Spelling

eighth blame ground smooth would come proud thought brought couch doubt || Student #2
 * **__Spelling __** || Student #1  balloon

school sulk stool zoo enjoy meet queen heel glee tail made || Student #3

bulge dumb tall which milk gift rich wish fist hitch sift plaid || Student #4

pocketbook sunny twilight stool shift nozzle reek soccer speech reject dwelling youth || Student #7

poor ghost jacket jumping final twilight griddle neon expire lantern solar ooze || Student #8

hamburger golden twilight oath poison organic expire civics reek youth vision solar ||
 * Student #9

gene worldwide watch epic new joy spook won by tune voice roof || Student #10

invention poison organic twilight ghost ooze makeshift respell tasteless empty almond service || Student #11

ooze nozzle vision hamburger bubbly epic ghost stool rotten cheerful reek volley || Student #14

poetic speech worthy ooze wrong youth feast expire driven mellow groom eyelid ||  ||   ||
 * Student # 12

dwelling worthy lantern durable keepsake opal neon ooze epic final gene solar || Student #16

flunk shrunk hammer gentle ooze reject twilight reek nudge midway leapfrog hamburger || Student #17

hammer lipstick pocketbook foggy organ monster hollow sentence velvet person casual topic || Student #18

reek stool acid heart pilot purse beeline eyelid bubbly neon carton opal ||  ||   ||

As your child develops their basic understanding of word patterns and rules we will be working on spelling words they specifically struggle with through the year.

** During the first few weeks of school ** , I will be assessing students’ spelling needs and collecting words they misspell. By week 3, students will make their own spelling lists. ** After this point, ** each student has a spelling dictionary where they keep words they want to learn to spell or words they missed on a test or during “work on writing”. When making their spelling list for the week, each student chooses their words from their spelling dictionaries and word lists. Students will typically choose between 10-12 spelling words. I don’t want students to have more words than they can manage. On **Monday**, students will make one spelling list. They bring their list to me for approval. I make sure the student has a balance of words -not too easy-not too hard, and that the words are spelled correctly. Once the list is approved, students write two more lists. In so doing they will have a list for home, a list for me, and a list to leave at school for practice. ** Tuesday through Thursday ** students will spend time practicing their words through in class learning activities. On **Friday**, students take an individualized spelling test. The test is returned to the student on Monday. (Your child’s spelling test will always go home with them on Monday.) The words they spelled correctly get crossed off in their spelling dictionary. The words spelled incorrectly automatically go back on their spelling list again. The words stay on their list until they are spelled correctly. If a student spells the word incorrectly through their writing or daily use, the word is added back to their spelling dictionary. Students will practice their words at home using their Spelling Calendar. This calendar provides students with creative opportunities to practice their words at home. Their calendars will be checked on Tuesdays and Fridays for parent signatures to ensure practice has been complete. I am excited about beginning this spelling program this year and hope it will meet the individual spelling needs of each child in our classroom