I teach intervention classes at the high school level and wish with all my heart that my students' previous teachers would have taught them spelling based upon syllable types. Many of my struggling spellers come to me not understanding that there are different ways to make a vowel say a long sound - not just throwing an "e" after everything!
Heather Waymouth EMAILING FOR THE GREATER GOOD Join me > Date: Thu, 4 Feb 2010 19:10:18 -0500 > From: t3te...@gmail.com > To: mosaic@literacyworkshop.org > Subject: Re: [MOSAIC] Spelling > > I use a spelling list that has 15 words in order from easy to > difficult. Students take a pretest on Friday of the first 10 words. If they > pass a word, they don't have it. This sound difficult but I use a sheet with > all the words listed in the left column. The center column has 10 blank > lines and the right column has all 15 lines. This sheet is placed in a file > folder with the top lid cut into 3 leaves. For the pretest, they have the > center flap up with the other two papercliped down. I give the first 10 > words only. The last 5 are called enrichment words. When I correct it, I > use a highlighter to highlight the words in the first column I want them to > learn and the numbers of the same words in the third column. I cut off the > first column and give it to them to learn. This way I can give different > students different words and number of words. I have many ELL students plus > high students. This seems to do the best job of meeting their needs. On > Friday, I give the entire list but students know that they are only > responsible for the ones that are highlighted. I teach third grade and they > seem to be able to understand this method. > > Terry Tabat > Lexington, NC > > On Mon, Feb 1, 2010 at 7:21 PM, Amy Tisinger <amylyn...@gmail.com> wrote: > > > 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. > _______________________________________________ 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.
