happy} \rightarrow \text{happi} + \text{er} = \text{happier}$$

Worked Example 4

Word: cry

Ending to add: -ing

Step 1: Does cry end with consonant + y? Yes, but the suffix -ing starts with i.

Step 2: Because the suffix starts with i, do not change the y.

Step 3: Add -ing: crying

$$\text{cry} + \text{ing} = \text{crying}$$

Remember the special part: If the ending starts with i, keep the y.

• cry  crying
• carry  carrying
• try  trying

If we changed the y to i before adding -ing, the word would look wrong.

Compare these:

• carry + ed = carried
• carry + ing = carrying

In the first word, -ed does not start with i, so we change y to i.

In the second word, -ing starts with i, so we keep the y.

More examples

• dry  dried
• dry  drier
• dry  drying
• fry  fried
• fry  frying
• try  tried
• try  tries
• try  trying

A quick way to check

1. Does the word end in consonant + y?
2. Are you adding a suffix?
3. Does the suffix start with i?

If the answers are:

• Yes, yes, no  change y to i
• Yes, yes, yes  keep the y

Try to notice the pattern:

• baby  babies
• funny  funnier
• sunny  sunniest
• worry  worried
• worry  worrying

Common mistake

Some students write carryed. That is not correct.

Because carry ends with consonant + y, we change the y to i before adding -ed.

The correct spelling is carried.

Another common mistake

Some students write carring or carriing.

But -ing starts with i, so we keep the y.

The correct spelling is carrying.

Summary

When a word ends with consonant + y, change the y to i before adding a suffix like -ed, -er, -est, or -es.

But if the suffix starts with i, like -ing, do not change the y.

Think: Change y to i... unless the ending starts with i.

Homophone Discrimination means learning to tell apart words that sound the same but have different spellings and different meanings.

These words are called homophones. When we write, we must choose the spelling that matches the meaning of the sentence.

For example, to, too, and two all sound the same. But they do not mean the same thing.

• to can show direction: I walk to school.
• too can mean also or more than enough: I want to come too.
• two is the number 2: I have two shoes.

When you hear a word, do not just think about the sound. Stop and ask, What does this word mean in the sentence?

Here are some common homophones that 2nd graders often use.

• to / too / two
• their / there / they're
• see / sea
• sun / son
• be / bee
• one / won
• right / write
• here / hear
• no / know

Let’s learn some easy ways to tell them apart.

1. Think about the meaning.

Read the whole sentence and ask yourself what the word is talking about.

• Is it a place? Maybe it is there.
• Is it about people owning something? Maybe it is their.
• Does it mean they are? Then it is they're.

2. Look for number words.

If the word means a number, use the number word spelling.

• two = the number 2
• one = the number 1

3. Try a word swap.

Some homophones can be checked by swapping in a different word.

• If they are fits, use they're.
• If also fits, use too.

Example: They’re going home.

Try the swap: They are going home. That makes sense, so they’re is correct.

4. Practice the spelling with the meaning.

Do not memorize only the sound. Memorize the word and its job.

• here = this place
• hear = listen with your ears

Now let’s look closely at some important homophone sets.

to / too / two

• to: used in many sentences, often for direction or with an action word
  We go to the park.
• too: means also or very
  Can I play too?
• two: the number 2
  I see two ducks.

their / there / they're

• their: shows something belongs to them
  Their books are on the desk.
• there: means a place
  The ball is over there.
• they're: short for they are
  They’re happy today.

here / hear

• here: this place
  Come here, please.
• hear: listen with your ears
  I hear a bird.

right / write

• right: correct, or one side
  Your answer is right.
• write: make words with a pencil or pen
  Please write your name.

see / sea

• see: use your eyes
  I see a kite.
• sea: a large body of water
  The fish swims in the sea.

Let’s work through some examples together.

Worked Example 1

Sentence: I have ___ apples.

Choices: to, too, two

We ask: Is the sentence talking about direction, also, or a number?

It is talking about how many apples. That means we need the number word.

Correct answer: two

I have two apples.

Worked Example 2

Sentence: The dog is over ___.

Choices: their, there, they're

We ask: Is this about owning, a place, or they are?

The sentence tells where the dog is. That means it is talking about a place.

Correct answer: there

The dog is over there.

Worked Example 3

Sentence: ___ going to read a book.

Choices: Their, There, They're

Try the swap: They are going to read a book.

That makes sense. So we use the short form of they are.

Correct answer: They’re

They’re going to read a book.

Worked Example 4

Sentence: Please ___ your name here.

Choices: right, write

We ask: Does the sentence mean correct, or does it mean put words on paper?

It means to put words on paper.

Correct answer: write

Please write your name here.

Here are some helpful memory tricks:

• two has the letter w, and so does the number word two.
• too has an extra o, like getting extra.
• there has here inside it: there. Both can tell about a place.
• hear begins like ear. You hear with your ears.
• write starts with w, and so does word.

