Next week we will be beginning our spelling program. The spelling program that I use in my classroom is a bit different than any other I have ever seen. I love this program and truly believe it is the BEST way to teach students spelling patterns, rather than simply memorizing sight words. I’d like totell you a little bit about the spelling program so that we can iron out any questions or concerns you may have and to make sure you are comfortable with the expectations before we begin next week.
First of all, we will begin the week with 8 spelling words (6 will follow a spelling pattern, 2 will be sight words). As the year progresses we will add more words (10 and then 12). There are three parts to our spelling test which help me assess who has mastered the spelling skill that has been taught and whether or not they can extend that learning to new situations. Part 1: Spelling Word Dictation This part is the “traditional” portion of the test. I will dictate to the students the words they have studied and they will write them correctly on the lines. Each week’s words will follow a specific spelling patter (For example: short “a” sounds). This portion will also include two STAR words. These two STAR words will be words that follow the same spelling pattern but were not on the original list to study. These words will assess whether or not your child can apply the spelling pattern when trying to decode an unknown word. So for instance, if your child’s spelling list for the week included words that were in the -at family, a STAR word could be pat or sat. If your child has learned and understands the -at family, they should be able to apply that learning to those new words even if they didn’t explicitly study them. By including words that follow the same spelling pattern, it encourages your child to move beyond simply memorizing weekly words and requires them to apply meaning to the spelling patterns. This has helped my students in the past see significant growth in their writing and reading as they are better able to decode unfamiliar words using the spelling patterns. Part 2: Sentence Correction For this part of the test, students will circle 3 mistakes in a given sentence and correctly write a sentence. Mistakes will include common issues like capitalization, punctuation, etc. This is something we practice quite a bit in first grade and your child should be able to spot mistakes and correct them with minimal difficulty. As the school year progresses, skills will become increasingly harder with errors including misspelled words that have previously been spelling words. This will not only help your child understand sentence mechanics and punctuation, but will also teach your child how to edit writing, which makes will help them as they learn to edit and publish their own writing pieces. Part 3: Comprehension Just as it is essential that your child begins to apply the spelling patterns to new situations, this should also have an impact on their reading. For the last portion of the weekly spelling test, your child will read a sentence independently and draw a picture to show their comprehension. For example, if your child is studying short “a” words, the sentence may say”A cat is on a mat.” Your child would draw a picture of a cat on a mat. This, of course, is not an assessment of their drawing or artistic abilities, but rather an opportunity for students to demonstrate that they are applying their spelling patterns to reading situations and are able to decode the words in a sentence and understand their meaning. Application to the Curriculum My hope is that through these explanations you are able to see that this spelling program is not typical but provides your child with the necessary exposure and practice to not only learning but APPLYING their learning. The tests your child will take and the skills they will acquire meet the following standards for first grade: RF:1.3—Know and apply grade-level phonics and word analysis skills in decoding words. L.1.1—Demonstrate command of the conventions of standard english grammar and usage when writing or speaking. L.1.1a—Print all upper- and lowercase letters. L.1.2—Demonstrate a command of the conventions of standard english capitalization, punctuation, and spelling when writing. So—-as you can see, there is a method to what may seem a bit like madness for a while until you get used to it. I hope you will enjoy spelling this year and will be able to see dramatic growth in your child’s reading and writing abilities as a result. As always, if you have any questions or concerns about anything doing hesitate to email. I can’t wait to see your child’s progress this year.
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Mrs. Shannon1st Grade Teacher at Tipton-Rosemark Academy Archives
October 2016
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