A familiar method, used more thoughtfully
Look, say, cover, write, check
In short: Look, say, cover, write, check is a five-step way to study a spelling and then recall it without copying. Make it more useful by noticing sounds and word parts during Look, checking the exact error, and testing the word again on another day.
Free guide. Last reviewed 25 August 2026.
The method
What each step actually does
The five labels are easy to remember, but the detail matters. Keep the school’s phonics language and spelling explanation at the centre of the routine.
Step 1
Look
Read the whole word, then inspect its sounds, letter groups and useful word parts. Notice the exact part that could cause a mistake.
Why: This turns looking into a specific spelling decision instead of trying to remember a vague word shape.
Try saying: Which part follows a pattern, and which part is unusual?
Step 2
Say
Say the word clearly and use it in a short sentence. Follow the phonics language used by school when you segment its sounds or identify its chunks.
Why: This connects the spelling to its pronunciation and meaning, and helps prevent practice of the wrong word or homophone.
Try saying: Say the word. What does it mean here?
Step 3
Cover
Hide every copy of the word. Give your child a quiet moment to recall the sounds, chunks and tricky part before writing.
Why: Covering removes the answer. The next attempt now tests recall rather than letter-by-letter copying.
Try saying: Can you picture the tricky part before you start?
Step 4
Write
Write the complete word once from memory. Encourage a best attempt without revealing the answer halfway through.
Why: One independent attempt shows what your child can retrieve and which part still needs teaching or practice.
Try saying: Write the whole word, then stop before checking.
Step 5
Check
Reveal the target and compare it with the attempt. Mark the part that matched, correct the part that changed and try the full cycle again if needed.
Why: Immediate checking prevents an error from becoming the version your child keeps rehearsing.
Try saying: What was right? What needs one more turn?
Do it together once
A worked example with “said”
In said, the sounds are /s/ /e/ /d/. The letters ai are the unusual part because they represent the /e/ sound here. Your child can use the sounds they know and focus attention on those two letters.
See all Year 1 and 2 common exception words- 1
Look
Point to ai and notice that this is the part to remember.
- 2
Say
Say said, then use it in context: “Mia said hello.”
- 3
Cover
Hide the word and recall s + ai + d.
- 4
Write
Write said once without looking.
- 5
Check
Compare every letter. If ai changed, mark and retry that part.
The missing sixth move
Re-test it tomorrow
A correct answer immediately after looking may not last. The next day, say the word in a fresh order and ask for one covered attempt. Revisit it again after a few days if it is secure.
- Today
- Learn the tricky part and complete the five steps.
- Tomorrow
- Test from audio or a spoken sentence, without showing the word first.
- A few days later
- Mix it with other spellings so list position is not the clue.
Common failure modes
When the method becomes copying
The routine loses most of its value when the word stays visible or the child repeats it without understanding the useful spelling part. These small changes keep the task focused on recall.
- They copy the word while it is visible
- Make Cover a real step. Move the list away, wait a moment and ask for one complete attempt from memory.
- They remember it now but forget it tomorrow
- Do not count three immediate copies as three separate memories. Re-test the word the next day, then again after a few days.
- They memorise the whole shape
- During Look, connect the spoken sounds with their letters and identify any unusual part. For older children, also use roots, prefixes and suffixes.
- Every wrong answer starts the whole list again
- Move only missed words into a small retry group. Keep the correction calm and finish with a word your child can retrieve.
Keep it connected to teaching
A practice routine, not a replacement for phonics
England’s national curriculum says spelling depends on sound-letter relationships and understanding word structure. In Year 1, children segment spoken words into sounds before choosing letters or letter groups. Later, they increasingly use prefixes, suffixes, roots and word history.
The Open University describes look, say, cover, write, check as a common method that can be useful for selected difficult words and notes that learning may take more than one session. That is why this guide adds sound and structure during Look and a later recall check after the five familiar steps.
Parent questions
Look, say, cover, write, check FAQ
Does look, say, cover, write, check work?
It can be a useful way to inspect a spelling and practise recalling it without the answer visible. It is not a complete spelling curriculum and no single method suits every child. Use the sounds, spelling patterns and word structure taught by school, then re-test the word after a gap.
How many times should a child write each spelling?
There is no magic number. One careful attempt from memory gives more useful information than repeatedly copying the visible word. Correct an error, repeat the cycle when needed and return to the word on another day.
Should a child say the letters or the sounds?
Start by saying the whole word clearly. For younger children, follow the school’s phonics programme and segment the spoken sounds before choosing letters or letter groups. Older children can also say useful syllables, roots, prefixes and suffixes.
Can Reception and Year 1 children use this method?
Yes, if the Look and Say steps support rather than replace their phonics teaching. Keep the word group small, use the exact sound language taught by school and treat a phonically plausible attempt as useful evidence of what they currently know.
What should happen after a spelling is correct?
Re-test it tomorrow without showing the word first. If it is still secure, include it in a mixed review a few days later. That later attempt checks whether the spelling was retained beyond the original practice.
How can Spellito fit this method?
Use Look and Say to study the school spelling first. Then use Spellito as the covered recall attempt: your child hears the word and sentence, types the spelling without seeing it and receives an immediate check. A parent can add the exact weekly list.
Want the complete routine? Read how to help a child learn spellings at home.
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