Individualized Spelling Program:
Premise of Program:
As young writers we often times will not use a word that we can’t spell and settle
instead on an easier word we can spell. This can hamper a writer from using
words they actually have acquired in their vocabulary, but have not mastered as
spellers. This results in less exciting, sophisticated or developed writing
products. As young readers, we many times will not take time to sound out
and/or examine a word in its context therefore missing meaning in a story.
Students here may miss inferences or analogies that lead to higher levels of
comprehension. Both practices short change the learner in his or her word
development and mastery.
Integrated Approach:
When we acquire language we do not acquire it in isolation. We learn to talk,
read and write by using our sensory skills; sight, sound, touch, taste, smell. With
this concept at the forefront, our spelling process will embrace the concentrations
of reading, writing and oral communication skills.
What we will do:
Developing weekly lists: Each student creates an individual spelling list,
comprised of “ten” words per week. Each student list is created in the following
manner each week. First and always: find misspelled words from your daily
writing samples. ( journals, logs, etc.) Secondly: identify new words in the
literature books you are currently reading. (New words are words that students
do not know how to read and/or give a definition for.) Thirdly: identify
challenging words in your literature. (Challenging words are words that students
can read and may even be able to define, however they may not know how to
spell the word.) Finally: identify interesting words in their literature. (Interesting
words are words that authors sometimes use in stories to make the story more
interesting. Sometimes they are made-up words or words that give extreme
description to the text.)
In an attempt to also integrate the LCPS word study program, students will take
assessments aligned with this program to also identify words for their weekly
lists. Students will compile a list of words they have incorrectly spelled on these
assessments and also in their writing.
Complete two weekly assignments: Each student will always complete two
weekly assignments from the list given by your teacher. These assignments will
be completed inside your spelling composition book and turned in weekly.
Tests on Friday: Always expect a test on Friday. Be sure to study your list on
Thursday and return your book to school on Friday to be checked and use for
your test.
Every Monday: You will be given your test back on Monday and you will always
place your correctly spelled words on your test inside your dictionary section of
your composition spelling book. Then it is time to develop your next word list.
Why are these steps Important:
By following the steps above, students will be able to work at their independent
levels and challenge themselves without risk. Students who are not good
spellers will work to improve the mastery of words they are missing in their
writing and also rid themselves of the practice of choosing to write only words
they can spell. Students who are good spellers will be challenged to develop
word lists each week that expand and enrich their vocabulary. Students who are
unable to find the word categories listed above in their literature for their spelling
lists will learn how to select books better suited for their abilities. Each student
will learn how to revise, follow a routine, develop better study skills, learn to use
reference resources, take ownership and be involved with collaboration with
peers; skills necessary for success in school and life.
Assessment of Individualized Spelling Program:
A comprehensive test is given after each grading quarter to each student.
Twenty words from each student’s dictionaries are randomly selected. Student
dictionaries are a compilation or running record of words students have
successfully spelled correctly on weekly tests. Students are not allowed to study
the chosen comprehensive lists created. Comprehensive test are administered
to compare each student’s quarter percent correct rate (student performance on
weekly units throughout the quarter) with their mastery percent rate (retention
level on randomly selected lists).
The comprehensive test monitors each student's progress and identifies
regression and progression each quarter and also creates a comparison from
one quarter to another throughout the school year.
The comprehensive assessment can also help identify other specific issues that
exist; i.e., word study issues (word patterns, prefix/ suffix; synonym/antonym;
homonym, etc.), study skill issues (revision, use of resources, organization, time
commitment).
The assessment allows teachers to identify long term mastery and observe “real
life” learning process.