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How to Correct Your Child’s Spelling Without Crushing Their Confidence
102 Plays1 hour ago
Episode 77 In today’s episode of Play on Words from Big City Readers, Miss Beth breaks down one of the top questions parents ask: Should I correct my child's spelling? Spoiler: correcting isn’t the enemy… but how you do it absolutely matters if you want to protect your child’s confidence and build lifelong readers and writers.
From invented spelling to letter reversals, from the dreaded sight word “said” to why she cannot stand the book The Rainbow Fish, Miss Beth gets real about what’s developmentally normal, what to gently support, and what to leave alone.
Whether your child is in kindergarten, first grade, or second grade, this episode gives you practical, science-backed tools to help your child feel confident while still building strong reading and writing foundations.
✏️ What We Cover in This Episode
👉 Should You Correct Your Child’s Spelling?
👉 Does Writing Letters the “Right Way” Matter?
👉 Why I Don’t Love The Rainbow Fish
👉 How to Teach the Sight Word “SAID” (And Why It Matters)
...And So Much More
- Building confidence through “productive struggle”
- Why correcting too much can accidentally shut kids down
- How to model writing without perfectionism
- What to do when your child hates writing
- When spelling concerns are worth a deeper look
For all the resources I mentioned- free and on demand courses- visit bigcityreaders.com and connect with me on instagram @bigcityreaders
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Transcript
Creating a Safe Learning Environment
00:00:07
Speaker
Everybody, no matter their age, wants to feel seen and heard. And when kids feel seen and heard, they feel safe. When they feel safe, they feel like they can take risks. when they feel like they can take risks, they'll try things like writing and reading.
Introduction to Play on Words Podcast
00:00:21
Speaker
Welcome back to the Play on Words podcast by Big City Readers. I am your host, Miss Beth.
00:00:26
Speaker
And this podcast is not just another education podcast. This is a podcast all about helping kids in the very first stages of learning, like learning to crawl and talk. And then learning their ABCs and then learning how to tie their shoes or how to advocate for themselves and when they are going to school for the very first time. um And then the learning to read
Support for Parents and Foundational Learning
00:00:54
Speaker
journey. ah But it's also a podcast for parents. So this is a podcast for parents that want to learn how to help their kids, but it's also a podcast for parents who want to feel calm and empowered um and that know that getting to school or learning to read isn't the finish line, but these are the foundational steps um for how kids learn. see themselves, um think about themselves, and um become who they are as they go off into the world. So if you are joining for the very first time, I'm so excited that you're here. Whether you're here for a reading tip, a little pep talk, or just to feel less alone, you are in the right place. I'm Ms. Seth. I'm an educator, a child development nerd, and the founder of Big City Readers, which is an early childhood education company. So today we're diving into something I get asked about all the time.
Correcting Spelling: Help or Hindrance?
00:01:45
Speaker
Should I correct my child's spelling? You know when your little one is like writing like love you and they write L-U-V-U. And it's so sweet.
00:01:55
Speaker
But then there comes to a point where you're like, you know what, should they be writing this the right way? um And am I holding them back by not correcting it? Or am I squashing their confidence by telling them they spelled it wrong? Do you fix it? Do you let it go? We're breaking it all down.
Understanding Inventive Spelling and Corrections
00:02:13
Speaker
What inventive spelling really means what you need to know, what's appropriate, what is inappropriate, like should your second grader still have letter reversals or be spelling um with some of the letters backwards missing some letters, and how to know when to step in and when to take a step back.
00:02:35
Speaker
But first, let's catch up for a second because it's been
Engaging Middle Schoolers in Conversations
00:02:39
Speaker
a while. So actually, my life update here is um something that I've been doing in my personal life that actually does have a little bit to do with spelling things wrong on purpose. So as you might know, I have a um middle school bestie in my life. And I am always looking for the best ways to connect with the middle schoolers. And we talked about this a couple weeks ago, um i think on Instagram stories, and how one of my tricks lately has been, um you know, when there's a bunch of middle schoolers over, you don't want to be like that, like annoying parent that's just like...
