Out of the 120 different levels on Rocket Spelling (not including review challenges), 22 of them focus on high-frequency words. Whereas the other 98 levels are designed to help students practice a certain spelling pattern or work on a related set of words, these levels can seem more random. Although expert lists vary somewhat, the words in our high-frequency levels are generally all included in a list of the top 1,200 most frequently-used words in the English language. They are critical words for students to learn. But what's the best way for students to attack them?

Some (but certainly not all) of the words in our high-frequency levels aren't spelled phonetically. Even for extremely common words like was and many, students using solely phonemic strategies will struggle. Thus, students need to be taught to be able to shift gears and use visual strategies for many of these high-frequency words.

A massive word of caution, however: As I mentioned in yesterday's post about short vowels, once students recognize the limits of phonemic spelling strategies, they sometimes permanently switch to an almost completely visual, memorization-based strategy of spelling.

This explains fourth-graders who can't tell you the short vowel sounds -- they've unknowingly given up on phonics and have moved on to just trying to memorize a visual image of each word they need to spell. This, of course, is a flawed plan; a child using visual memorization alone can't even begin to attempt to spell a previously unseen word.

Our suggestion, then, is to make shifting between different spelling techniques something you explicitly teach to your students. Explain to them how phonemic strategies are important and when they work best. Then show them how many words don't sound out very well and will require a more visual, memorization-based approach instead. A student who can intentionally use multiple different spelling strategies as needed is well on the way to success in spelling.