guide spelldrill stprtbkpreparation of student practice book1. print lesson sheet(s) for student...

INSTRUCTIONAL GUIDEfor

STUDENT PRACTICE BOOKSpellDrill.com

includes Supporting a Struggling Speller

andStep-by-Step through a Spelling Lesson

Alice NineJohnny Can Spell - Write

Northwest Instructional ʻN Educational Enterprises, Inc.Portland, Oregon

www-nine-enterprises.com

http://www.spelldrill.com


http://www.nine-enterprises.com/about/jcs_whatis.php


http://www.nine-enterprises.com

http://www.nine-enterprises.com

STUDENT PRACTICE BOOK

PURPOSE of Student Practice Book

Student Practice Books are designed to support systematic practice with the four new lesson words presented during Practice New Words in SpellDrill.com lessons and with the twenty review words presented during both Practice Word Dictation and Take Word Dictation.

2

© 2009 Northwest Instructional ʻN Educational Enterprises, Inc. All rights reserved.

Practice New Words

Practice Word Dictation

Take Word Dictation

PREPARATION of Student Practice Book

1. Print lesson sheet(s) for Student Practice Book, using either option (A) or (B) listed below.

(A) Teacher/parent may print an entire level at one time, all 120 lesson sheets for the yearʼs work. Access the entire document for any level from the “Management page.”

3


Select “Students” in menuon “Management page”

... to open

... “Students page”

and select link to print the lesson sheet available for studentʼs current lesson.

⤷

⤷

(B) Teacher/parent can print each lesson sheet, day by day, as student progresses through his/her 120 lessons. Lesson sheets can be individually accessed and printed from the “Students page” which is accessed through the main menu.

2. Put printed lesson sheets in a 3-ring binder; student may create his/her unique cover if using a view binder

Keeping work in a binder creates a record of the studentʼs learning and yearʼs work. It also makes it possible to add student work that might be completed on loose leaf notebook paper. For example, creating sentences with the New Words is a great way to support word meaning and usage. These sentences can be written on notebook paper and inserted behind the appropriate lesson sheet in the binder.

4


⤷

Spelling Practice Book

ORGANIZATION AND USE OF LESSON SHEET

Date Line

Student enters the date on the first line. Student should write the complete date. For example, Monday, September 14, 2009

New Words

Four lines have been allotted under New Words in the Student Practice Book for the student to record the four new words that are presented in each SpellDrill.com lesson during Practice New Words.

5


Monday, September 14, 2009⤷

This will give the student daily practice spelling

days of the week, spelling months of the year, and using commas in dates.

Monday, September 14, 2009⤷Handwriting practice:

Levels 1-3 have the broken mid-line to support

letter formation practice.

Levels 4 and 5 do not have the broken mid-line.

Procedures for work under New Words

1. Student views and listens to presentation of words during Practice New Words on SpellDrill.com.

2. With the display of words still on the screen, student writes each new word on a separate line under New Words in his/her Student Practice Book.

3. Select a practice activity for additional word practice:Choose one or more depending upon student skills and available space on the line.

6


Monday, September 14, 2009

twenty twen tybetween be tweenthey theywould would


twenty twenty twenty between between betweenthey they theywould would would

twentybetweentheywould

Monday, September 14, 2009⤷

• Student rewrites the word two more times

⤷• Student writes the word again, breaking it into syllables

• Student underlines multi-letter phonograms

⤷

http://www.phonogrampage.com

http://www.phonogrampage.com

Review Words

A table of words called Review Words is presented in each lesson.

Using the table of Review Words

1. Use this table of words during Practice Word Dictation

• Student places a check after a word in the table if he/she misspells it during Practice Word Dictation. Later he/she should practice the checked word by spelling it to another person and/or by saying it and writing it a couple times.

2. Use this table of words for oral practice

• Student reads words aloud to teacher/parent or sibling.

• Student letter spells words orally to teacher/parent or sibling who randomly dictates each word from the table.

7



⤷

These words are the ones that have been presented as new words in the previous five lessons. These are the twenty words that will be presented during Practice Word Dictation and during Take Word Dictation.

Word Work

Additional activities help build word recognition, strengthen spelling memory, and support word usage and meaning.

Sometimes work is written within the table of words under Review Words, other times it can be completed on the lines under Word Work. If more space is needed, student can insert a sheet of loose leaf paper behind the lesson sheet in his/her binder.

Scheduling and management tip:

Establish a routine by day of week for use of the Word Work activities. For example select and assign an particular activity to be done every Monday, regardless of the lesson. Assign another one for every Tuesday. Do the same for the remaining days of the week. Follow this routine for at least a marking period. Revise it to develop knowledge and skills based on studentʼs level and instructional goals.

8



⤷Select activities (from the listing given on the next several pages) that best align with student instructional goals and with student skills and knowledge.

Word Work Activities

Alphabetizing Words

Student will write directly in the Review Words table.Alphabetize the words in each column, indicating the order by writing an order number after each word, numbers 1 through 5.

Labeling Parts of Speech

Student can write directly in the Review Words table.Classify each word as one of the eight parts of speech. Use the dictionary to double check classification.

