Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Spelling of Shakespeare's name wikipedia , lookup
German orthography reform of 1996 wikipedia , lookup
The 25th Annual Putnam County Spelling Bee wikipedia , lookup
Scripps National Spelling Bee wikipedia , lookup
Spelling reform wikipedia , lookup
English-language spelling reform wikipedia , lookup
American and British English spelling differences wikipedia , lookup
September 9, 2010 Dear Parents, This year your child will be participating in the Rebecca Sitton Spelling Program. I am a big fan of this program for several reasons. One, this program is based on HIGH FREQUENCY words. Two, the program supports MASTERY of words, and three, and most importantly, students are HELD ACCOUTABLE FOR SPELLING where it really counts –IN THEIR EVERYDAY WRITING. We no longer use traditional spelling workbooks nor will we have traditional Friday tests. Why this change? Years of research show that giving students 20 challenging words every week does not improve their everyday spelling. Even students who consistently spell accurately on Friday tests are spelling incorrectly in their everyday writing. The Friday test has made spelling an isolated subject, apart from purposeful writing. The spelling program your child will participate in this year defines spelling mastery as the ability to spell accurately in everyday writing. So how does this program work? There are two types of words your child will be responsible for –Priority Words and Core Words. Your child’s PRIORITY WORDS are the top seventy-five high frequency words. They will receive two laminated cards containing these words, one for home and one taped to their desk at school. Priority words are words that must be spelled and used correctly on all your child’s everyday assignments. Additional “special” words will be added to this list for a brief time as students study and write about specific topics. For example, words like United States, regions, legend, and scale may be added when doing an assignment in social studies. Also if a word appears on an assignment and they need to use the word, students will be expected to copy it accurately. These words are called context words. It is important to note that these “special” words count because students may use reference worksheet and books. I am expecting them to take the time to copy the words correctly. Random samples from all subject areas will be checked weekly to assess your child’s performance progress. It follows then, that your child’s spelling assessment will be largely based on the level of commitment these papers reflect. Students will be unaware which paper will be checked for a “spelling test,” otherwise known as a Priority Word Test. This change in grading creates a rehearsal for real-world use of spelling. Students are no longer tested on Friday word lists, but assessed the way adults’ spelling is assessed in the workplace and the community - in everyday writing. Now there is a test every school day, every time your child writes. This is a positive effort to help your child learn to be accountable for spelling. In addition to Priority Words, your child will be given CORE WORDS. Their Core Words will be high frequency words much higher up on the list of 1200. Fourth graders study and practice high frequency words 331-500. I may also adjust words if I feel there is a particular need in the class. We will use these words to teach traditional skills such as phonics, word origins, spelling patterns, and spelling rules. Each Core Word weekly unit will contain 5 Core Words. These words will not necessarily be used in a traditional weekly format, nor have the same number of support activities. It is important to remember that students are practicing spelling every time they write through accountability for their priority words. This provides more spelling practice than ever before. The Core Word activities complement this ongoing spelling-in-context practice with skill development activities. Every Wednesday your child will have a Core Word Review. They will be tested on the five words from that week, as well as all past lessons. This built-in review is key to this program. Because there are only five words, children can work toward mastery of the words assigned to their grade. It will be important for your child to “keep up” with the program. By December they will be responsible for fifty words, but keep in mind these words are words they will have been reviewing weekly. I would like to add a word of caution about the Core Words. It is not unusual for people unfamiliar with the program to feel uncomfortable with the Core Words. They may say the words are too easy. They may want more words, harder words, providing rigor for the spelling test. This is the result of confusion between the old, traditional programs. In the traditional programs, the words were the program and provided the rigor - without positive results! The Friday test provided challenge assessment, but didn’t prove mastery of the words long term, and more importantly, it didn’t hold students accountable for their spelling where it really counted - in their everyday writing. Using this new approach, the Core Words are not the program and do not provide the rigor through assessment in isolation. The rigor comes from the expectation that Priority Words and context words will always be spelled correctly in all subject areas. Again, spelling is not how many words a teacher covers, how hard the words are, nor how well a student spells in isolated tests of the words apart from writing. Spelling instruction must provide evidence of spelling competence in writing when random papers are selected for observation across the curriculum. Challenging students by having them memorize the spelling of more words is not nearly as productive as engaging students in writing activities that cause them to use words for a purpose. Writing requires the application of spelling skills with communicative thinking. It provides meaningful challenge and introduces more words to the student writers in a natural, pertinent way. On the other hand, memorizing the letter sequence of spelling words that have little writing relevance is comparable to practicing twentyplace addition. I am a strong supporter of our program, and I thank you in advance for your support. Now spelling in writing “counts!” Sincerely, Laurie Colpoys How You Can Help with Spelling at Home (1) Encourage the use of the priority card at home. You should see them using this when they are doing homework that requires writing. (2) Don’t make a habit of correcting spelling on homework assignments. Students will come to rely on you and therefore will not develop skills necessary to make self-correction a habit. A simple reminder to check their work for spelling errors is helpful. (3) Periodically review priority words with your student. Homophones tend to present the most problem (i.e. there, their, they’re), as well as words that are easily confused in writing (are & our; then & than). (4) Review Core Words with your child on Tuesday night. Remember, not only do students need to learn the current lesson, they need to review past lessons as well. Core Words are located in their Core Word Book. When reviewing with your child ask to see the “Words to Learn” section located in the back of their Core Word Book. When your child spells a word wrong on their weekly Core Word test, it is recorded in this section. If a word appears three times, this means that your child has spelled the word wrong on three separate tests. (5) Look over their weekly Core Word review tests. Check to see that your child is recording incorrect words in the “Words to Learn” section of their Core Word Book. (6) Watch for papers across the curriculum that come home with a Priority Word test grade on it. Support your child on a job well done. If necessary review any words spelled wrong. --------------------------------------------------------------------------------------------Please return this portion and keep the top portion and letter for reference throughout the school year. It contains a lot of information! I have read the letter explaining the spelling program. Parent signature __________________________ Date_________ Student Name ______________________________ (Please Print) Questions or comments?