Download Tuesday and Wednesday - Written SPELLING ACTIVITIES. Choose

Spelling Program and Word Wall Words
Word Wall - Word Walls were likely a very big part of your child’s spelling in
first grade. Second graders will be reinforcing and adding to these common words.
Starting the first weeks of school, we began to add 4 words to our word wall every
week. These are the most frequently used 100 words by second graders in reading
and writing. Often these words do not follow phonetic rules and need to be
memorized (very, have, of, etc.). Some of them have common long vowels or
patterns that we will use as base words for spelling other words (MAKE helps us
spell SHAKE). We will begin learning the routines for practicing these words with
some review words from first grade. These words are in the room, so they are “no
excuse” words. They must be spelled correctly in school. We would like to see the
correct spelling carry over to the child’s writing outside of the classroom as well.
Every child will have the same 4 words weekly and we will practice them together
for 5 – 7 minutes a day in school in a variety of fun ways. Sometimes the four word
wall words will be subject-based. For example, when we studied insects everyone
had the words INSECT, MOLT, PUPA, etc. to make our scientific observations
about these topics easier to write. These words will come home at the bottom of
the list of your child’s personal words and when the child sorts words the four
WWW are always one group. The words will increase in difficulty throughout the
year.
The Differentiated Spelling Program used by Montgomery Township for the
second half of first grade through fifth grade is based on Kathy Ganske’s book
Word Journeys. Children will be assessed in September to determine their spelling
level and needs. We will also look at their writing to make sure that their spelling
on the tests is consistent with how they normally perform when spelling
independently. Children usually spell better when given words in isolation than when
writing them in context because they are thinking about the whole sentence and
their ideas. This half of the spelling program begins 9/29/14 this year. A sheet of
spelling words will come home in one of the composition notebooks you sent to
school labeled SPELLING HOMEWORK.
The before we begin spelling the class will practice the in-class activities we
will do in spelling using an easy set of words the whole class can already spell,
therefore focusing on learning HOW to do the spelling activities. These activities
might be different from and more challenging than the spelling homework in first
grade. We will begin the first few weeks with easier spelling words so that your
child can learn the routine and build up confidence before plunging into new areas.
Your child WILL need your help in the beginning of the year to learn to set up their
notebook with the date, choose an activity, organize their paper and double check
their work. Many children become very independent after some practice and will
not need you to sit with them. Some will always require set up help. We do expect
parents to look at homework before it comes to school. We expect spelling words
to be written neatly in lowercase letters to the best of the child’s ability.
Children will be divided into the following levels:
Letter Name (LN): These spellers are working toward consistent mastery of all letter
sounds, short vowels, blends (combinations of letters where both sounds are heard - /sk/,
/st/, /fl/, etc.), and digraphs (combinations of letters where a new sound is produced - /ch/,
/sh/, /th/). The words seen here will most likely be word family words (endings from the
first vowel on are the same and the beginnings change) and CVC (consonant-vowelconsonant), CCVC and CVCC patterned words.
Word within Word (WW): These spellers have mastered the major letter sounds and can
spell a word phonetically. They will now begin to look at the variety of ways that long vowels
can be written and some exceptions to the common rules. They will learn to differentiate
more complicated and similar-sounding combinations of consonants (/tch/ vs. /ch/ and /dge/
vs. /ge/ for a /j/ sound). We will discuss some common abstract vowel combinations and rcontrolled vowels. This is the category that most second graders would be in during
September. They learn that the placement of the sounds in the word next to certain
letters causes one pattern to be used versus another.
(Example - MAKE has a long vowel and will end in KE, SHOOK has an ambiguous vowel and will
end in K, SNACK has a short vowel and will end in CK.)
Syllable Juncture (SJ): These spellers will work with longer words, more complicated
combinations of vowel patterns and learn when to double consonants. They will review the
variety of long vowel patterns with more exceptions to rules. Placement of stress in words
will be discussed. Some new vocabulary words will be introduced. Similar-sounding chunks
of words will be studied and more details about how multi-syllabic words are broken down
and made
(The groups will be assigned team names that are color-coded and will appear on the spelling
notebook. Groups are named after fruit or animals for identification purposes)
IN SCHOOL PHILOSOPHY:
Research in education indicates that memorization is not the most effective
method by which to learn the spelling of most regular words (as opposed to the
Word Wall Words that were chosen, the majority of which are irregular in form or
sound). By studying common letter and sound patterns of words children can apply
what they know to new words they encounter in reading and writing. Each week
your child will bring home a paper with 18 spelling words that fit several specific
patterns for the week. On Mondays (of any school week with more than 3 Days and
without many special events), each group will read over the words and discuss the
meanings, patterns and possible exceptions to the rules. With their spelling
partner (who will change mid-year), children will review and color-code the words by
pattern. Some days of the week, we will do a short independent activity with our
spelling words during reading time. On Fridays, we will have a spelling test. Only
TEN of the words will be chosen randomly for the test, but your child should know
all of them by the various patterns. You are not limited to the words listed. You
may discuss and practice with your child any other words that fit the pattern –
especially if you feel your child is ready for a challenge. Your child’s Friday spelling
test will include one or two BONUS words that fit the pattern but were not studied
during the week to check for ability to apply the pattern to spelling other unknown
words or past patterns to check for full long-term understanding of the patterns.
We don’t expect children to always choose the correct pattern but we are looking
for their ability to apply one of the week’s patterns rather than rely solely on
phonics.
