This year I focused on recognizing correctly spelled words and words that were spelled correctly in context in a sentence. I created differentiated spelling lists from the Treasures basal reader program: Approaching, On Level, and Beyond. The answer guide to the multiple choice tests were all the same for the three levels.
It was a long and arduous process creating the weekly lists (25 words for each level, many were repeats.) I had two teacher friends pitch in and we shared the work. One aspect I liked about a written spelling test where you circle the correctly spelled word for that sentence is I no longer had to give the traditional spelling test on Friday. Absentee students could take the test on Monday. I never entered the scores, but would note which students needed extra help with studying and spelling. There is no report card grade for spelling, but I believe correctly spelled words hand written in an essay are important. Students who struggle with spelling need to learn some spelling patterns so they stop spelling phonetically. Francie On 6/10/12 8:20 PM, "Robyn Kogan" <rko...@district30.org> wrote: >What an interesting conversation! I sometimes think we focus on spelling >lists and lessons as spelling is familiar to parents, and is a subject >they >feel comfortable helping with at home. I also think that spelling often >provides a "breather" in the school day - and is not a truly necessary >subject as it is normally taught. >Word study IS important, but learning to spell to get 100% on a test and >then be unable to spell correctly in written work -- to what end? >Immersing students in the investigation and manipulation of words - that's >what's important. As students are exposed to - and use - many different >words, they will recognize misspellings and begin to correct them on their >own. Targeted mini lessons can help on an as needed basis. >Spending a great deal of class time on spelling has never made much sense >to me. >I really enjoy all the postings. So many important discussions! >On Sunday, June 10, 2012, wrote: > >> My thanks to all of you who have responded to my post. We will look at >> the 3 programs - chosen because they are all so incredibly different, >>and >> make the recommendation to our literacy vertical team. We'll see where >>it >> goes from there. >> >> In the meantime, thanks again! >> Martha. >> >> >> >> >> >> >> >> -----Original Message----- >> From: norma baker <hutch1...@juno.com <javascript:;>> >> To: mosaic <mosaic@literacyworkshop.org <javascript:;>> >> Sent: Sun, Jun 10, 2012 9:02 pm >> Subject: Re: [MOSAIC] Words Their Way >> >> >> I echo Renee's sentiments. Just in my own family for example - I have >> three >> >> girls. The first one I figured out early on that we only needed to >>quickly >> >> review spelling words once just to ease my mind. The other two - we >> studied >> >> each week, got 100 and couldn't spell for beans. I've always been a >> speller and >> >> must admit that like Renee, I thought that it was because I read a lot. >> All >> >> three of my children always read a fair amount and it never changed >>their >> >> ability to spell. I so often see the same in school, but with my own >> children I >> >> know exactly how everything has carried on through I've always felt that >> my time >> >> is always limited so I focus more on the ability to read. I used to say >> when in >> >> life can't you use a dictionary, now it's spellcheck. I do think word >> study is >> >> important for classrooms. I do additional word study when it's >>warranted >> and I >> >> do quick little mini-phonics instruction when conferencing or meeting >>in a >> small >> >> group if others are having the same issue >> >> when reading, but I think spelling occupies a lot of time in school >>for no >> >> gain. Just my thoughts! >> >> >> >> >> >> >> >> >> >> >> >> ____________________________________________________________ >> >> 53 Year Old Mom Looks 33 >> >> The Stunning Results of Her Wrinkle Trick Has Botox Doctors Worried >> >> http://thirdpartyoffers.juno.com/TGL3131/4fd53bda54d3e21ddc6st06duc >> >> _______________________________________________ >> >> Mosaic mailing list >> >> Mosaic@literacyworkshop.org <javascript:;> >> >> 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 <javascript:;> >> 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 >> >> > >-- >Robyn Kogan >Gifted Education Coordinator >Differentiation Specialist >Northbrook/Glenview District 30 >847-400-8910 > >- If we always do what we've always done, we will get what we've always >got... A.A Milne >_______________________________________________ >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