00:03:15
Speaker
Hey, how's school? What's the drama? ah Maybe your child just directly tells you that, or maybe they don't. But the trick here is to be doing something else in the area that they're going to be.
00:03:28
Speaker
So I actually hate puzzles, but I have set up a puzzle in the living room. So whenever there's middle schoolers around, I'm just working on this puzzle. Guess what happens?
00:03:39
Speaker
They come over, they start working on the puzzle. Maybe they're not a puzzle person either, but they love to have something to do with their hands. And what do they start doing when their hands are busy? They start talking. There is a great distraction in this. And um you can do this with really little kids too, if you want to get them to start talking about their day. I often talk about how like the worst question is, how was your day? if you think about yourself, if you have a partner, um they you come in and say like, how was your day?
Handling Post-School Meltdowns
00:04:08
Speaker
Like if you but just got home from the office, you're like, it was fine. If you ask a more specific question or maybe you go for a walk together or maybe you're making dinner and then your stories just start flowing, it feels a bit easier. The kids feel the same way. Just saying like, how was your day? Like, was everybody nice to you? Like, or what's wrong? Like kids get extremely activated and they're like,
00:04:32
Speaker
Let me think. Did something go wrong? What's the answer they want to hear? Or please let me just be. And if that happens with you, there's nothing wrong. um It's actually something very common called after school restraint collapse. And I myself experience it when I'm like working with so many people or like doing a lot of activities and I get home and I just want to be like, Oh, please don't talk to me. Because if you have to be like on so much during the school day, like kids have to be, they have to be thinking about their peers. They have to be thinking about like following the rules. They have to be listening to their teacher when they say they can go to the bathroom. They eat on someone else's um command, like they don't really have any agency. So if your child like has that meltdown after school, no matter if they're six or 16, one, that's normal. And two, these are some of my little tricks to get them to share about their day instead of like shut down and just be mad. So sometimes you might be sitting and doing the puzzle silently together and that's great. um But another thing that I've noticed is that middle schoolers love what you're interested in. Like love it. Like they want to help you. So something i might do is um say like, oh, I actually, i want to start riding my bike more, but I kind of feel nervous. Like we live in Chicago. i kind of feel nervous. um
00:05:53
Speaker
So I'm not, I'm not like, I don't know, like I haven't ridden in a while. And guess what? probably nine times out of 10, your child between the ages of like, I would say six and 16 is going to love to help you. Like they absolutely want to have that agency and feel confident. Like, oh, I could ride with you. i ride all the time. Um, so that also is a great way to get them talking. Like you're asking them for help. You're evening the
Empowering Children to Share Feelings
00:06:24
Speaker
playing field. So this actually connects with when kids ask you how to spell a word more than you might think, because we want to get in general, whatever your goal is, is it for your child to talk to you more, to share about their day, to feel comfortable,
00:06:41
Speaker
more relaxed, less anxious, to feel confident in advocating for themselves, to not have this like, my friends know how to read and I don't, or I'm so bad at this. Like whatever you're trying to stop or ease for your child can happen from these tiny moments that actually have nothing to do with how they actually feel in those moments. So If we can make them feel calm, make them feel safe, make them feel secure, make them feel empowered in another way, they're going to feel a little bit clearer, a little bit safer, where they can share how they feel about that. So instead of the, I can't do anything, we've taken a random task. Like, i'm I'm feeling nervous about riding my bike in Chicago. I haven't done it in a long time.
00:07:32
Speaker
They say, oh I can help you do that. Then we've like made this this connecting piece with them and they can go, i actually was feeling nervous about something today too. um some A boy asked me out or um a friend told me about something that i had not heard about. We were just making this um safe space for them to talk about something that they feel uncomfortable about. Because I think, and I know, because kids have said this to me, whenever I say in a tutoring session, I'm a reading coach, but I actually, i don't really like to read.