AT HOME:
We will use one of the marble composition spelling notebooks for the entire
year and work on earning stickers for the cover when completing our homework
correctly. Keeping the notebook in the backpack when not being used will help you
remember it on Fridays and keep it in good shape. One copy of the words will stay
in school to practice; the other set will come home in the spelling notebook to
practice for homework. We will write in the week’s word wall words each Monday.
On Mondays, your child should read the words to you, cut apart the paper spelling
words and sort them into the specific patterns we are studying (the pattern will be
indicated at the top of the sheet). They can underline the patterned part in a
different color for each pattern if that helps to differentiate. They should copy
the words into their notebook by similar pattern. The words can be stored in a
ziplock bag or in a paperclip to use for the activities like ABC order and spelling bee
during that week. You do not need to return the words to school. Word Wall words
are sorted into their own separate category, but practiced with the other words
every day. There will be no patterns to underline, but they will be written anyway.
* If the week begins on a Tuesday this should still be the first activity to be
done that week. It is the most important.
On Tuesdays and Wednesdays, your child (with some assistance from you) should
choose a written activity from the list below (which will be found inside the cover
of the notebook) to complete in the notebook each night. They vary in difficulty,
type and time dedication to accommodate your child’s needs, abilities and busy
schedule. Please include the date or day of the week on top. Each day the spelling
word cards should be read aloud to reinforce the different visual patterns. I
understand that the children are very busy with many afterschool activities. If
homework cannot be completed on one night, it can be made up the next night or as
much of it as possible can be done. Do the best you can. Please try to avoid doing
all the homework on Thursday nights. Children learn best when they get consistent
practice throughout the week.
We will learn to use the site www.spellingcity.com to practice our words in the
computer lab at school. This can be substituted for a Tuesday or Wednesday
assignment, but not every single week. Try to encourage your child to try different
activities sometimes. In the second half of the year, sentences will become
mandatory on Tuesday or Wednesdays.
On Thursdays, some sort of spelling practice test should be given. Parents can read
each word, say it in a sentence, and have the child write it conventionally without
looking at their prior practice or you can use a more independent LSSCWC (Look,
Say, Spell, Cover, Write, Check) system shown below.
LSSCWC – Divide the notebook paper into three columns. Have an adult write the
spelling words in the first column. Then Look at the word. Say the word. Spell the
word out loud. Cover the word with your hand or a piece of paper (lefties,
especially). Write the word without looking. Check the word to see if you are
correct. Copy the word a second time. If you are not right the first time, erase
and try again. Repeat for the rest of your words.
On Fridays, your child should return the notebook to school. It will come back
home on Mondays with new words.
Tuesday and Wednesday - Written SPELLING ACTIVITIES. Choose One.
Arrange all your
Rainbow Words:
Picture words:
** Write 10
spelling words in
Choose three
Write each spelling
spelling words in
ABC order. Write
different crayons or
word and draw a
sentences that
them in your
colored
pencils.
Pick
small
picture
that
make sense. Check
notebook like that.
Or try it in Reverse at least 10 words.
shows each next to
for capital letters,
ABC order
Write them in each
it.
periods and spaces.
sometimes.
color.
Write 10 words one
letter at a time to
make a pyramid
word. Here is one:
c
c a
c a t
Vowel or Consonant?
Write each spelling word.
Draw a green circle around
each vowel. Draw an orange
underline under each
consonant. (Think about Y’s
job in the word… Is it
saying I or E’s sound?)
Rhyme Time:
Write 10 of your spelling
words. Next to each one,
write a word that rhymes
with the word. Spell
rhymes the best you can.
They don’t have to have
the same pattern.
Pencil, Crayon,
Marker
Divide the sheet into
three columns. Write
10 words in the first
column in pencil, the
next column in crayon
and the third column in
marker.
Make your own word
search
at
www.wordvillage.com
or search google for
“make word search”.
Kids type in all
words and then the
site will make you a
word search that
you can print out, do
and glue in book.
Write all your words in the
order you pull them from
the plastic bag or clip.
Draw a box around the
pattern in each word.
Play Spelling Bee
Ask an adult to say ten of
your words one by one.
Repeat the word out loud,
spell it, repeat it again,
then write it down.
Go to
www.spellingcity.com to
practice 10 of your
words. You can glue in
your results or write
Spelling City under that
day of the week.
Type all your words
in any font on the
computer. Glue the
paper in your
notebook.
Sign 10 of your
spelling words in sign
language (See chart
in back). Then write
them down neatly.
*** Please Date the beginning of each new day of Homework. ***
I have always introduced American Sign Language as a method of practicing
spelling early on in September. We use it to review the alphabet, understand
another method of communicating, and stretch out and strengthen the muscles in
our fingers. We will play spelling games with sign language all year. You can
reference the chart in the back of the homework notebook for fingerspelling as one
of the spelling choices this year.
In addition, if needed, your child can practice without written work in the following
ways:
 Write your words in a tactile way (fingerpaints, pudding, chalk, shaving
cream, sand, etc.)
 Write your words with your finger as you spell them on sandpaper, the
carpet or another textured surface after Mom or Dad read them aloud.
 Make your words with magnetic letters, cereal letters, etc.
 Look for your words in books, newspapers, magazines, menus, signs,
anywhere.
 Spell your words by playing a game. Clap your hands or bounce a ball, for
example, each time you say a letter.
 Play Spelling Bee with someone in your family. The person takes out a card
and reads you the word. You Say the word, spell it, and then say it again.
The person will show you the card to check yourself.
 And any other activities for spelling that you discover will be great practice
too!
Thanks for your support at home!! If any part of the new homework is unclear,
feel free to contact me via email or note.