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image obtained
from: http://www.frogsvilleusa.com/clipart/index.html |
Individualized
Spelling
and Word Work |
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First Quarter Spelling:
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During the first quarter we are
learning about "how words work", and how spelling is done. Each
student has the same list. We practice how we can add and change the
"onset" of the words (everything before the first vowel) to make new words.
We also play around with changing the ending sounds to make new words. |
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High Frequency List:
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There are
100 high frequency
words that first graders should know that will help them in their reading
and writing development. The words on this list are in order according
to how often they are used in the English language. At the end of each
quarter we pretest these 100 words. Any words that are spelled
correctly are highlighted on a master list which will be stapled into the
student's individual spelling folder. These words are re-assessed each
quarter and the highlighted list is updated. |
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Spelling in
relationship to Reading and Writing: When we read and come to
an unknown word we "break it apart" looking for patterns, chunks we know,
blends, endings, etc. In writing when we come to an unknown word we
"build it up" - again thinking of the same things listed above. Any
known high frequency words assist the student in both their fluency of both
reading and writing. |
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Word Work:
We focus on "how words work" with varying
activities. We add 5 words to the word wall each week. This wall
is a resource in our classroom when we are reading and writing. We
also use these words to springboard activities such as "Be a Mind Reader",
"Exercise Chant", "On the Back", and many more. |
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Weekly
Schedule for Individualized Spelling |
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Wednesday Afternoon |
Word Building (also known as
"Making Words"): Children are individually given some letters
which they use to make words. This is a 15-20 minute activity.
We begin by making 2-letter words and continue on with 3, 4, 5, and bigger
letter words until the final "mystery or secret" word is made. The
final word is a 6, 7, or 8 letter word where students use ALL the letters
they have for the day's lesson. Children are eager to figure out the
"mystery word" as the teacher gives clues. This activity is:
- active
- hands-on
- manipulative
- multi-level
Children discover:
- letter-sound relationships
- how to look for patterns in words
- how changing just 1 letter or even the
sequence of letters can make a whole new word (Cunningham & Cunningham,
1992)
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Thursday |
*Build a new list based on the
weekly chunk. The list is multi-leveled from easier to challenging to
meet the individual needs of the students.
*Students choose 6 words from the
weekly chunk list that are "just right" and the next 3 words from their
individual high frequency list that are not highlighted.
*This list is checked by the
teacher to ensure that it is appropriate and spelled correctly for the
individual student. |
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Friday |
*Each student will check
Thursday's list for any adjustments or corrections. If the teacher
puts a star at the top of the left list, the student may copy to the
"take-home" list on the right side.
*This list is also checked by the
teacher. If it is correct a star is put at the top of the right list
and the student may cut their list and put it in the take home folder to
study Word Wall: Each
week we add 5 important words to our word wall. These are words that
are either high frequency words for first grade, or are words that can help
us to read and write other words. |
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Monday |
Look, Say, Cover, Write,
Check: First thing Monday morning students complete a practice
activity using the 3 window flip-folder. First the student needs to
copy their weekly list in the first column. For each word in the list
they will do the following
LOOK at the word
for patterns, chunks, blends, shape and size
SAY - chant the
word as you run your finger under it, say the word, spell it, repeat the
word
COVER - Put the
first flap down to cover the word list.
WRITE- Open the
middle flap and write the word from memory.
CHECK - Open the
first flap again and check the accuracy of the word by pointing letter by
letter and comparing to the first list.
Repeat the above process for
the third list.
BUDDY STUDY: Students
are matched with a "Spelling Buddy" who is at a similar spelling level.
Buddies sit face to face, exchange folders, one buddy is the teacher first
and the other is the student, using a whiteboard the teacher buddy says the
first word on his/her partner's list - uses it in a sentence - and repeats
the word again, the student buddy writes the word on the whiteboard, then
chants it to the teacher buddy, the teacher buddy checks the spelling.
When the list is complete the buddies switch roles and the other student's
list is practiced. |
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Tuesday |
Word Study Activity: On
Tuesdays we will be doing a variety of word study activities. |
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Wednesday Morning |
SPELLING TEST: Buddies
get together again, this time with clipboards and test sheets. They
again exchange lists and take on teacher and student buddy roles.
However, for the test they may not help each other at all. |
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HIGH
FREQUENCY WORDS: Any high frequency word that is spelled
correctly on the student's test is highlighted on their master list.
If the word is spelled incorrectly it is not highlighted and it remains on
the student's list the next week. |