Transcript How do I teach 5 different levels of spelling? - CSISD ELA

Traditional Spelling Instruction
Word Study
The English language is seen as confusing.
Learners find spelling patterns that can be
organized.
Teachers create lists for the entire year
before meeting the students.
Teachers determine the student’s level
before obtaining the lists.
The word list is the same for the entire class.
Learners work together in small groups
sharing the same words.
The Friday test is either too easy or too
difficult each week.
The learner masters the words each week,
because the words are developmentally
appropriate.
Spelling is a separate subject and often
disconnected from reading and writing.
Learning the word patterns on their level
leads to greater success in reading and
writing.
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22) Oral and Written Conventions/Spelling. Students spell
correctly. Students are expected to:
(A) use phonological knowledge to match sounds to letters to
construct known words;
(B) use letter-sound patterns to spell:
(i) consonant-vowel-consonant (CVC) words;
(ii) consonant-vowel-consonant-silent e (CVCe) words (e.g.,
"hope"); and
(iii) one-syllable words with consonant blends (e.g., "drop");
(C) spell high-frequency words from a commonly used list;
(D) spell base words with inflectional endings (e.g., adding "s"
to make words plurals); and
(E) use resources to find correct spellings.
Where there is a will,
there is a way!
It’s called…
Just follow me…
If you put
together
your own
notebook,
label each
lesson.
Student Names
I keep the copies in file
folders for each level. I
write the names of the
students on each folder.
1. Sort
2. Say
3. Glue
(You don’t
have to
have them
glue the
words
down on
the 2nd
day.)
I’ve seen some
classes glue
the words
in a spiral
notebook.
eraser
The dry erase markers don’t erase well
on lamination, so I slipped a
plastic pocket protector over them.
Use anything:
Plastic letters
Paper letters
Magnetic letters