Write the abbreviation beside the line beside the word. If a word can be classified as more than one part of speech, note all possibilities.

noun = n verb = v adjective = adj adverb = adv pronoun = pron preposition = prep conjunction = conjinterjection = interj (sometimes call exclamation in the dictionary)

9


walk 5 talk 4 balk 1 grant 2

became 1 brother 1 rain 4 keep 3

start 3 mail 3 male 3 female 1

eye 2 I 2 glass 2 party 4

upon 4 two 5 twin 5 twice 5

Review Words

walk n.v. talk n. v. balk v. grant n.v.

became v. brother n. rain n.v. keep n.v.

start n.v. mail n.v. male n. female n.

eye n. v. I pron. glass n. party n.v.

upon prep. two n. adj. twin n. twice adv.

Review Words

Sorting Parts of Speech

Use the Venn diagram or double bubble map to sort nouns and verbs.

1. On a separate sheet of paper, student draws a Venn diagram, labeling one circle “nouns” and the other “verbs.”

2. Students write nouns and verbs from the Review Words table, placing them appropriately on the Venn diagram.

Finding Word Families

Look for words that share the same root. Underline the root in each word with a colored pencil. If there is more than one word family, use another color to underline the second root.

10


eyegrant

male rainbalk

gowalk

talk

twinglass

party

mail

keep

nouns verbs

nouns verbs

Identify Affixes (prefixes and suffixes)

Search for words that have a prefix or suffix. Circle the affix. Students can use one color for prefixes and another color for suffixes.

Identify Word Connections

1. Search for words pairs that have a common connection:Synonyms (S)Homophones (HP)Homographs (HG)Antonyms (A)Word Dyad (WD) (pair that often goes together)

2. Draw and arrow connecting the two words.

3. Identify their connection using the abbreviations listed above. Student may use color.

11


walk talk balk grant

became brother rain keep

start mail male female

eye I glass party

upon two twin twice

Review Words

HP

HP WD

Words in Context

1. Highlight adjectives in the table of Review Words.Select up to four of the adjectives.

Inflect Nouns and Verbs

1. Highlight nouns in the table of Review Words.

2. Select up to four of the nouns and list them under Word Work.

3. Beside each noun write its plural form

4. If verbs are selected, write the principal forms: walk --walking, walked; became--become becoming

12


an elaborate planthe necessary ingredientsa mere tokenher respectful words

2. Create a noun phrase for each adjective and write it in area under Word Work.

⤷⤷

brother brothersglass glassesparty partieseye eyes

SUPPORTING A STRUGGLING SPELLER

For various reasons, some students struggle to remember the spelling of words. They may also have more difficulty recognizing words in text. These students usually need many, many encounters with the words to develop automatic recognition that supports fluent reading and writing.

The following use of the Review Words table provides multiple encounters with the words, encounters in which the word is correctly spelled. It also offers the student feedback before he/she completes a word, thus giving a chance to correct mistakes during the dictation-- increasing encounters with correctly spelled words, reducing the number of red strike-throughs, and supporting a greater feeling of success.

Procedures

1. Student opens Student Practice Book to lesson sheet.2. Student selects Practice Word Dictation on SpellDrill.com

and begins to take the practice dictation.3. If student is uncertain of the spelling of a word, he/she

searches the Review Words table in the Student Practice Book to locate that word. Using the copy of the word as a help, he/she then types the word onto the blackboard on the SpellDrill.com screen.

4. Before proceeding to the next word, the student should make a check beside that word in the table of Review Words in his/her Spelling Practice Book.

5. Words that have been checked should be reviewed again before student proceeds to Take Word Dictation on SpellDrill.com. This can be done by the student orally reading and/or orally letter spelling the word to someone.

For some struggling spellers, the teacher/parent might also allow this procedure during Take Word Dictation. If this option is used, just remember that the spelling score will not reflect independent work.

13


⤴

STEP by STEP through a SPELLING LESSONThe student

1. Takes the lesson sheet out of his/her Spelling Practice Book and gathers a pencil and a sheet of notebook paper.

2. Enters the date on the lesson sheet.

3. Logs in on SpellDrill.com and selects Practice New Words.

4. Enters new words in a list on the lesson sheet from his/her Spelling Practice Book. Words are written only once at this time.

5. Proceeds to Practice Word Dictation (optional).

6. Proceeds to Take Word Dictation.

7. Records any misspelled words for practice. This should be done on the sheet of notebook paper. At the end of the lesson, this paper will be inserted into the Spelling Practice Book.

8. Logs out of SpellDrill.com.

9. Writes any misspelled words three times on the sheet of notebook paper.

10.Reads the four new words to teacher/parent.

11.Rewrites the new words under New Words on lesson sheet in one of two ways:• In syllable chunks (if needed, a dictionary should be used)

and underlines any multi-letter phonogram (other phonogram markings from Johnny Can Spell can be added at this time), or

• Two more times, sounding each one as he/she writes

12.Creates a sentence for each new word. The four sentences are written on the same sheet of notebook paper as the misspelled words were practiced. For step-by-step how to for grammar, use Alice Nineʼs Grammar Applications or Lesson Planner series.

13.Completes assigned Word Work for the day with the Review Words.

14.Returns lesson sheet to Spelling Practice binder and inserts the sheet of notebook paper behind that lesson sheet.

14






http://www.nine-enterprises.com/products/products_teacher.php




guide spelldrill stprtbkpreparation of student practice book1. print lesson sheet(s) for student...

Documents