Spelling Success for 2nd Graders with ADHD
Created bySamantha Kimble
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Spelling Success for 2nd Graders with ADHD

Grade 2English1 days
This project, targeted at 2nd graders with ADHD, aims to enhance spelling skills by developing effective focus and engagement strategies. The project incorporates a variety of interactive and multi-sensory activities, such as using magnetic letters and soundscapes, to address different learning styles and enable students to decode and spell words efficiently. Students engage in word partition puzzles and creative story-telling to further deepen their understanding of phonics and word structure, with the overall goal of improving spelling proficiency and focus. Through these activities, students explore the importance of spelling in communication and utilize tools designed to assist learners with ADHD.
SpellingADHDPhonicsFocus StrategiesInteractive LearningWord AnalysisEngagement
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design effective strategies and tools for students with ADHD to enhance their focus and mastery in spelling important words like pencil, magnet, letter, and others?

Essential Questions

Supporting questions that break down major concepts.
  • What strategies can we use to focus and study effectively?
  • How do letters come together to form words?
  • What are the sounds we hear in each word and how do they help us spell it?
  • How can breaking words into parts help us understand their spelling?
  • Why is spelling important in communication?
  • What tools or resources can help us learn spelling better?
  • How does practicing spelling words help improve our memory and focus?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will improve their spelling skills for specific words such as pencil, magnet, letter, lady, open, solo, odor, ivy, purchase.
  • Students will develop strategies to enhance focus and engagement, particularly those effective for learners with ADHD.
  • Students will understand how sounds correspond to letters in words to aid in spelling.
  • Students will use word analysis skills to break down words into phonetic components and understand their structure.
  • Students will learn the importance of spelling in effective communication.
  • Students will explore and use tools that can assist in learning how to spell better.
  • Students will enhance their memory and focus through practicing spelling words.

Common Core Standards

L.2.2
Primary
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Reason: This project focuses on improving spelling skills which directly relates to demonstrating command over spelling conventions in English.
RF.2.3
Primary
Know and apply grade-level phonics and word analysis skills in decoding words.Reason: The project involves understanding how letters form words and using phonics to decode and spell words, aligning with this standard.
L.2.4
Secondary
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, word parts, and word relationships.Reason: Breaking down words into parts and using context to understand their spelling is part of this standard.

Entry Events

Events that will be used to introduce the project to students

Interactive Word Mural

Introduce a large-scale word mural project where students contribute to a colorful wall display by drawing and annotating their interpretation of spelling words such as 'ivy' and 'open'. This art-based entry event makes spelling words tangible and engaging.

Creative Spelling Story

Start by showing a short film or animation that incorporates all spelling words into its narrative. Encourage students to create their own versions or endings to the story, utilizing words like 'odor' and 'purchase', fostering creativity and understanding.

Spelling Detective

Kickstart the project by transforming the classroom into a detective agency where students must solve a mystery related to the weekly spelling words. They'll receive clues that lead to the correct spelling and usage of words like 'pencil' and 'magnet'.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Magnetic Word Assembly

Students use magnetic letters to spell out words such as pencil, magnet, and solo, allowing tactile engagement. This activity caters to students who benefit from kinesthetic learning and helps reinforce letter recognition and spelling without reliance on writing tools.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Provide each student with a set of magnetic letters.
2. Present the target spelling words on the board: pencil, magnet, solo, etc.
3. Ask students to arrange magnetic letters to form these words on a metal surface or magnetic board.
4. Encourage students to sound out each word as they spell them, focusing on phonics.
5. Have students pair up to verify each other's spellings using the provided word list as guidance.

Final Product

What students will submit as the final product of the activityA neatly arranged set of correctly spelled words using magnetic letters.

Alignment

How this activity aligns with the learning objectives & standardsAligns with RF.2.3 by applying phonics and word analysis skills, and L.2.2 by focusing on spelling conventions.
Activity 2

Spelling Soundscape

Create an auditory learning activity where students identify and pronounce the distinct sounds in each spelling word. This method taps into auditory strengths and aids in phonemic awareness, making spelling an engaging, multi-sensory activity.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Play sound clips of each word being pronounced, focusing on separating sounds.
2. Students repeat the word, focusing on each phoneme.
3. Discuss how each sound corresponds to a letter or group of letters.
4. In pairs, students quiz each other by sounding out words while the partner listens and identifies corresponding letters.

Final Product

What students will submit as the final product of the activityAn audio-visual chart where each sound of the spelling words is connected with letters or letter groups.

