Hi, This my third year teaching first grade. My first grade team has a spreadsheet of all 500 high frequency words. We start with the first hundred (first grade curriculum) in the beginning of the year (reading AND spelling). That is our starting point. Each week the students get six new words. They write them on 3X5 index cards. The cards go back and forth every day and it is their job to practice reading and spelling them every night. They also use them during the day to do word work. For example, on Thursdays, they need to pick 10 words and write them in Alphabetical order. Wednesdays is write six words, then pick two to write in a sentence - illustrate the sentences with quick sketches. (I also teach Lucy Calkins Writing Workshop in my class). Our school has no writing curriculum so that is what I do.
On Friday they get with a partner and trade cards. Partner A writes 6 of partner B's words down and vice versa. They then take turns giving each other a "spell check" They say their partners word and their partner writes it down... etc. Like a mini spelling test, but you never know what words your partner will pick for you, so you have to know your words. It holds them accountable. There is more to the way it works, so if you think you have more questions email me and I would be happy to clarify anything for you. :) It's taco night and the kids are calling!! Camille ----- Original Message ----- From: "Amy Tisinger" <amylyn...@gmail.com> To: "Mosaic: A Reading Comprehension Strategies Email Group" <mosaic@literacyworkshop.org> Sent: Monday, February 1, 2010 7:21:33 PM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] Spelling I am in my 7th year of teaching, and am trying to start up an individualized spelling program for my 2nd graders, starting with the 2nd semester next week. I've done some research, but am interested in some practical thought and advice based on experience! Also, I would be interested in any theories or ideas behind giving spelling tests. I ditched them a few years ago because I found my 1st graders were either struggling through the entire thing (becoming frustrated, and not learning anything in the process), or were acing every test because they already knew the words or were memorizing them and not transferring to writing. I've also recognized this could have been due to my poor implementation; I am a writer's workshop teacher through and through, and wasn't devoting a lot of time to it. So, please offer up your thoughts and advice! Thank you, Amy Tisinger 2nd Grade Teacher Rainbow Bridge International School Shanghai, China _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
