6 research-based techniques to use with spelling instruction · 7. type your words in different...
TRANSCRIPT
5th Grade 1
6 Research-Based Techniques to Use with Spelling Instruction
1. Careful Word Selection- Word lists have been carefully selected based on the spelling TEKS for each grade level. Each list focuses on a spelling principle and high frequency words.
2. Using a Pretest – Study – Posttest Format-On the first day of the week, you will administer a pretest so that students will know which words they need to study. Students will be taught different routines to use for studying during the week, and finally take a posttest on Friday.
3. Using a Self-Correction Technique- Research shows that having students correct their own spelling pretest, more learning occurs. The Circle Dot Method is one way to implement a Self-Correction Technique.
4. Teaching Children How to Study Unknown Words- Look, Say, Cover, Write, Check is a routine that is included each week that teaches students how to study words.
5. Spelling Games- Supplement, but not supplant explicit spelling instruction. Spelling games might include: Spelling Tic Tac Toe, Hangman, Scrabble, ________________.
6. Word Sorting- is a way of practicing words and word patterns so that they may be automatically retrieved from memory…word sorting is a weekly option on the Speller’s Choice days.
5th Grade 2
Weekly Spelling Routines and Procedures
Monday New Principle
Introduce Principle
Administer Pretest
Student List
Tuesday Look, Say, Cover, Write, Check
Wednesday Speller’s Choice
Thursday Speller’s Choice
Friday Test
***4 day weeks only allow for 1 day of Speller’s Choice***
5th Grade 3
Circle Dot
1. Check the spelling for the 1st word.
(letter by letter)
2. Draw a dot under every correct letter.
If you wrote a letter that is not correct, or
if you left out a letter, draw a little circle.
3. Use the circles to see the parts of the
word that gave you trouble.
4. Write the word again. Check your
spelling.
5. Keep going until you have checked
each word on your list.
5th Grade 4
Circle Dot
1. Check the spelling for the 1st
word. (letter by letter)
2. Draw a dot under every correct
letter. If you wrote a letter that is
not correct, or if you left out a letter,
draw a little circle.
3. Use the circles to see the parts of
the word that gave you trouble.
4. Write the word again. Check your
spelling.
5. Keep going until you have
checked each word on your list.
Circle Dot
1. Check the spelling for the 1st
word. (letter by letter)
2. Draw a dot under every correct
letter. If you wrote a letter that is
not correct, or if you left out a letter,
draw a little circle.
3. Use the circles to see the parts of
the word that gave you trouble.
4. Write the word again. Check your
spelling.
5. Keep going until you have
checked each word on your list.
5th Grade 5
5th Grade 6
Look, Say, Cover, Write, Check
1. Write the list words in first column.
2. Begin with one word, LOOK closely at the letters to notice the visual details.
3. SAY it and notice the parts to remember.
4. COVER the word and think about how the word looks (visualize it).
5. Say the word softly. WRITE it from memory in the next column.
6. Uncover and CHECK it with the word in the first column.
7. Repeat the process in the last column.
8. If it is spelled wrong in the last column, add the word to the first column again and
repeat the process.
5th Grade 7
Look, Say, Cover, Write,
Check
1. Write the list words in first column.
2. Begin with one word, LOOK closely at the letters to
notice the visual details.
3. SAY it and notice the parts to remember.
4. COVER the word and think about how the word
looks (visualize it).
5. Say the word softly. WRITE it from memory in
the next column.
6. Uncover and CHECK it with the word in the first
column.
7. Repeat the process in the last column.
8. If it is spelled wrong in the last column, add the
word to the first column again and repeat the process.
Look, Say, Cover, Write,
Check
1. Write the list words in first column.
2. Begin with one word, LOOK closely at the letters to
notice the visual details.
3. SAY it and notice the parts to remember.
4. COVER the word and think about how the word
looks (visualize it).
5. Say the word softly. WRITE it from memory in
the next column.
6. Uncover and CHECK it with the word in the first
column.
7. Repeat the process in the last column.
8. If it is spelled wrong in the last column, add the
word to the first column again and repeat the process.
5th Grade 8
Look, Say, Cover, Write, Check (Precut Folder)
Step 1
Step 2
Step 3
Step 4
5th Grade 9
Look, Say, Cover, Write, Check (Notecard in Spelling Notebook)
Step 1 Step 2
Step 3
Step 4
5th Grade 10
Name:
1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19 20
Lo
ok
, Say
, Co
ver, W
rite, Ch
eck
5th Grade 11
Speller’s Choice
Choose at least 2 activities to complete each week. Always use your newest spelling words.
Complete all written work in your Spelling Notebook.
