Midland ISD
2014-2015
3rd Grade Spelling Year at a Glance
Date
TEKS
9/2-9/5
9/8-9/12
9/15-9/19
9/22-9-26
9/29-10/3
10/6-10/10
3.24C
3.24C
3.24C
3.24C
3.24Bv
10/13-10/17
3.24Bv
10/20-10/24
3.24B
10/27-10/31
3.24B
11/3-11/7
3.24B
11/10-11/14
3.24Biv
11/17-11/11/21
3.24B
11/24-11/25
12/1-12/5
3.24B
12/8-12/12
3.24Bvi
12/15-12/19
1/5-1/9
3.24D
1/12-1/16
3.24D
1/19-1/23
3.24D
1/26-1/30
3.24F
Spelling Principle
Setup Spelling Notebooks
High Frequency Words
High Frequency Words
High Frequency Words
Compound Words
Spell words with complex
consonants(beginning)
Spell words with complex
consonants( ending)
Spell words with advanced
orthographic patterns – Rcontrolled vowels (-ar, -ir)
Spell words with advanced
orthographic patterns – Rcontrolled vowels(-or, -ur)
Spell words with advanced
orthographic patterns(silent
letters kn-, wr-, -mb)
Spell words with double
consonants in middle of words
Spell words with vowel
diagraphs(oo, ee, ea, ai)
No Lesson or Principle
Spell words vowel diphthongs
(ou, ow, oi, oy)
Spell words with abstract
vowels(ou as in could, touch,
through, bought)
No Lesson or Principle(Reading
Assessment Week)
Spell words with common
syllable constructions(open
syllables)
Spell words with common
syllable constructions(closed
syllables)
Spell words with common
syllable constructions(final
syllables)
Spell complex
contractions(should’ve, won’t)
2/2-2/6
3.24Bi
2/9-2/13
3.24Bii
2/16-2/20
3.24Biii
2/23-2/27
3.24E
3/2-3/6
3/16-3/20
3.24E
3/23-3/27
3.24B
3/30-4/3
3.24B
4/6-4/10
3.24B
4/13-4/17
3.24B
4/20-4/24
4/27-5/1
3.24B
5/4-5/8
3.24G
5/11-5/15
3.24G
5/18-5/22
3.24G
5/25-5/29
Double the consonant when
adding an ending
Drop the Final “e” when adding
endings(-ing, -ed)
Changing y to I before adding an
ending
Spell single syllable
homophones(week, weak, bare,
bear, road, rode)
No Lesson or Principle(Reading
Benchmark)
Spell single syllable
homophones(their, there,
they’re, hear, here)
Spell words with advanced
orthographic
patterns(prefixes:un-, re-, pre-)
Spell words with advanced
orthographic
patterns(prefixes:mis-, dis, non-)
Spell words with advanced
orthographic patterns(suffixes:ly, -ful)
Spell words with advanced
orthographic patterns(suffixes:less, -able)
No Lesson or Principle(STAAR
Reading & Math)
Spell words with advanced
orthographic patterns(-sion,tion, -cian)
Use print & electronic resources
to find & check correct spellings
Use print & electronic resources
to find & check correct spellings
Use print & electronic resources
to find & check correct spellings
No Lesson or Principle
6 Research-Based Techniques to Use with Spelling
Instruction
1. Careful Word Selection- Word lists have been carefully selected
based on the spelling TEKS for each grade level. Each list focuses
on a spelling principle and high frequency words.
2. Using a Pretest – Study – Posttest Format-On the first day of the
week, you will administer a pretest so that students will know
which words they need to study. Students will be taught different
routines to use for studying during the week, and finally take a
posttest on Friday
3. Using a Self-Correction Technique- Research shows that having
students correct their own spelling pretest, more learning occurs.
The Circle Dot Method is one way to implement a Self-Correction
Technique
4. Teaching Children How to Study Unknown Words- Look, Say,
Cover, Write, Check is a routine that is included each week that
teaches students how to study words
5. Spelling Games- Supplement, but not supplant explicit spelling
instruction. Spelling games might include: Spelling Tic Tac Toe,
Hangman, Scrabble, ________________
6. Word Sorting- is a way of practicing words and word patterns so
that they may be automatically retrieved from memory…word
sorting is a weekly option on the Speller’s Choice days
3rd Grade
Page 3
Weekly Spelling Routines and Procedures
Monday
Tuesday
Wednesday
Thursday
Friday
New Principle
 Introduce Principle
 Administer Pretest
 Student List
Look, Say, Cover, Write,
Check
Speller’s Choice
Speller’s Choice
Test
***4 day weeks, only allow for 1 day of Speller’s
Choice**
3rd Grade
Page 4
Circle Dot
1. Check the spelling for the 1st word.
(letter by letter)
2. Draw a dot under every correct
letter. If you wrote a letter that is not
correct, or if you left out a letter,
draw a little circle.
