Spelling

Our spelling program will consist of two parts:  

1.  Words Their Way

2.  Sight Word Wall Words.

Part 1:  Words Their Way

    Words their Way is a research based and developmentally driven word study program that provides students a practical way to study words.  

     "The developmental research on which Words Their Way is grounded shows how learners become aware of and construct knowledge about the relationships among printed words, spoken language, and meaning. When we examine children’s writing, we see the evolution of this understanding and the types of information they are using to construct this understanding.

 In our instruction, we will look for what young children and older students “use but confuse” in their spelling of words rather than attempting to target what is absent in their spelling. In this way, we can be assured that they will better internalize and productively apply knowledge of spelling patterns."

    For more information about the developmental spelling levels, click here.

    Each week students will bring home a sheet of 10 words to practice.  You will need to cut apart the words to do these activities and store them in some sort of container for the week.  The spelling words for the week will be taken from these words. In addition, two extra words will be used to see if student is learning how to use the patterns. Each night of the week your child is expected to do a different activity to ensure that these words and spelling principles are mastered.  These activities have been modeled and practiced in school.  

 Remember the goal of Words Their Way is to learn spelling patterns students can use to help spell unknown words. Please make an extra effort to complete the sorting activities rather than relying strictly on memorization.

  Day 1: Peeking Sort

   Cut out spelling cards. Create a page with headers at the top and write the words, sorting by the spelling pattern shown in the header words.  Remind your child to sort the words into categories like they learned in class.  Ask your child to explain to you why the words are sorted in a particular way—what does the sort reveal about spelling in general? 

  Day 2: Quick Peek Sort

   Write the headers for your sort at the top of a sheet of paper.  Pick a card to read and study the word for a few seconds.  Then hide the card and write the word under the matching header.  Check the card to make sure word is spelled correctly.

  Day 3: Sentence Writing

    Have a partner give you a simple sentence to write using each of your words. Words you don't know can be sound-spelled, but make sure spelling words are spelled correctly.

  Day 4: No Peek Sort

   Write the headers for the week at the top of a sheet of paper.  Have a partner read you the words to you.  Write each word under the correct header.  Check the card to make sure you spelled the word correctly.  If it is incorrect, cross it out and try again.  Then put the card back in pile to do again later.

  On Friday (or last day of the school week) 

   Students will take a spelling test focusing on the spelling pattern they have been working on.  While we are doing Fridays online, this will need to be given at home.  Check google classroom for the spelling list to be used for the test.  Have a parent or other adult read the words to student.  They can use any piece of paper, but number each word and attach a photo of completed test to google classroom assignment.

Part 2:  Sight Word Spelling

    Sight words, also known as high frequency words, are words that are commonly used in reading and writing.  Students are encouraged to learn to read and spell these words to help increase their fluency in both reading and writing.  While some of these words follow a spelling pattern, many do not follow a pattern making them difficult to sound out or spell.  These words will often require memorization.  

   Each week students will be given five of these sight words to practice.  These will be listed on a homework planner page found in the red homework folders.  Every fourth week, we will review the previous fifteen words.  Students need to practice both reading and spelling these words.  

   Students will be tested on both reading and spelling the sight words every Friday (or last day of school week).

   Following are ideas of ways help your child practice the word wall words most effectively:

•    Flashcards 
•    Flashcard games:  Use two sets of word cards to play games like Memory, Old Maid, or Slap Jack.
•    Make worksheets requiring the student to choose the correctly spelled word.
•    Spell words with letter cards, magnetic letters, or other manipulative letters.
•    Try putting tunes to the letters as you spell words out loud.
•    Try spelling a word in rhythms.
•    Use rubber stamps of letters to spell sight words.
•    Rainbow Words:  Write the words several times using different colors and different writing tools.
•    Scatter the letters of a word on the floor and have the student move from one to the next in order to spell the word.
•    Picture Words:  Draw a picture and write your words in the picture.
•    Ransom Words:  Write your words by cutting out letters in a newspaper or magazine and glue them on a paper.
•    Pyramid Words:  Write your words by adding on letter at a time.  First line-write just one letter; second line-write 2 letters; third line--write 3 letters; etc. until word is completed.
•    Delicious Words:  Write you words in whipped cream, peanut butter, or anything you can eat.
•    Good Clean Words:  Write your words in shaving cream on a counter or some other surface that can be cleaned safely.
•    Dirty Words:  Write your words in mud or sand.
•    Pasta Words:  Write your words by arranging alphabet pasta or Alphabits.
•    3D Words:  Use modeling clay to shape the letters and spell the word.
•    Cheer Your Words:  Pretend you are a cheerleader and call out your words.
•    Climb the Stairs:  Put a word on each step.  The child says each word as they clumb the stairs.
•    What's Missing?:  Child places 3-4 words on the table, identifies words, and then closes eyes while parent removes a word or letter.  Child identifies the missing words or letter.
•    Painting Words:  Paint words on the cement with water.