Below, you will the spelling words that students in Room 3 will be working on next week, and also a needlessly long explanation about spelling practice. If your child was in my class last year and you know all this, feel free to skip to the bottom.
My approach to spelling is meant to help students learn common patterns that will allow them to accurately spell familiar and unfamiliar words when writing, as well as those high-frequency 'need to know' words that may not follow common patterns.
They will also develop their ability to work towards learning goals through regular practice and study, as well as some basic test-taking skills in a low-pressure, low-stakes environment.
Students will have the opportunity to choose ONE spelling list to focus on each week. In the classroom, we have talked about how to effectively choose a list that is a 'good challenge' - not so easy that it won't teach you any new spelling concepts, but also not so difficult that it's overwhelming.
Most weeks, the spelling lists will focus on specific letter sounds, blends, or patterns, as they appear in words of different complexities. For example, the practice words last week were all intended to review short-vowel sounds, though the words on List A were simpler than those on List C. This approach lets me teach the whole class the same spelling concept, but give the students an opportunity to apply that concept at a level that works best for them.
The main goal of spelling practice is not to memorize words, but to learn a wide range of common spelling patterns, which will then allow students to attempt to spell unfamiliar words more accurately. For example, a student who learns to spell 'hot' and 'rob', would hopefully be able to spell the unfamiliar word 'rot' as well, even though that specific word was not on their spelling list. There will however be some weeks where we just really focus in on high-frequency sight words (the, said, they, where, and, etc.), that you just need to know how to spell. I’d like to address those early in the year.
At the end of each week, we will have a Spelling Quiz. These quizzes are meant to be low-pressure opportunities for students to showcase their learning, and experience what it is like to study for and take a test. I do not use the marks in my report card grades! However, seeing how students perform helps me to teach better. If many students perform badly on a spelling quiz, it tells me that we need to spend more time on that concept. If an individual student has a tough time with a quiz, we might review that concept a bit more one-on-one.
Practicing for quizzes at home is completely optional. We will practice throughout the week in class. However, if you want to also practice at home, that can be a great way to boost your child's confidence and reinforce their learning. It's totally up to you. I will post the words each week on Friday.
Please let me know if you have any questions!
Spelling List A (Sep. 5 – 12)
the | and | look | my | I |
come | here | me | we | for |
Spelling List B (Sep. 5 – 12)
when | with | they | have | like |
said | there | good | all | want |
Spelling List C (Sep. 5 – 12)
would | could | should | done | myself |
because | made | walked | talked | watch |
This week's spelling words are high-frequency words from the Dolch Word list. I'm going to try focusing on these kinds of words throughout the month of September in the hopes that it will help students reduce the amount of corrections they'll have to make in their day to day writing work.
Good luck!
Zac
