Flocci - Word - Grammar - Spellings


  1. Why do words have consistent spellings? What would happen if everybody used a different spelling?

  2. Why are people so particular about spellings? Why do they have spelling Bees?

  3. How all can one use spelling corrector in computers (word processor etc)

  4. why is it difficult to remember English spellings? (while relatively easier in some of the Indian languages like Hindi)

  5. In how many ways can one spell a word in English? What about other languages?

  6. How can one master spelling using VISUAL ways?

  7. How does phonics way of reading effects spellings?

  8. Who decides what spelling a particular word will have?

  9. Is dictionary spelling the most efficient way to communicate? How can we save time by changing the spellings of the ‘diff’ words in English?

  10. Where else, other than languages do spelling matter or manifest?

  11. What is the most natural way to learn spellings? How can one have fun and learn spellings?

  12. How can patterns help me learn spellings easily?

  13. Why are some people better in spellings than others?

  14. What are homonyms, homographs and homophone and how can i use to confuse people?

Flocci Activities - The activities are not in any order, order of activities is upto you.

KGQ, Mi & TS

Raw Material



#5, word, analysis

Many spellings phonetically make sense to people who sound out the words. When we play around with the spellings we only understand the spellings better.

Children take the word ‘human’ and try to spell it as many different ways – one can write all the spellings on the board. Finally they can make a poll as to which is the best spelling and which one is actually the dictionary spelling.

Try the same in other languages and see if in other languages we can make up spellings.

#6, visual, synthesis

One way to learn English spellings is visually – since the spellings are not necessarily how they ‘saund’, rather the spellings are always how they look.

Children develop their own strategy on how they will “learn the spellings visually” – they can draw the spellings (like this) or see the spellings written on the roof or tree or sky or hoarding or they can see them through binoculars or they can see … Children come up, try them and share with others the VISUAL strategies.

If we draw a line around the word (like a cover or a shadow) then we get interesting visual shapes - make objectives out of the words - this anchors the visual placement of the letters in a spelling.

#9, logic, Evaluation

V cn gt th meanin evn if ritn in shot form.

Children take a message that they want send to a friend (see store)

Count the number of letters (spaces also counted).

Now re-write the message like a sms (short messaging service) – in shortest spelling possible.

Count the number of letters now (spaces also counted).

What is the percentage of typing effort you saved by shortening the message?

If one million messages are sent in  a day in India – how much “characters” will be saved by using sms version of our spellings.

Give a final verdict to what kind of  spelling people should use.

Children can actually send a sms to their parents or grand parents.

#10, Music, Application

In speaking we put together sounds to communicate words to the listener, In writing we put together letters to communicate words to the reader, in music we put together notes to communicate music to the listener.

Explore the spelling of the song – one way could be see the  swaras / chords to the song.

For example see the musical spelling of jan-man-gan (store)

Try singing only the swaras to see if the spelling makes sense

Explore other places where such ‘spellings’ exist (say maths - where changing the  place of the number changes the value totally!)

#11, People / Word,

While the most obvious way to ‘know’ the spellings is to read more, for some reason there are a lot of board / paper  games which involve  spellings - and we often have fun playing them.

Play Scrabble, word jumble, word finder, word boogle,  crossword, etc and some online games  (see store)

When playing these games, lay around with the rules also and have fun in different ways

#12, Word, Comprehension

Many english words have suffix or prefix patterns like ‘ing’ ‘tter’ ‘tion’ or ‘pre’ or ‘ass’

Take a prefix or suffix - say the prefix ‘As or Ass’. Now think or look in a newspaper or book  or even dictionary - words that have this prefix. Write all the word on a flag and put up the flag in your classroom (remember to colour the the prefix to highlight it- eg: Associate

Celebrate spelling pattern Tuesday - every Tuesday choose one such pattern and all collect words with that pattern on a spello wall.

#14, People, Application

A homonym is, group of words that share the same pronunciation but may have different meanings (Dear, Deer). Homographs are words that share the same spelling, regardless of their pronunciation but diff meaning (River bank and money bank) and homophones are words that share the same pronunciation, but diff spelling and  meaning (Sale, Sail)

Collect a list of homonym Homographs, homophones and go around ocfusing people - or challnage them to see if they can guess which word are you meaning when you say or write it. Use it in the wrong sentence to make a joke (pun) out of it.

Collect words, jokes and priddles based on these to help children play this. (eg (What kind of party do plumbers go to? A tap dance. Why did the cat come down from the tree? Because it saw the tree bark.)

Store -

SMS messages

  • Don’t take yourself so seriously. No one else does.

  • The word “IMPERFECT” actually spells “I’M PERFECT.” Because everyone is perfect in their own imperfect ways.

Swaras of jan-man-gan is


Jana   gana    mana    adhinaayaka,    jaya    he
s r        g g          g g         gg  g  g g             r g     m
Bharata    bhaagya    vidhata
g  g g           r   r   r              nr s