Activities
1. Put the words in ABC order.
2. Write each word three times.
3. Write the words neatly in pen.
4. Draw pictures to help you remember each word. Write the word under each picture.
5. Write sentences using the words.
6. Write your words neatly in cursive.
7. Type your words in different fonts on the computer and paste them in your Spelling
Notebook. 8. Cut the letters of your words out of magazines or newspapers and glue them to
a paper. 9. Have someone give you a practice test of your words.
10. At home or during recess, jump rope with your words: each time you jump, say a
letter of your word until you spell the whole word. (teacher or parent initials)
11. Play with your spelling words at this website: http://bit.ly/no22 (teacher
or parent initials)
12. Play spelling games to practice your words. http://www.spellingcity.com/
(teacher or parent initials) 13. Sort your spelling words using categories.
14. Find 5 new words (not on your list) that fit the Spelling Principle.
15 15. Spelling Game
Sample Spelling Lesson Plans
Set up Spelling Notebooks: 9/2-9/5
T-F
TEKS:
Obj: We will set up a Spelling Notebook.
Product: I will set up my Spelling Notebook.
Model setting up Spelling Notebook with
students under a document camera.
Label the Front Cover “Spelling
Notebook” and Name.
Paste a copy of the Speller’s Choice page
on the inside of the back cover.
Collect notebooks and store in classroom
for daily use.
Ensure students are able to access them
during centers or independent work
time each day.
Students need to complete this by the end of this week.
Sample Spelling Lesson Plans
High Frequency Words: 9/8-9/12
M
TEKS: 5.22A
Obj: We will spell high frequency words.
Product: I will spell high frequency words
by taking a pretest and correcting my errors.
Introduce the Spelling Principle
Writers need to know how to spell
words that they use often.
Administer the Pretest
Use Word List provided to give students
a pretest in their Spelling Notebook.
Display List or Distribute Spelling List
Students correct pretest and identify
words they need to study.
T
TEKS: 5.22A
Obj: We will spell high frequency words.
Product: I will spell high frequency words
by using the Look, Say, Cover, Write, Check
Routine.
-Review the principle then explain this routine.
-Model the Look, Say, Cover, Write, Check
Routine with your students. “Today you will
learn another way to study your words.”
1. Under the document camera, display a
Look, Say, Cover, Write, Check Sheet
and then place in in the precut file folder
with all the flaps open. Explain that you
will demonstrate how to use Look, Say,
Cover, Write, Check to study words. If
you are going to use the precut folder,
you will need to model this routine
using a notecard in your Spelling
Notebook. Create 3 vertical columns on
your paper by folding or drawing.
Number your paper to accommodate
the number of words on your list.
See Handouts for Details
2. “You will write one of your words in
the first column and say it. Then you
cover it with the first flap (or your
notecard).”
3. “Write the word from memory in the
2nd column. Lift up the 1st flap (or
notecard) and check the word letter by
letter.” Demonstrate this process.
4. Repeat the same process in the 3rd
column with the same word.
Research has proven that this is an effective procedure
for learning how to spell words and the repetition
using this strategy is crucial!
5. If the word is still misspelled in the last
column, show students how to highlight
the part to remember (e.g., an omitted
letter, a substituted letter, or a reversed
letter).
6. Guide students through this process
using the next 4 words on their spelling
list. They will complete the last 5
independently.
You will want to scaffold this routine to independence
over the course of the next several weeks.
W TEKS: 5.22A
Obj: We will spell high frequency words.
Product: I will spell high frequency words
by completing an activity from the Speller’s
Choice list in my Spelling Notebook.
Speller’s Choice
Explain each activity on the list and you
want it to be completed.
Model completing an activity in your
teacher Spelling Notebook.
Students may choose to complete the
same activity or a different activity in
their Spelling Notebook.
Each week you many want to model a different
activity. You will want to scaffold this routine to
independence over the course of the next several
weeks. This may be assigned as homework, as a center,
or as independent work.
Th TEKS: 5.22A
Obj: We will spell high frequency words.
Product: I will spell high frequency words
by completing an activity from the Speller’s
Choice list in my Spelling Notebook.
Speller’s Choice
Model completing an activity in your
teacher Spelling Notebook.
Students may choose to complete the
same activity or a different activity in
their Spelling Notebook.
Each week you many want to model a different
activity. You will want to scaffold this routine to
independence over the course of the next several
weeks. This may be assigned as homework, as a center,
or as independent work.
In a 4 day week, time only allows for 1 day of
Speller’s Choice.
F
TEKS: 5.22A
Obj: We will spell high frequency words.
Product: I will spell high frequency words
on a Spelling Test.
Spelling Test
Pair students together to administer the
test.
One student calls the words for the
other student, who writes the words in
their Spelling Notebook.
Students switch roles.
Collect Spelling Tests (either in the
notebook or removed) to be graded.
Spelling Principle
Writers need to know how to spell words that
they use often.
1. accept
2. against
3. backwards
4. brought
5. choice
6. choose
7. delete
8. description
9. especially
10. except