00:08:08
Speaker
They say, that's not true. every All grownups love to read. i I'm just different. Every pushback that a child is having is them saying like, am I safe? Am I the only one like this? Or like, is what I'm feeling too big for you? Is what I'm experiencing something that no one else experiences?
Building Learning Connections Through Shared Insecurities
00:08:29
Speaker
And they like internalize that. And the more you can show them like your insecurity, your fear your... thing that you're struggling with that you're learning, the more they're going to feel like it's okay that they're in that stage as well.
00:08:44
Speaker
How does this compare to inventive spelling and kids learning how to spell? Well, two ways. One, kids think of us as knowing how to do everything and them knowing how to do nothing. And so we get this sort of resistance. Um, yeah.
00:09:04
Speaker
In like using the example of talking to middle schoolers and be like, how was your day If we think about how like they're going to come into this conversation a little bit defensive because they're like, you wouldn't get it then we're not going to get to the point of what we want. Like we might be like, okay, how was your day? I just want to know. Just tell me like, I'm just trying to help. Oh, they just want to feel seen and heard. Everybody, no matter their age, wants to feel seen and heard. And when kids feel seen and heard, they feel safe. When they feel safe, They feel like they can take risks. And when they feel like they can take risks, they'll try things like writing and reading.
00:09:43
Speaker
Like learning to read is a risk. um It feels like a risk. Our nervous system tells us it's a risk. It's embarrassing if we mess up. um There's competition. Like somebody else might be doing better than me. Yeah.
00:09:55
Speaker
Somebody else is like looking at it and judging me. I might feel shame if I don't know the answer. I might feel worried. I might feel alone. I might feel isolated. All of these things are activating to a child's nervous system. um and And it's like triggering it as if like they're being chased by a bear in the woods.
00:10:12
Speaker
But they're not. And so we forget that, adults. And we're like, just sound it out. And they feel overwhelmed. But here's the good news. You can help their nervous system and you can help them. And it might look like just spelling a word wrong on purpose. um It might look like saying that you don't remember how you ride your bike. It might look like saying like, oh gosh, i I can't read the recipe and... do the stirring at same time. Can you read the recipe to me? You are creating these moments of connection to make kids feel secure. um
00:10:46
Speaker
And then that's where the learning can take place. So... Um, i love to tell parents in the inventive spelling stage to not forget that we're looking for connection, right? Um, the first thing, let's say your child spells the words the way they sound. Um, like, so the word is said and they spell it S E D because we know that E says eh, but the word said is spelled S A I D.
00:11:15
Speaker
Should we correct it or do we leave it? So because inventive spelling is often really misunderstood, you might feel confused about this. It is not laziness, it is developmental. So when kids use inventive spelling, it shows that they're connecting the sounds to the letters and that's a huge win. So first of all, we wanna celebrate that. So the first thing I do is say,
00:11:37
Speaker
Oh my
Cognitive Development in Young Learners
00:11:38
Speaker
gosh. I hear those sounds too. Now this is something that would be developmentally appropriate for a five or sometimes six-year-old early in first grade to do, to spell SED. S-E-D.
00:11:51
Speaker
We want to make sure that kids know this, I hear those sounds too. Like that is my best phrase. Say that to them. I hear those sounds too. But only say that if you actually hear those sounds. So if they write S-E-D, you want to say, I hear those sounds too. But what do you say when they say, how do I spell it?
00:12:11
Speaker
Well, I always say, oh my gosh, That's a great question. Let's stretch it out together. so you're to stick your hands together like the word is stuck together. And then you're going to pull it really slow.
00:12:22
Speaker
S-E-D. And you want them to get to the place where they write S-E-D. So you're going to say, okay, let's count the sounds. S-E-D. You're going to use your fingers for each of the sounds.
