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Midland ISD2014-20153rd Grade Spelling Year at a GlanceDateTEKSSpelling Principle9/2-9/5Setup Spelling Notebooks9/8-9/123.24CHigh Frequency Words9/15-9/193.24CHigh Frequency Words9/22-9-263.24CHigh Frequency Words9/29-10/33.24CCompound Words10/6-10/103.24BvSpell words with complex consonants(beginning)10/13-10/173.24BvSpell words with complex consonants( ending)10/20-10/243.24BSpell words with advanced orthographic patterns – R-controlled vowels (-ar, -ir)10/27-10/313.24BSpell words with advanced orthographic patterns – R-controlled vowels(-or, -ur)11/3-11/73.24BSpell words with advanced orthographic patterns(silent letters kn-, wr-, -mb)11/10-11/143.24BivSpell words with double consonants in middle of words11/17-11/11/213.24BSpell words with vowel diagraphs(oo, ee, ea, ai)11/24-11/25No Lesson or Principle12/1-12/53.24BSpell words vowel diphthongs (ou, ow, oi, oy)12/8-12/123.24BviSpell words with abstract vowels(ou as in could, touch, through, bought)12/15-12/19No Lesson or Principle(Reading Assessment Week)1/5-1/93.24DSpell words with common syllable constructions(open syllables)1/12-1/163.24DSpell words with common syllable constructions(closed syllables)1/19-1/233.24DSpell words with common syllable constructions(final syllables)1/26-1/303.24FSpell complex contractions(should’ve, won’t)2/2-2/63.24BiDouble the consonant when adding an ending2/9-2/133.24BiiDrop the Final “e” when adding endings(-ing, -ed)2/16-2/203.24BiiiChanging y to I before adding an ending2/23-2/273.24ESpell single syllable homophones(week, weak, bare, bear, road, rode)3/2-3/6No Lesson or Principle(Reading Benchmark)3/16-3/203.24ESpell single syllable homophones(their, there, they’re, hear, here)3/23-3/273.24BSpell words with advanced orthographic patterns(prefixes:un-, re-, pre-)3/30-4/33.24BSpell words with advanced orthographic patterns(prefixes:mis-, dis, non-)4/6-4/103.24BSpell words with advanced orthographic patterns(suffixes:-ly, -ful)4/13-4/173.24BSpell words with advanced orthographic patterns(suffixes:-less, -able)4/20-4/24No Lesson or Principle(STAAR Reading & Math)4/27-5/13.24BSpell words with advanced orthographic patterns(-sion,-tion, -cian)5/4-5/83.24GUse print & electronic resources to find & check correct spellings5/11-5/153.24GUse print & electronic resources to find & check correct spellings5/18-5/223.24GUse print & electronic resources to find & check correct spellings5/25-5/29No Lesson or Principle6 Research-Based Techniques to Use with Spelling InstructionCareful 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.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 FridayUsing 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 TechniqueTeaching 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 wordsSpelling Games- Supplement, but not supplant explicit spelling instruction. Spelling games might include: Spelling Tic Tac Toe, Hangman, Scrabble, ________________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 daysWeekly Spelling Routines and ProceduresMondayNew PrincipleIntroduce PrincipleAdminister PretestStudent ListTuesdayLook, Say, Cover, Write, CheckWednesdaySpeller’s ChoiceThursdaySpeller’s ChoiceFridayTest***4 day weeks, only allow for 1 day of Speller’s Choice**Circle Dot1. 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.Circle Dot1. 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.Circle Dot1. 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 listLook, Say, Cover, Write, Check1. 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.Look, Say, Cover, Write, Check1. 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.Look, Say, Cover, Write, Check1. 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.Look, Say, Cover, Write, Check4687570361950Step 2Step 21261872364515Step 10Step 1(Precut Folder)19786602307260Step 30Step 321323812435657Step 40Step 4Look, Say, Cover, Write, Check3769360333375Step 2Step 22322576335255Step 1Step 1(Notecard in Spelling Notebook)23221952074545Step 30Step 329711652200910Step 4Step 41234567891011121314151617181920Speller’s ChoiceChoose at least 2 activities to complete each week. Always use your newest spelling words. Complete all written work in your Spelling Notebook.Activities1.Put the words in ABC order.2.Write each word three times.3.Write the words neatly in pen.4.Draw pictures to help you remember each word. Write the word under each picture.5.Write sentences using the words.6.Write your words neatly in cursive.7.Type your words in different fonts on the computer and paste them in your Spelling Notebook.8.Cut the letters of your words out of magazines or newspapers and glue them to a paper.9.Have someone give you a practice test of your words.10.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)11.Play with your spelling words at this website: (teacher or parent initials)12.Play spelling games to practice your words. (teacher or parent initials)13.Sort your spelling words using categories.14.Find 5 new words (not on your list) that fit the Spelling Principle.15.Build, Mix, Fix, Check, Write using letter cards or magnetic letters16.Spelling GameSample Spelling Lesson PlansSet up Spelling Notebooks: 9/2-9/5T-FTEKS: 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 CoverCollect 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 PlansHigh Frequency Words: 9/8-9/12MTEKS: 3.24CObj: We will spell high frequency words.Product: I spell high frequency words by taking a pretest and correcting my errors.Introduce the Spelling PrincipleUse the word list provided to give students a pretest in their Spelling NotebookDisplay List or Distribute Spelling ListStudents correct Pretest and identify words they need to study. (Circle Dot Method)TTEKS: 3.24CObj: We will spell high frequency words.Product: I spell high frequency words by using the Look, Say, Cover, Write, Check Routine.-Review the principle -Model the Look, Say, Cover, Write, Check Routine with your students. “Today you will learn another way to study your words.”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.“You will write one of your words in the 1st column and say it. Then you cover it with the 1st flap (Or notecard).”“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.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!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)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.WTEKS: 3.24CObj: 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.Speller’s ChoiceExplain 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.ThTEKS: 3.24CObj: 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.Speller’s ChoiceExplain 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.FTEKS: 3.24CObj: We will spell high frequency words. Product: I spell high frequency words on a spelling test.Spelling TestPair students together to administer the testOne 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.Spelling Principle Writers need to know how to spell words that they use often.1. always2. because3. enough4. sure5. animal6. family7. today8. children9. where10. thought911172462865Look, Say, Cover, Write, Check0Look, Say, Cover, Write, CheckName:1234567891011121314151617181920MONDAYPre-TestIntroduce new principleTUESDAYLook, Say, Cover, Write, CheckWEDNESDAYSpeller’s Choice ActivityTHURSDAYSpeller’s Choice ActivityFRIDAYTest/Buddy Test ................
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