This method of teaching and learning correct spelling needs to be completed daily in order for it to be effective. Create workbooks for each of your students with the spelling words you want them to learn. Group the words according to pattern; have a page of words such as bear, fear, dear for example. Each day, your students take five minutes, perhaps first thing in the morning, to work on their spelling words. First they look at a word and then say it aloud. Next they cover the word, write it down and check it against the correct spelling. Students then move on to the next word. Each page of spelling words should be repeated every day for five days. At the end of the week read out the words for your students to write down. If they can spell them all correctly they can move on to the next set of spelling words.
Recognizing the spelling patterns that words share helps students to work out how to spell new words and how to read them. Share a story with your class, looking out for a certain word pattern; "ear," for example, or "at." When you come across a word with the pattern, write it down. At the end of the story look at the words you have written and read them slowly to your class. Ask students if they can see the pattern. Show how changing one letter changes the word; "bat" becomes "cat," for example. Ask students to try changing letters to make new words. This is also a good way to show that sometimes the pattern makes a different sound; "bear" does not sound the same as "dear," for example.
Young students enjoy this noisy game, however, make sure your class understands acceptable noise levels before you begin. Write some sentences on the board, some punctuated correctly, others with the wrong punctuation. Read the sentences aloud slowly, pointing at words and punctuation marks as you read. When the punctuation is correct children clap. When the punctuation is incorrect, students "boo." When students "boo," stop reading and ask why the punctuation is wrong and correct it. If you would prefer the game to be quieter, students could show a thumbs up for the correct punctuation, and a thumbs down for incorrect punctuation.
On note cards or individual white boards, write a selection of words and punctuation marks that can be made into a sentence. Give the cards to a group of students, then have them stand at the front of the class. Choose another student to arrange this group so they form a sentence without punctuation. Then choose other students to put the students with punctuation cards into the correct places so that the sentence is punctuated accurately. You can differentiate this activity by using more words and different punctuation.