3. Use the circles to see the parts of
the word that gave you trouble.
4. Write the word again. Check your
spelling.
5. Keep going until you have checked
each word on your list.
3rd Grade
Page 5
Circle Dot
Circle Dot
1. Check the spelling for the 1st
word. (letter by letter)
1. Check the spelling for the 1st
word. (letter by letter)
2. Draw a dot under every
correct letter. If you wrote a
letter that is not correct, or if you
left out a letter, draw a little
circle.
2. Draw a dot under every
correct letter. If you wrote a
letter that is not correct, or if you
left out a letter, draw a little
circle.
3. Use the circles to see the
parts of the word that gave you
trouble.
3. Use the circles to see the
parts of the word that gave you
trouble.
4. Write the word again. Check
your spelling.
4. Write the word again. Check
your spelling.
5. Keep going until you have
checked each word on your list.
5. Keep going until you have
checked each word on your list
3rd Grade
Page 6
Look, Say, Cover, Write, Check
1. Write the list words in first column.
2. Begin with one word, LOOK closely at the letters to
notice the visual details.
3. SAY it and notice the parts to remember.
4. COVER the word and think about how the word looks
(visualize it).
5. Say the word softly. WRITE it from memory in the
next column.
6. Uncover and CHECK it with the word in the first
column.
7. Repeat the process in the last column.
8. If it is spelled wrong in the last column, add the word
to the first column again and repeat the process.
3rd Grade
Page 7
Look, Say, Cover, Write,
Check
Look, Say, Cover, Write,
Check
1. Write the list words in first column.
1. Write the list words in first column.
2. Begin with one word, LOOK closely at the
letters to notice the visual details.
2. Begin with one word, LOOK closely at the
letters to notice the visual details.
3. SAY it and notice the parts to remember.
3. SAY it and notice the parts to remember.
4. COVER the word and think about how the
word looks (visualize it).
4. COVER the word and think about how the
word looks (visualize it).
5. Say the word softly. WRITE it from
memory in the next column.
5. Say the word softly. WRITE it from
memory in the next column.
6. Uncover and CHECK it with the word in the
first column.
6. Uncover and CHECK it with the word in the
first column.
7. Repeat the process in the last column.
7. Repeat the process in the last column.
8. If it is spelled wrong in the last column, add
the word to the first column again and repeat
the process.
8. If it is spelled wrong in the last column, add
the word to the first column again and repeat
the process.
3rd Grade
Page 8
Look, Say, Cover, Write, Check
(Precut Folder)
Step 2
Step 1
Step 3
Step 4
3rd Grade
Page 9
Look, Say, Cover, Write, Check
(Notecard in Spelling Notebook)
Step 2
Step 1
Step 3
Step 4
3rd Grade
Page 10
3rd Grade
Page 11
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
3rd Grade
Page 12
Speller’s Choice
Complete all written work in your Spelling
Choose at least 2 activities to complete each
Notebook.
week. Always use your newest spelling words.
Activities
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
3rd Grade
Put the words in ABC order.
Write each word three times.
Write the words neatly in pen.
Draw pictures to help you remember each word. Write the word under each picture.
Write sentences using the words.
Write your words neatly in cursive.
Type your words in different fonts on the computer and paste them in your Spelling Notebook.
Cut the letters of your words out of magazines or newspapers and glue them to a
paper.
Have someone give you a practice test of your words.
At home or during recess, jump rope with your words: each time you jump, say a letter of
your word until you spell the whole word. (teacher or parent initials)
Play with your spelling words at this website: http://bit.ly/no22 (teacher or
parent initials)
Play spelling games to practice your words. http://www.spellingcity.com/
(teacher or parent initials)
Sort your spelling words using categories.
Find 5 new words (not on your list) that fit the Spelling Principle.
Build, Mix, Fix, Check, Write using letter cards or magnetic letters
Spelling Game
Page 13
Sample Spelling Lesson Plans
Set up Spelling Notebooks: 9/2-9/5
T-F
TEKS:
Obj: We will set up a Spelling Notebook.
Product: I will set up my Spelling
Notebook.
Model setting up Spelling Notebook with
students under a document camera.
