Spelling Homework
Studies show that the traditional rote memory spelling tests do not
help to improve students spelling application when they are writing.
So instead we will be studying word families and spelling patterns. I
will be specifically teaching a spelling pattern with the words they
bring home. It will not be the traditional spelling test (like you and I
did when we were at school!). I may even add words that are not on
their list but follow the same spelling pattern. The goal is not for
them to be able to spell a whole bunch of random words but rather
to be able to apply a spelling strategy to their written work.
I have assessed each student and they have been placed into
spelling groups. These groups will change according to how well
they do in their test each week and how they score on their overall
assessment that I will do every few months.
The test will be scored out of 47points every week. They will be
tested on 15 words; 3 tricky words (taken from a whole class Fry list
assessment), and 6 words from 2 families. Each word has a 3 point
weight; 1 point for correct placement in the sort, 1 point for the
spelling pattern correctly spelled and 1 point for the whole word
correctly spelled. 2 points are given for correctly labeled spelling
columns.
Spelling Weekly At home Schedule
Your child will be bringing home a collection of spelling words
weekly that have been introduced in class. Each night of the week
your child is expected to do a different activity to ensure these
words and the spelling principles they represent are mastered.
These activities have been modeled and practiced in school, so your
child can teach you how to do them. Each activity should take a
maximum of 10 minutes each night.
 Monday – Cut up words and sort them into 3 piles; 2
categories (like we did at school on Monday) and 1 tricky word
pile. Have your child explain why those words go together.
Ask your child to sort them again as quickly as possible. Keep
the words you will need them all week.
 Tuesday – Do a “listening challenge” with your child. Lay down
a word from each category as a header and then read the rest
of the words aloud. Your child must indicate where the word
goes without seeing it. Lay it down and let your child move it
if s/he is wrong.
 Wednesday – Assist your child in doing a word hunt, looking
for words in a familiar book that belong to the same category.
 Thursday – Do a writing sort to prepare for the test on
Friday. As you call out the words in random order your child
should write them in categories. Call out a word your child
misspells a second or third time.
If you have any questions please call/email 
709-7294
kaylene.breuer@tumwater.k12.wa.us