EX: New Feature: Spelling /ay/ at end of word, as in play or stay.
Engaging guided discovery using magnets. Teaching spelling for a sound unit that has more than one spelling option requires imprinting with specificity. Guiding the student in a discovery experience, rather than ‘talking’ an explanation can accomplish this.
For example: There are many ways to spell the phonemic sound: long/a/. Where long/a/ comes at the end of a word like play, guided discovery technique using magnets is one recognized method for demonstrating to the student where the sound falls within the word, and on that basis, how to spell the sound when in that position.
In the word /play/, student pulls down one magnet for each phoneme (sound) heard (not the letter name). Student pulls down 3 magnets saying their individual sounds simultaneously to the movement of its corresponding magnet as follows: One magnet for /p/, one for /l/, and one for the long /a/ sound. Student then puts the sounds together as a word.
Then, teacher says, “what sound is this?” while pointing to the final magnet. Student says (long) /a/. Right! And where is this sound? At the beginning, middle or end of the word? Student immediately states “at the end”! Teacher says “right!” And how do we spell the sound /a/ in this position? /ay/. So, how then do you spell the whole word play? “/p/l/ay/!” So when the long /a/ sound comes at the end of a word how is this sound spelled? Student says “/ay/.” Teacher says, “RIGHT!” And so, after many repetitions of spelling lots of words with the ay as long /a/ at the end of the word, student reinforces long /a/ sound as /ay/ when it comes at the end of the word. This is an example of guided discovery using multi-sensory tools and teaching