00:12:35
Speaker
Sounds, not letters. Now this is where it gets a little bit tricky. So S-E-D. We're going to use our phonemic awareness, which is the biggest predictor of reading success. And you've heard me talk about this here before, probably. um But phonemic awareness ah comes from phonemes. So a phoneme is the smallest unit of sound. So that if we counted the phoneme or sounds in the word shoe, let's try it. Sh-u.
00:13:04
Speaker
two phonemes or two sounds. So the reason that it's um the unit of sound and not the letter is because sh is one sound. So sh is a digraph and it's one sound. Oe is one sound. So it's two sounds and we want to talk about the sounds, not just the letters and spelling. So if we just tell a child to how to spell the word or missing a huge opportunity. So we want them to be thinking about the sounds, counting the sounds. So maybe you have a brand new five-year-old and they just say, ed and they only hear two sounds. They might just hear the beginning sound and the ending sound.
00:13:44
Speaker
That is normal. That is a developmental step in learning how to spell. So if we, um so the first step is just hearing the first sound and The second step is learning, ah hearing the first and last sound. And then we hear the middle sounds. So if you notice that your child is like writing P and N for pumpkin, that's a really good clue on what they're able to understand. That is the stage that they're in. They're hearing the first and the last sound.
00:14:10
Speaker
We might try some CBC words, consonant, vowel, consonant words, to um see if they can try to hear the middle sound. So that would be like cat or mom or pan. So we're going to start to help them hear all those sounds. So you say, okay, the word is cat. You don't put a word in front of them. You're just going to have them stretch it out and then count with their fingers.
00:14:32
Speaker
C-A-T-T. And you can show them physically how many sounds you hear and see if they can touch your fingers for each of the sounds. C, at, ah touching each finger. If they're able to do that, then you could start to put the letters in front of them with it. So like say, okay, you heard those three sounds.
00:14:52
Speaker
Then let's start to write it. Now, of course, nobody has time to do this with every single word when their child asks them to spell. But this is just laying the foundation of how kids are going to start doing it themselves. So I would say aim to do this, you know, like once a day if they're writing, um especially in preschool, kindergarten, first grade. So in preschool, inventive spelling would look like maybe you are... playing with your dollhouse and you take some post-its and um you start labeling the parts of the dollhouse. So um like the roof or um the kitchen. So you're just going to help them by asking them, what is the first sound in roof?
00:15:33
Speaker
roof and have them say, wo we want them to say the sound, not the letter. Then you're going to say, okay, what letter spells? They might say are they might not. If this is like your three, four year old and you're just introducing this for the first time, you're going to help them say our spells. wo And then you're going to show them how to write the letter R. We start our letters at the top, we write the letter R, and then we're going to stick it on the roof. Then do that with a couple of things. Keep it short and sweet. Maybe like you're going label kitchen, roof, B for bedroom. You're just going to do the beginning sound. That's the first step. Okay, if your child can do beginning and ending sounds, maybe you're going to label other parts in your your own house, like trash. um Well, trash should be tricky because they might not know the SH yet, but can. Maybe they're putting CN on the can and you're going label it around the house.
00:16:23
Speaker
This is if you want. You do not have to do this. But this would be like activities that I would do in the classroom after three, four. um And then five, I might start to use magnet tiles and build CBC words. So hot tip, magnet tiles are dry erase. So you can grab a dry erase marker and take two, like I would take two green magnet tiles and one red magnet tile in the middle showing the difference of consonant, vowel, consonant.
00:16:47
Speaker
putting a change there so they see that the vowel is different and start having them blend um those CVC words that are decodable. So then when a child gets to the stage of saying, how do I spell said?
