The SrB SPELL-A-LOT Program

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1 The SrB SPELL-A-LOT Program The program consists of 28 lesson units. Each unit contains: 1. A Pretest and Post Test The tests and lessons in this book present a combination of 140 high frequency words with 284 words illustrating a variety of basic spelling patterns, rules, and letter/sound relationships. Pretests and post tests are given as "fillin-the-blank" dictations, a format which encourages listening skills, builds foundational note-taking abilities, and develops proofreading skills. 2. Two pages of student exercises Various exercises offer students reinforcement practice for spelling patterns, rules, and letter/sound relationships. lncluded in each lesson is training in time management. Even if a student makes a 100 on the pretest, the training in time estimation on the exercise sheets is a very important skill. 3. Other materials include: a. A Mastery List of 386 "Most Wanted Words" These words are a blend of words f rom several word frequency lists but mainly from the American Heritage Word Frequency Book by J.B. Carroll, Peter Davies, and Barry Richmen, New York: Houghton Mifflin, As each new third grade word is introduced and studied, students will highlight it on the list. The list becomes a proofreading tool as well as a study sheet. Also, third grade students will be held accountable for all the second grade words from the beginning of the year. Students are held accountable for the spellings of these high frequency words in all writing applications. (See Appendix page 81.) b. "Where Are My Mistakes?" Chait This chart helps students analyze the error points of their spelling mistakes. By understanding how the mistakes occurred, students become aware of general patterns in their mistakes and can better focus on correcting the errors for long-term retention. (See Appendix page 85.) c. lndependent Word Study Worksheet This worksheet provides students with a structured routine for independent spelling practice. It incorporates elements appealing to visual, auditory, and kinesthetic learners. (See Appendix page 86.) d. Student Record Chart This chaft enables students to track performance scores on pretests, post tests, activity exercises, and spelling grades from "Most Wanted Words" used in random writing samples. (See Appendix page 87.)

2 e. Sample Parent Letter This letter explains to parents the purpose and the process behind this spelling program and encourages them to become "part of the team" trying to establish high standards for spelling skills. The idea of a pass/fail spelling grade on random writing samples may be a new concept. (See Appendix page 79.) f. CLUES Checklist This checklist supplies the students with the most important rules for proofreading their papers and is especially beneficial for Attention Deficit Disorder or Learning Disabled students who have trouble recalling rules for capitalization, punctuation, etc. Too many students do not know how to proofread; however, this checklist provides them with guidelines for the process. (See Appendix page 88.)

3 Sequence of Weekly lnstruction 1.Dictation+2'Self-Corre..*3'Diagnosis,Where are (Pretest) Dictation My Mistakes? 4,lndependent+5.Spelling#6.PostTestDictation and Check Random Worksheets Word Study Writing Sample 1. Dictation Routine (Pretest) Purpose: This routine sharpens the listening skills of the student, a foundation for note taking. lt also reinforces word-by-word proofreading. a. Say "Ready to listen." b. Say the sentence. c. Give a "repeat" signal to the class to repeat the sentence aloud d. Signal "Print" for print the words in the blanks. e. Wait until they have finished. t. g. h. i. together. Tell the class to listen. Tell students to touch each word with their pencils as you say the sentence. Tell students how many words are in the sentence. Say sentence for the third and last time. The pretests and post tests have two boxes of sentences in each unit. The first covers the specified spelling principle for that unit, and the second box features new high frequency words most often used in student writing. Homophones are featured as Bonus Words. 2. Self-Gorrecting Dictation Routine Purpose: This process involves the student in the spelling evaluation by using an active, kinesthetic approach. The student focuses on the specific error in each misspelled word. a. b. c. d. Teacher spells the words by printing the words on the board and calling out each letter. Students touch each letter with the point of a pencil, making a small dot under each letter as the letter is said. Students highlight or circle the area of the mistake, not the whole word. They print correctly any misspelled words in the first column of each page on the Where Are My Mistakes? form (See Appendix) and the lndependent Word Study form. (See Appendix)

4 3. Diagnosis Step: Where Are My Mistakes? (See Appendix) Purpose: The student analyzes the nature of the misspellings made in the pretest, thus focusing on the cause of the error. Over time, patterns may emerge to indicate a need for the student to review specific spelling rules, soundlletter relationships, or spel ling patterns. a. Look at the word spelled correctly in the first column. b. Copy the misspelling from the dictation in the next column. c. Analyze mistakes. 1. Students check the column or columns which describe the error. 2. The teacher may need to help students determine which spelling 3. areas they need to review. As mistake patterns emerge, the class may need to spend time reviewing certain rules or principles. The teacher reminds the students that these errors will be corrected during the lndependent Word Study process. 4. Independent Word Study (See Appendix) Purpose: This step offers a specific process for the student to follow in correcting misspellings. ln addition, it provides the student with a "measuring stick" to gauge when mastery is achieved, and it employs contrasting colors to reinforce the visual component of proofreading. a. Students should work on one word at a time either at school or home. b. Student prints the word in column one. c. Student says the letters as he traces them using contrasting colors such d. as red and blue. Options for using colors include: 1. Trace vowels in one color and consonants in another color. 2. Use the contrasting color to designate letters which reflect a spelling rule. (Example: lfike - the long i sound may indicate a silent e.) 3. Use one color for the correct letters and another for the letters which were incorrect. Student covers the word and recalls the color visual. The student should be able to picture in his head not only the letter sequence but the colors of each Ietter. e. Student f. g. folds column one under and PRINTS the word from recall in column two. Student proofreads the word in the second column, then unfolds the paper and checks it against the column one version. Student folds columns one and two under and repeats the process until the word is spelled correctly two times in a row to indicate mastery. (lf necessary, the student can use the back of the sheet for further practice.)

5 Note: For students who bore quickly, offer them markers in a wide range of colors, shades, and tips (fine, wide, and wedgedtip), colored chalk, and paper with different textures such as manila paper. Choices of colored paper can also be an option. 5. Student Exercises Purpose: These exercises are designed to have students practice their spelling words in 29 different ways. Each type of activity serves as a learning tool without being as repetitious as writing the words over and over. The exercises should take approximately 15 minutes. This suggested time gives instructors a reference for the time estimation on each page. Having students estimate the amount of time they think the activity will take and then actually timing the activity helps them develop fundamental time management skills. (See Student Exercise Description on page 15.) 6. Post Tests Purpose: Post testing consists of two tests: (1) a specific dictation test for the words in each unit and (2) a random sample of student writing to check cumulative mastery of high frequency words (Most Wanted Words). Students need good proofreading skills to check the high frequency words in their writing assignments. a. Teacher dictates post test using the same routine as in the pretest. Words missed from prior lessons or this lesson need further work. Have the students write two sentences using each word missed and have the parents check the sentences and sign the paper. (This way parents stay informed of problem areas.) b. Teacher selects a random writing sample of about 4-6 sentences to check for cumulative mastery of the Most Wanted Words. Third grade students will be responsible for all the Most Wanted Words from Grade 2 and will be responsible for Grade 3 words as they are introduced. Note: This test focuses on proofreading, and the students will have their words lists available during all writing assignments. Because they have this resource, the spelling grade on the random samples should be a PASS/FAIL option. lf a student misspells any word(s) on the random sample, send this paper home for further practice with parents. We suggest having parents work with the student on writing at least two sentences using the word(s). c. Students record the post test and random writing scores on the Student Record Chart. (Teaching students to keep a record of their grades is a study skill which becomes very important as they advance in school.)

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