Kelly KingsleySpelling Curriculum Plan and AssessmentsAugust 11, 2009I will be assessing my students for baseline data using the
Words Their Way
QualitativeSpelling Inventories (primary, elementary, and upper).
“Spelling inventories not only offer information about students‟ spelling stages and their knowledge of orthographic features, but
also offer information about their reading. Studies show that scores on these inventories areconsistently related and predict reading achievement at all age levels from kindergartners
through adult learners” (Bear, 2008).
The traditional portion of my curriculum plan will be lessons from the
Harcourt
TrophiesSpelling Practice Book. Lesson 1 will cover words with short a and short e. Students will work with word meanings, opposites, proofreading and riddles. Lesson 2 will cover the short vowels i,o and u. Lessons will involve synonyms, picking the correct spellings, proofreading, andrhyming. Lesson 3 will work with long vowels a and e. The students will be required to findopposites, sentence completion, picking the correct spellings, proofreading, and filling in thecorrect vowel spellings. Lesson 4 will cover words with long vowels i and o. Students will work with word meanings, sentence completion, rhyming, poetry, and proofreading. Lessons willcontinue after the four week session of integrated instruction. Lesson 10 covers words with /ou/.Lessons will involve sentence completion, proofreading, word puzzles, and finding smallerwords in the list words. Lesson 11 will work with possessives and plurals. Students will work with sentence completion, alphabetical order, adding s
,„s, or „ to words, picture clues, and phrase
completion. Lesson 12 will cover words with /o/. Students will complete a story, work withword clues, proofreading, and sentence completion. Lesson 13 will work with long and short
/oo/ sounds. Lessons will cover matching pictures to words, rhyming, choosing the correctspelling, and categorizing list words.Lessons will be instructed as whole class lessons and seatwork will be assigned at the endof each lesson. The students will take a pretest every Monday and then take the dictation post teston Friday.The integrated portions of my curriculum will begin with using the
Words Their Way
Qualitative Spelling Inventories. I will use the information from the inventories to createspelling guided learning groups.
“Word study instruction must match the need of thechild”
(Bear, 2008). I will meet daily with each group focusing on orthographic areas they needto learn/improve upon. The students will work on their spelling skills in reading and writingactivities.
“Students discover the basic principles of spelling
-alphabetic, pattern, and meaning-when they read and write purposefully and are also provided with explicit, systematic word study
instruction by knowledgeable teachers”
(Bear, 2008). I will focus on the six spelling principlesto guide my instruction.
1.
Spelling is learned as we use it. I will provide multiple opportunities to have studentswrite for a range of purposes and audiences.
2.
Learning to spell is part of the developmental process of learning to write.
3.
Errors can be viewed as diagnostic and developmental. Students will be encouraged toattempt to spell words: I will let them approximate, especially when they are trying touse new words, point out parts they have spelled correctly. I will also use the parts theyhave misspelled as a focus for teaching opportunities.
4.
Exploring words and vocabulary are part of learning to spell. Students will be learning ina print rich environment (word wall).
5.
Independence and self-evaluation are essential in spelling development. Students willproofread their writing to identify possible spelling errors.
6.
Effective spellers use a number of different strategies interactively in order to spellcorrectly.
“
The best way to develop fast and accurate perception of word features is to engage inmeaningful reading and writing, and to have multiple opportunities to examine those same words
out of context” (Bear, 2008).
Some of the activities students will engage in either with the small group orindependently are:
Same Letters/Different Sounds
Students identify words that are pronounced differently, but have the same letter pattern. For
example, words with “ei” spelling pattern.
Homophones
Make a class chart of common homophones with illustrations to explain their meanings.
Concept of Print
Direct students’ attention to root words, prefixes, or suffixe
s by creating word maps forknown words. Students can keep individual alphabetical lists of words they havemisspelled. Students may start categorizing their spelling errors by patterns or rules intheir spelling notebooks.
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