00:17:01
Speaker
well first of all, if they're in the CVC stage and they're not fully confident, blending, i would say like, 80% of the letters in CBC, they're not they're probably not ready to learn irregular patterns like A-I, the spelling A-I for eh in
Accountability in Spelling Based on Development
00:17:19
Speaker
But if they are at around 80%, then I would introduce irregular spelling. So if they say, how do I spell said? Then I would say the same the same way that I would set it up if they're saying, how do i spell cat? I would say, let's count the sounds. So they're gonna say three sounds.
00:17:35
Speaker
Then you're gonna say, what's the first sound? How do you spell ss? S. What's the last sound? How do you spell d? What's the middle sound?
00:17:46
Speaker
Eh. How do you usually spell eh? Okay, this is a tricky word. It's actually spelled A-I. And we're gonna draw a heart over it because we're gonna remember that by heart.
00:17:58
Speaker
This is not a Sight Words episode, but this is the way that we want to teach sight words so that kids can store them in their brain and have rapid retrieval with them. We do not ever want to teach a child to memorize the whole word, only to memorize the irregular part.
00:18:16
Speaker
So yeah i know that was a lot of information. But in inventive spelling, um it would be developmentally appropriate in kindergarten for your child to write S-E-D for said.
00:18:30
Speaker
So in the very beginning, preschool to first grade, I would say praise effort, not accuracy. Correct gently only when they're ready to learn a new pattern. We only want to hold kids accountable to words and patterns that they have learned. It would not make sense for a kindergartner to know how to spell the word magic correctly, knowing that G says the j sound when it's followed by an I, E, or y We'll come back to that.
00:18:55
Speaker
So I hold them accountable to what they should know. In kindergarten, they should know CBC words, and they should start to learn digraphs like SH and CH and TH. h So once they've learned that pattern, then I do hold them accountable. And I'll say something like, oh, I see you wrote said. Remember, that is exactly what it sounds like. But remember we learned that rule breaker? It's S-A-I-D. Let's fix that together.
00:19:21
Speaker
And just really lighthearted say that. um In the middle stages of advanced spelling, like first and second grade, we want to begin to model more correct spelling in writing. um And the one way that I like to still bring confidence to this is i I do only hold them accountable to spelling patterns they have learned. And they're still learning spelling patterns through second and third grade. um Definitely in second grade and and first grade, they should be able to do CDC words and like basic digraphs and blends like brick or wish or truck or brown. They should know those. um And you could always ask your child's teacher, like what have they learned? You should notice if you get spelling tests that come home, which...
00:20:08
Speaker
Sound the alarms. As you know, I hate spelling tests. But in an ideal world, you would get a spelling pattern that comes home and your your child might be tested on 20.
00:20:20
Speaker
You might get 20 words in a spelling pattern. and They might be tested on eight of them, but you don't know the exact eight. That would be an ideal science fact of ah reading and writing curriculum model.
00:20:32
Speaker
But you should be able to see based on the spelling list that come home what rules your child should have learned. Another way I like to practice building this confidence in inventive spelling is by having kids um correct me. So if I know that they've learned s h I'm going to write like a message on a dry erase board for them or like in their notebook. And it might be like something about, might be something silly. I might write a write write a message for breakfast and I might go upstairs to get ready and then let your child um correct
Confidence Building Through Inventive Spelling
00:21:03
Speaker
you. Like give them a red pen. Like how any parent listening think this knows, kids love to correct ourselves. adults. So give them the opportunity to, and on purpose, like make some mistakes that they should know. So maybe you're going to say I made three mistakes. Can you find my three mistakes? And then they're going to write a message back to you. And you're going to say like, okay, I'm, I don't want to find any of your mistakes. So make sure that you get this one. Like, make sure you focus on SH, you know, whatever, whatever you're working on.
00:21:33
Speaker
But inventive spelling is kind of like using training wheels. It's a tool to get kids moving. We're not like you wouldn't yell if your child is using training wheels on a bike. You wouldn't be like, that's not really biking. um You're going to cheer for them until they're ready to balance on a two wheeler. Right. um So inventive spelling is not they're not going to ride a training wheel.
