Download September 9, 2010 Dear Parents, This year your child will be

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?