Teacher Tales Postcard from SP Bear

Each one of us
Is different
In our ways of doing.
Each one of us
Has found out
A unique pursuing
For our teaching
Of this spelling.
There is value
In our telling
And sharing
With each other
Any ways of doing
That we all might
Go throughing.
By teacher, some cueing:

• First Grade ~ Open Court spelling is a daily ritual. We alternate between pencil-and-paper dictation and a word-building game, in which the children use letter cards to build words. The words have the spelling of the sound the children are learning. As the sound/spelling becomes more complex, the game is phased out, and we continue with daily spelling dictation. We start with a few words from the sound/spelling we are working on or from the stories read in class. I add four sight words to the dictation. Eventually, we add sentences. By the end of the year, I dictate nine words, three sentences, a challenge word, and a scrambled word. I write the dictation on the board, and the children proofread their work. They correct their misspelled words and record them in their spelling dictionaries. The emphasis in the first part of the program is on phonemic awareness. Once we reach Unit 7 (out of 10), the emphasis shifts to grammar and writing. At this point, generally in early February, we start weekly spelling tests. On Monday, I give students a list of ten words. They have the entire week to write ten sentences using their spelling words. On Friday, they take a test. I don't always follow Open Court's spelling word lists; I use them as guides. (For one thing, they have only six words on each list.) Often, I add words the children have trouble spelling. In first grade, inventive spelling is acceptable and encouraged. I don't want worries about correct spelling to inhibit first graders as they write. Inventive spelling, as students mature, leads to proper spelling in many cases. JE
• Second Grade ~ The Open Court Language Arts program stresses phonemic awareness. I also use the SRA Spelling program. Each week, students are assigned a fifteen-word list that they must learn. We have a quiz on Wednesday for practice, and a final test on Friday. Many of these lists include word families, groups of words with common features or patterns; for example, words with long e spelled ea, ee, or ie. The lists may also have challenge words, which are more difficult to spell. Second graders also learn thematic words, those used around the holidays or from such specific subject areas as science and social studies. Typically, students engage in activities with their spelling words: writing a sentence using each spelling word to demonstrate its meaning; writing spelling words in alphabetical order; drawing a shape around each spelling word; reading and writing stories with spelling words in them. Second graders learn to use the dictionary to locate correct spellings and definitions of words. Spelling plays an important part in all writing activities, and students are expected to use correct spelling as it applies to their grade level. Spelling lessons also enrich their vocabulary and grammar. RB
• Third Grade ~ In my class, I have kids do a lot with spelling. First, we have a Word Wall made up of 101 high-frequency, grade-specific words. We spell, clap syllables, and chant five words per week. Second, we use Open Court Spelling (OCS) lists, Grade 3 National Reading Vocabulary (NRV) lists, and Wordly Wise (WW) lists. The NRV list challenges my kids more than OCS and works well when we are finished with WW lists. There are 28 words on each NRV list, compared to 15 on each OCS list, so I do not use them at the same time; it overwhelms the students. As a whole class, we chant spelling words, discuss spelling patterns and "weird" spellings, such as "people." The NRV lists on Monday, Tuesday, Wednesday, and Thursday highlight different spelling patterns or rules. Weekly assignments for spelling lists usually include the following: writing words in cursive three times each; writing words in alphabetical order; writing meaningful sentences for each word on the week's list. Often, I model on the board how to write spelling words throughout the week. Assessments include the following: verbal dictation (say the word, use it in a sentence, repeat the word); cloze activities (fill-in-the-blank with word from bank); crossword puzzles (cloze sentences often written by students). Though these assessments succeed usually, I have noticed that, despite going over so many words, some kids still struggle with spelling. Even with Word Wall words in plain sight, they fail to spell their words consistently correctly in their writing. This coming year, I plan to prepare them for the SATs with practice assessments, in which kids choose "Which word is misspelled?" or "Which word is spelled correctly?" from a list of four or five word choices. Also, I will emphasize spelling's importance with parents. Too many times, I have heard it excused. "My child is not a good speller. He never will be. I am not a good speller, and I turned out okay." I hope that in third grade and at SPES, we can find a solution to spelling deficiencies. TC
• Fourth Grade ~ Open Court provides weekly spelling words. Each lesson includes word knowledge activities, which remind students that they have strategies for figuring out unfamiliar words they may come across when they read. Each story in our literature anthology focuses on different sounds and spellings. There is greater focus, however, on reading comprehension and vocabulary acquisition than there is on spelling. CR-M
• Science ~ There is a need for proper writing in science class, but it should not be a major issue as far as grading is concerned. Spelling and grammar mistakes are circled or noted otherwise. The only time points are deducted from a grade is when students misspell highlighted vocabulary from a lesson. With short writing assignments, I usually return a paper for correcting if there are more than a few errors, as my main concern is with the student's scientific knowledge. When longer research papers are assigned, I include a language mechanics section on the rubric; language mechanics contribute to apporximately 10% of the student's grade. GS
• Art ~ Require students to correct misspellings. Provide proofreading assignments without the assistance of computerized spell-check programs. Give students opportunities to locate correctly spellled words among incorrectly spelled words. Mentor them, encouraging the study of all word choices and the application of spelling rules. Purchase software that simulates standardized-test format but uses classroom spelling words. Differentiate instruction; align spelling activities with learning styles: kinetic, auditory, visual, etc. (Use a recording device to capure spelling words followed by their spellings. Listen to the recording in preparation for Friday's test. Make up a song about a spelling word that is tough to remember. Write a spelling word, then make a creature out of it by drawing to reinforce its shape. Practice copying spelling words in wet sand, with shaving cream, etc.) GG
• Foreign Language (FL) ~ I correct both the English spelling and the FL spelling on homework and exams when students write the meanings of each lesson's vocabulary words. (Misspelled Spanish or French words must be written five times each.) We practice "dictados" or "dictees" as often as possible, then students correct their mistakes and write those words five times each. Latin etymologies, roots, and prefixes are highlighted during many lessons. I also love to work with cognates in the same way. I find that connecting words across languages helps students remember definitions and as a plus, spelling. When students ask me to spell a word for them, I have them sound it out first; if necessary, they look it up in their dictionaries or glossaries. Besides practicing phonics in FL, I sometimes point out English phonics and spelling challenges. I love to call to their attention the different pronunciations for the "ough" combination: as in cough, rough, bough, through, though. I use memory aids. Here's an example: since "q" is usually followed by "u" in English, French, and Spanish, I tell my students that "Q" is always scared, and "u" must always be with him. CA
• FL cont'd ~ In my Spanish classes, I place great emphasis on spelling. From first grade on, I expect students to write words correctly, including accents. They receive a word list weekly, usually excerpted from stories we read. I ask them to copy each word at least five times for homework to prepare for "dictado" at week's end. In the event that a word is misspelled during the test, the student is required to copy it correctly from the board and repeat it five times. Since I began teaching at SPES thirteen years ago, I have noticed a gradual but remarkable improvement in spelling, especially in such high frequency words as que, fue, cuando, etc. I believe that our students are exposed to really good Spanish literature, and as a result, their spelling is ten times better than it used to be. Still, we have a long way to go. GO
• Fifth Grade ~
• Sixth Grade ~