00:21:57
Speaker
forever. um And they're not going to be using inventive spelling forever, but they're not ready and it would be inappropriate for them to spell everything perfectly. And when we just tell them, the lesson ends there. Like they're not going to remember it just from that one time you told them. So we want kids to feel confident. We want them to feel like, hmm, I can do this on my own.
00:22:19
Speaker
I can stretch it out. I can count the sounds. And If it's not right, that's okay because I haven't learned this pattern yet. So how you talk to your kids becomes how they talk to themselves. Like how we talk to our kids becomes their own inner voice. And if you can model saying like, hmm, that's a tricky one. I actually don't know that pattern myself. Or, oh, gosh, I haven't learned this one yet. Let me stretch it out with you. And then we can look it up later together. Or,
00:22:46
Speaker
If you're writing the grocery list, show them how you stretch out eggs. ah And if you have like a really little kid that is just learning to write, I would write at their level. So you might write E-G-Z and say, that's that's how you that's how I'm gonna write eggs,
Modeling Resilience Through Mistake-Making
00:23:03
Speaker
that's how I hear it. So they get in the habit of being like, I don't need to ask a grownup. I can trust myself, I can feel confident and it's no big deal if I make a mistake.
00:23:11
Speaker
So many kids are so paralyzed by making mistakes. And myself included, um we know that being afraid of making a mistake doesn't stop you from making a mistake. It just stops you. Like it just stops you from doing anything. um That's me with this podcast. i get so obsessed with like it being really well done that then I just don't produce any episodes. um And that is no fun for anybody. Like I like doing this. So
00:23:44
Speaker
Remember, show your kids that it's okay to make a mistake by making mistakes on purpose all the time. Show them, like model out loud, narrate for them because they're learning how to process things in their world by how you narrate for them. So maybe that looks like when you pick them up from school, instead of saying, how was your day? You just go into a story about your day.
00:24:04
Speaker
Oh my gosh, I went to lunch today and I actually felt kind of nervous because i'd I'd never been to this restaurant before and it was people I don't know that well. and I was kind of like feeling a little bit stressed as I walked in.
00:24:16
Speaker
But then I remembered like I gave, I used my brave brain talk and I was like, everybody is new in this group. I like trying new restaurants and i can ask for help if I need it. So I went up to the host and I said, I'm meeting some friends and I, I, I, I'm new to this restaurant. Like, I know it's really big. Like, can you show me to my table?
00:24:36
Speaker
And she walked me to the table and I was like, I was worried for nothing. And I bet if you just then pause and leave a little room in your story, in in your dialogue, without saying, have you felt like that?
00:24:50
Speaker
Because, you know, nobody likes to be set up like that. You might have nothing. You might have crickets from your child. They might say, that's stupid. I'm not afraid of going to a restaurant. They, or they might say like, you know, actually I felt that way today too, because we had to go to, um, a different classroom for math class. And I'm not usually in that classroom. And I did, I kind of felt
Using Personal Stories to Encourage Sharing
00:25:14
Speaker
nervous too. And then you get to have that dialogue, um, with them and you opened that door by talking about yourself instead. So I often be like, oh,
00:25:25
Speaker
This is hard for me, but probably not for you. And then it gives a kid an opportunity to be like, actually, it is hard for me. Can you help me with this? Or they share so much more than um than you would have thought if you just said, how was your day? So this is your permission slip to make mistakes on purpose, to model how you're thinking out loud in front of your child, and to spell something wrong. And let's be honest, it's not that hard for me to do.
00:25:52
Speaker
Okay, let's do ah some red flag, green flags to figure out which spelling habits are actually helpful and which are just stressing everyone out.