When you check your writing, use these steps:

1. Read the whole sentence.
2. Find the word that sounds like another word.
3. Ask, What does this word mean?
4. Pick the spelling that matches the meaning.
5. Read the sentence again to make sure it makes sense.

Let’s try a few quick checks:

• I can ___ the bell. → hear
• Put the toy over ___. → there
• My friends brought ___ lunch. → their
• Do you want to come ___? → too
• We saw the blue ___. → sea

Summary

Homophones are words that sound the same but have different spellings and meanings.

To choose the correct homophone, think about what the word means in the sentence.

You can use clues like place, number, ownership, or try a word swap such as they are for they’re.

The more you read, write, and practice, the easier it becomes to pick the right homophone every time.

Spelling Reference Tools are helpers we use when we are not sure how to spell a word.

Good writers do not have to know every spelling by heart. They use tools to check, fix, and learn words.

In this lesson, you will learn how to use three spelling reference tools:

• personal dictionaries
• word walls
• digital spell-check tools

When you use these tools, you can become a more independent writer. That means you can solve many spelling problems by yourself.

1. Personal Dictionaries

A personal dictionary is a small book or notebook where you keep words you want to remember.

You might write:

• your name and your friends' names
• days of the week
• color words
• words you use a lot, like because, friend, and school

Many personal dictionaries are in ABC order. That means words are grouped by their first letter.

If you want to spell play, you would look under the letter P. If you want to spell yellow, you would look under Y.

Here is how to use a personal dictionary:

1. Think about the first letter in the word.
2. Turn to that letter section.
3. Look carefully for the word.
4. Copy the word correctly into your writing.
5. Say the word as you write it to help remember it.

2. Word Walls

A word wall is a group of words posted where students can see them easily. It may be on a classroom wall, chart, or board.

Word walls often show:

• high-frequency words, like said, was, and they
• topic words, like plant, stem, and leaf
• pattern words, like light, night, and right

A word wall helps you find a word fast. It also helps you notice spelling patterns.

For example, if you see cake, bake, and make on the wall, you can notice the -ake pattern.

If you want to spell a word from the word wall, follow these steps:

1. Think of the first letter.
2. Look at the word wall section for that letter.
3. Find the word with your eyes.
4. Read it slowly.
5. Write it exactly the same way.

3. Digital Spell-Check Tools

A digital spell-check tool is a helper on a computer or tablet. It can show when a word may be spelled wrong.

Sometimes the word gets a colored line under it. The tool may give you choices for the correct spelling.

Digital spell-check can be useful, but you must use it carefully.

Here is how to use digital spell-check:

1. Type the word as best as you can.
2. Look for a line or warning.
3. Click or tap the word.
4. Read the choices.
5. Pick the word that makes sense in your sentence.

Important: Spell-check is helpful, but it is not perfect. You still need to think.

For example, if you type their when you mean there, the computer may not fix it. Both are real words, but they mean different things.

When Should You Use a Spelling Reference Tool?

You can use a spelling tool when:

• you are not sure how to spell a word
• you want to check a word before turning in your work
• you want to learn a new word and remember it
• you notice a word you often spell wrong

How to Choose the Best Tool

Different tools are best for different jobs.

• Use a personal dictionary for words you use often and want to remember.
• Use a word wall for classroom words and common sight words.
• Use digital spell-check when you are typing on a device.

Worked Example 1: Using a Word Wall

Mia wants to write: I said thank you. She is not sure how to spell said.

First, Mia thinks about the first letter: s.

Next, she looks in the S part of the word wall.

She finds said.

Then she copies it into her sentence: I said thank you.

Mia used the word wall to fix her spelling by herself.

Worked Example 2: Using a Personal Dictionary

Leo wants to write: My favorite color is purple. He is not sure how to spell purple.

He opens his personal dictionary to the P section.

He finds the word purple.

He reads it, then writes: My favorite color is purple.

Now he knows where to look next time too.

Worked Example 3: Using Digital Spell-Check

Ava types: I lik to read.

She sees that lik has a warning line under it.

She taps the word and sees choices. One choice is like.

She reads her sentence again: I like to read.

That makes sense, so she chooses like.

Worked Example 4: Choosing the Right Tool

Ben is writing on paper, not on a computer. He wants to spell because.

He cannot use digital spell-check because he is not typing.

He looks at the classroom word wall, but because is not there.

Then he checks his personal dictionary under B and finds because.

Ben chose the best tool for the job.

Tips for Success

• Try first. Write the word the best you can.
• Use the first letter. It helps you know where to look.
• Read carefully. Make sure the word matches your sentence.
• Copy carefully. Look at every letter.
• Practice words again. This helps your brain remember them.

Things to Watch Out For

• Do not rush when you copy a word.
• Do not pick a digital spell-check word just because it looks close.
• Do not forget to ask, “Does this word make sense here?”

Let’s Remember

Spelling reference tools help you when a word feels tricky.

A personal dictionary helps you save and find important words. A word wall helps you see common words and spelling patterns. A digital spell-check tool helps when you type on a computer or tablet.

The more you use these tools, the more confident and careful you will become as a writer.