 Label the Front Cover “Spelling
Notebook” and Name
 Paste a copy of the Speller’s Choice page
on the inside of the Back Cover
 Collect Notebooks and store in
classroom for daily use. Ensure that
students are able to access them during
centers or independent work time each
day.
Students need to complete this by the end of the
week.
Spelling Lesson Plans
High Frequency Words: 9/8-9/12
M
TEKS: 3.24C
Obj: We will spell high frequency words.
Product: I spell high frequency words by
taking a pretest and correcting my errors.
T
TEKS: 3.24C
Obj: We will spell high frequency words.
Product: I spell high frequency words by
using the Look, Say, Cover, Write, Check
Routine.
3rd Grade
Introduce the Spelling Principle
 Use the word list provided to
give students a pretest in their
Spelling Notebook
Display List or Distribute Spelling List
 Students correct Pretest and
identify words they need to
study. (Circle Dot Method)
-Review the principle
-Model the Look, Say, Cover, Write, Check
Routine with your students. “Today you will
learn another way to study your words.”
1. Under the document camera, display
the Look, Say, Cover, Write, Check
Sheet and then place the precut folder
with all the flaps open. Explain that
you will demonstrate how to use Look,
Say, Cover, Write, Check to study
words. (If you are not going to use the
precut folder, you will need to model
this routine using a notecard in your
Spelling Notebook. Create 3 vertical
columns on your paper by folding or
drawing. Number your paper to
accommodate the number of words on
your list. ) See Handouts for details.
2. “You will write one of your words in
the 1st column and say it. Then you
cover it with the 1st flap (Or notecard).”
Page 14
3.
“Write the word from memory in the
2nd column. Lift up the 1st flap (Or
notecard) and check the word letter by
letter.” Demonstrate this process.
4. Repeat the same process in the 3rd
column with the same word.
Research has proven that this is an effective
procedure for learning how to spell words and
the repetition using this strategy is crucial!
5.
W
TEKS: 3.24C
Obj: We will spell high frequency words.
Product: I spell high frequency words by
completing an activity from the Speller’s
Choice list in my Spelling Notebook.
Th
TEKS: 3.24C
Obj: We will spell high frequency words.
Product: I spell high frequency words by
completing an activity from the Speller’s
Choice list in my Spelling Notebook.
3rd Grade
If the word is still misspelled in the last
column, show students how to
highlight the part to remember (e.g., an
omitted letter or a substituted letter)
6. Guide your students through this
process using the next 4 words on their
list. They will complete the last 5 words
independently.
You will want to scaffold this routine to
independence over the course over the next few
weeks.
Speller’s Choice
 Explain each activity on the list
and how you want it to be
completed.
 Model completing an activity in
your teacher Spelling
Notebook.
 Students may choose to
complete the same activity in
their Spelling Notebook.
Each week, you may want to model a different
activity. You will want scaffold this routine to
independence over the course of the next several
weeks, This may be assigned as homework, as a
center, or as independent work.
In a 4 day week, time only allows for 1 day of
Speller’s Choice.
Speller’s Choice
 Explain each activity on the list
and how you want it to be
completed.
 Model completing an activity in
your teacher Spelling
Notebook.
 Students may choose to
complete the same activity in
their Spelling Notebook.
Each week, you may want to model a different
activity. You will want scaffold this routine to
Page 15
independence over the course of the next several
weeks, This may be assigned as homework, as a
center, or as independent work.
F
TEKS: 3.24C
Obj: We will spell high frequency words.
Product: I spell high frequency words on a
spelling test.
3rd Grade
Spelling Test
 Pair students together to administer the
test
 One student calls the words for the
other student, who writes the words in
their Spelling Notebook.
 Students switch roles.
 Collect the Spelling tests (either in the
Spelling Notebook or removed) to be
graded.
Page 16
Spelling Principle
Writers need to know how to spell words that
they use often.
1. always
2. because
3. enough
4. sure
5. animal
6. family
7. today
8. children
9. where
10. thought
3rd Grade
Page 17
Name:
3rd Grade
Look, Say, Cover, Write, Check
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Page 18
MONDAY
Pre-Test
Introduce new principle
3rd Grade
Page 19
TUESDAY
Look, Say, Cover, Write, Check
3rd Grade
Page 20
WEDNESDAY
Speller’s Choice Activity
3rd Grade
Page 21
THURSDAY
Speller’s Choice Activity
3rd Grade
Page 22
FRIDAY
Test/Buddy Test
3rd Grade
Page 23