00:26:03
Speaker
Okay, correcting every word on your child's paper. Red flag, green flag. It's a red flag. This overcorrection is just teaching our child to be afraid of making mistakes. So green flag would be letting them freely write and asking you about one or two words later, or you looking and writing or circling one or two words that you know that they should know how to do, like if they've learned SH and they spell wish, W-I-C-H instead of W-I-S-H, looking at their paper and saying like, oh, I noticed two patterns that I know you are already an expert on.
00:26:41
Speaker
I want you to go back and fix them. So just that little shift in how we say it to them, like not like, oh, you misspelled that, but oh, I know that you know that. That little shift is going to give them a lot more confidence as well. Okay, telling kids you did that wrong.
00:26:58
Speaker
Red flag, in my opinion. um Saying to them instead, that's what it sounds like. English can be a little tricky. Can I teach you this rule?
00:27:10
Speaker
Green s flag. Oh. That, perfection. Okay, assuming that inventive spelling means your child is behind, red flag, that's not true. Inventive spelling is so developmental through third grade. um Green flag parent moment is when you recognize that it is a developmental milestone and that it's so beautiful to get to watch their spelling shift um as they grow.
00:27:36
Speaker
So speaking of English rules, let's do a quick hot take book break.
Book Critique: 'The Rainbow Fish' vs 'The Wonderful Things You Will Be'
00:27:41
Speaker
Hot Take Book Break is where I tell you what is actually worth reading and what belongs in the trash.
00:27:49
Speaker
In my opinion. That book for me today is The Rainbow Fish. I was in a baby shower recently and I saw four copies of The Rainbow Fish given as a gift and I wanted to scream. But that is not really great party etiquette. So I just pretended that I thought it was cute and sweet. But I think that The Rainbow Fish belongs in the trash, respectfully. Basically...
00:28:10
Speaker
Maybe it's a personal problem of why I hate the rainbow fish, but I think that the moral of the story is don't shine too bright or people won't like you. And as somebody who is big and bubbly and brings a lot of energy into a room, that is something that I was told as a child. And so any book that mimics that moral of the story is going to be a hard pass for me. So there's your hot take.
00:28:36
Speaker
rainbow fish in the trash. Instead, i think a great book to give at a baby shower would be The Wonderful Things You Will Be. It talks about how no matter what you are, if you're big, if you're small, if you're loud, if you're quiet, if you're brave, if you're scared, there are so many wonderful things you will be and they that the person reading it to them is going to love all of those things about them. So Ditch the rainbow fish, gift the wonderful things you will be, and I promise you are slowly going to be changing the future generation.
Celebrating and Learning from Mistakes
00:29:10
Speaker
Okay, so that's all I have for you for today. Here is your parent permission slip.
00:29:16
Speaker
you have permission to make mistakes in front of your child. do You have permission to let your child spell things wrong and still put that beautiful piece of writing up on the fridge because that is developmentally appropriate, that is exciting, and that is so sweet to see how their brain is thinking about how that word is spelt. So put it up, celebrate it, and be proud of them. it If they say...
00:29:44
Speaker
Is it right? You can say, I hear those sounds too. If they aren't satisfied with that answer, then you can say, okay, this word is spelled a little bit differently. I'm gonna teach you the rule. Come sit next to me and tell them like, oh, you're such a good word detective that you noticed that.
00:30:03
Speaker
You read a lot of books, you practice writing. I can't believe that you noticed that. That is amazing. Let me teach you this rule and then tell them the rule. And then next time they write that way, you hold them accountable because you taught them that rule. So thank you so much for submitting your questions. I loved answering this question.
Episode Conclusion and Listener Engagement
00:30:19
Speaker
um Thank you for listening to the Plan Words podcast from Big City Readers. I'm Miss Beth. And if you learned something today, please share this episode with a friend or post your favorite takeaway and tag me at Big City Readers. i love to hear where you are in the world, what you're liking from this podcast. And helps me think of what we want to talk about um for next time. So I will see you next week um and send me your questions as they come up. Okay.
00:30:46
Speaker
Happy reading.