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
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eighth
blame
ground
smooth
would
come
proud
thought
brought
couch
doubt
school
sulk
stool
zoo
enjoy
meet
queen
heel
glee
tail
made
bulge
dumb
tall
which
milk
gift
rich
wish
fist
hitch
sift
plaid
pocketbook
sunny
twilight
stool
shift
nozzle
reek
soccer
speech
reject
dwelling
youth
poor
ghost
jacket
jumping
final
twilight
griddle
neon
expire
lantern
solar
ooze
hamburger
golden
twilight
oath
poison
organic
expire
civics
reek
youth
vision
solar
gene
worldwide
watch
epic
new
joy
spook
won
by
tune
voice
roof
invention
poison
organic
twilight
ghost
ooze
makeshift
respell
tasteless
empty
almond
service
ooze
nozzle
vision
hamburger
bubbly
epic
ghost
stool
rotten
cheerful
reek
volley
poetic
speech
worthy
ooze
wrong
youth
feast
expire
driven
mellow
groom
eyelid
dwelling
worthy
lantern
durable
keepsake
opal
neon
ooze
epic
final
gene
solar
flunk
shrunk
hammer
gentle
ooze
reject
twilight
reek
nudge
midway
leapfrog
hamburger
hammer
lipstick
pocketbook
foggy
organ
monster
hollow
sentence
velvet
person
casual
topic
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
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