IMPROVING THE SPELLING SKILLS OF GRADE ONE LEARNERS USING ACTSS

(ACTION COMPLEMENTS THE SOUND STRATEGY)

ANGEL LIZ T. DELA CERNA

CESAREO VILLA-ABRILLE ELEMENTARY SCHOOL
Author

Abstract

This classroom-based action research aimed to improve the spelling skills of

Grade One Learners using the ACTS (Action Complements the Sound) Strategy. The
study was conducted during the first semester of school year 2019-2020 at one of the
schools of Davao Central District with ID number 129555. The participant of the study
was a grade one learner. ACTS Strategy, a spelling strategy which uses body
movements to spell words, was utilized to improve the learner’s skill in spelling words.
Baseline data like spelling quiz result and observation notes were gathered to identify
the level of the learner when it comes to spelling. Scores were recorded and compared
to validate the findings. Reflective data were also used through tabular representation in
analyzing and interpreting the result of the study. Results showed that by using body
movements, the participant easily recalled the spelling of the words through associating
a letter with a specified body movement. It is also evident that the learner showed more
interest in spelling the words. Hence, ACTS Strategy as a way to improve the spelling
skills of Grade One learners is recommended to be used in spelling activities.

Context and Rationale

I always believe that spelling plays an important role in developing the learner’s
capacity to read and their ability to understand the text that they are reading. With this
notion at hand and the desire to make every child in my classroom a reader, I regularly
include spelling drills in my lessons. Specifically, I include my spelling activities in the
MTB-MLE subject wherein the ability to spell and write correctly grade one level words
consisting of letters already learned(MT1PWR-Ie-i-6.1) is one of the competencies
under the phonics and word recognition.
In the first quarter particularly in Week 6, I started giving spelling activities to my
grade one learners. They spelled words that I dictated. They practiced phonemic
awareness wherein they break words apart, blend them together and see the change in
spelling. They also answered worksheets by writing the missing letters of the given
words. Though I tried to give different spelling activities to them, I observed that there
are some learners who have difficulty in spelling the words based on the letters they
have learned. I have seven out of forty-five learners who got failing scores in the
spelling quizzes.
I became concerned with their spelling quiz results knowing that such outcomes
may also reflect their reading skills. I made the decision to incorporate another spelling
strategy that may help in improving their spelling competence. I will use the ACTSS
(Action Complements the Sound Strategy) wherein the learners will associate
hand/body movements to complement the sounds of the letters of the alphabet. I
believe that this strategy will ignite their interest in learning the spelling of the words for
they will use actions to represent the letters.
I will start my action research by gathering their spellings scores as baseline
data. I will orient my learners with the different hand/body movements that would
represent the letters. Then, I will gather their spelling scores after using the ACTSS
(Action Complements the Sound Strategy) and will take note of any improvements in
the spelling quiz results. I will check my learners’ participation and will take into account
their feelings on our spelling activities using the ACTSS (Action Complements the
Sound Strategy).
With the use of ACTSS (Action Complements the Sound Strategy) in teaching
spelling to my learners, I may be able to see that spark of interest that my learners have
in incorporating actions to learning. Having that interest would hopefully help me in my
teaching with them and with their learning. This will action research will have a great
impact in knowing what strategy would suit best for helping the learners learn spellings.
Such a strategy can be replicated by others if found significant.

Action Research Methods

A. Participants, Other Sources of Data and Information

The participant is one Grade One learner of a public elementary school with a
school ID of 12955 of Davao Central District.
 This study will gather data from spelling quiz results of the learner. The results of
the spelling quizzes and observation notes will serve as the primary data. Personal
observations and the anecdotal records of the teacher would be used to supplement the
test results.

B. Data Gathering Methods

A letter of permission will be sent to the school head for the approval of the
action research. A letter of consent will be given to the parent of the Grade One learner
given the ethical considerations. After seeking approval and consent from respected
parties, the researcher will gather information about a specific body movement that can
be used to associate in the letters of the alphabet. In the classroom, all learners would
be taught on the basic body movement for easy recall. They would be given a copy of
the Body Spelling Guide that they can practice in school and at home. After the
production of worksheets, a baseline test will be given by the researcher. Then, spelling
activities using the ACTS strategy would be used for five sessions. After the five
activities using the ACTS strategy, the researcher will give a summative test to the
learners. The results of the participant of the action research will be analyzed by
comparing the baseline and summative results of the learner. The observations during
the spelling activities where ACTSS is incorporated would also be recorded.

C. Data Analysis Plan

Results gathered before, during, and after the intervention were analyzed by
comparing the scores during the baseline test, spelling activities, and summative test. I
will also take into account the behavior of the participant during the spelling activities.
The results would also be presented using graphical presentation. There would also be
a chart indicating the observations by the researcher before and after the use ACTSS in
spelling.