Alignment

How this activity aligns with the learning objectives & standardsSupports RF.2.3 and L.2.4 by using phonetics and sound-letter mappings to enhance decoding and spelling skills.
Activity 3

Word Partition Puzzle

Challenge students to break down complex words like 'purchase' and 'letter' into simpler parts using word puzzles, reinforcing their understanding of how smaller sounds combine to form words.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Provide word puzzles featuring target spelling words.
2. Students disassemble words into letters or groups that fit partial sounds (e.g., 'pur' + 'chase').
3. Encourage peer discussion on different word breakdowns and their phonetics.
4. Have the students reassemble the words correctly and explain their reasoning for each breakdown.

Final Product

What students will submit as the final product of the activityCompleted word puzzles with correct word partitioning and reasoning notes.

Alignment

How this activity aligns with the learning objectives & standardsAligns with L.2.4 by encouraging use of word parts and context for understanding spelling, while also adhering to RF.2.3 for decoding skills.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

ADHD Spelling Mastery Portfolio Rubric

Category 1

Engagement and Focus

Evaluates the student's ability to actively engage with the spelling activities and maintain focus throughout the tasks. Especially important for learners with ADHD.
Criterion 1

Participation

Assesses the student’s active involvement and enthusiasm in activities.

Exemplary
4 Points

Demonstrates high enthusiasm and consistent involvement in all activities without distractions.

Proficient
3 Points

Shows consistent involvement with minimal distractions during activities.

Developing
2 Points

Involvement varies with some distractions impacting focus during activities.

Beginning
1 Points

Shows limited involvement and frequent distractions hinder engagement.

Criterion 2

Focus Strategies

Measures the use of strategies to improve focus during spelling tasks.

Exemplary
4 Points

Effectively uses a variety of focus strategies throughout spelling tasks.

Proficient
3 Points

Uses some focus strategies effectively during tasks.

Developing
2 Points

Attempts to use focus strategies but inconsistently during tasks.

Beginning
1 Points

Rarely uses or struggles to identify focus strategies.

Category 2

Spelling and Phonics

Assesses student proficiency in spelling words and applying phonics principles to decode and assemble words.
Criterion 1

Correct Spelling

Evaluates accuracy in spelling words using magnetic letters or during soundscapes.

Exemplary
4 Points

Consistently spells all words accurately with magnetic letters or in soundscapes.

Proficient
3 Points

Spells most words correctly with minor errors in magnetic letters or soundscapes.

Developing
2 Points

Spells some words correctly, but frequent errors occur in tasks.

Beginning
1 Points

Struggles with correctly spelling words, with significant errors.

Criterion 2

Phonetic Segmentation

Assesses ability to identify and utilize phonetic elements when spelling words.

Exemplary
4 Points

Accurately identifies and applies phonetic elements across all words, demonstrating strong phonemic awareness.

Proficient
3 Points

Correctly identifies and uses phonetic elements in most words.

Developing
2 Points

Identifies some phonetic elements accurately, though with inconsistencies.

Beginning
1 Points

Struggles with identifying phonetic elements, leading to incorrect spelling.

Category 3

Word Analysis Skills

Evaluates the ability to analyze and reconstruct word structures using phonetic and contextual clues.
Criterion 1

Word Partitioning

Measures skill in breaking down and reassembling words correctly in puzzles and reasoning explanations.

Exemplary
4 Points

Effectively breaks down and reconstructs all target words with clear reasoning.

Proficient
3 Points

Successfully partitions most target words with valid reasoning.

Developing
2 Points

Partitions some words accurately, with reasoning varying in clarity.

Beginning
1 Points

Struggles with word partitioning and providing coherent reasoning.

Criterion 2

Use of Contextual Clues

Assesses ability to use contextual clues to support understanding and spelling of words.

Exemplary
4 Points

Integrates contextual clues seamlessly when spelling and explaining words, showcasing depth of understanding.

Proficient
3 Points

Utilizes contextual clues effectively in most instances.

Developing
2 Points

Demonstrates inconsistent use of contextual clues, impacting spelling accuracy.

Beginning
1 Points

Rarely identifies or uses contextual clues to aid spelling or understanding.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on the strategies you used to enhance focus and engagement in spelling activities. How effective do you feel these strategies were in helping you learn the spelling words?

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Question 2

Which portfolio activity did you find most helpful in improving your spelling skills, and why?

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Question 3

On a scale from 1 to 5, how much do you feel your spelling skills have improved through this learning experience?

Scale
Required
Question 4

Reflect on how breaking words into parts has influenced your ability to spell them correctly.

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Question 5

Which tools or resources did you find most helpful for spelling practice, and how did they support your learning?

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