Weekly Spelling Units

At the end of each unit, students will be able to...

a. Learn the major principles and patterns of English spelling.

b. Learn reliable spelling strategies that students can apply to both familiar and unfamiliar words.

c. Become aware of the rich network of spelling-meaning relationships that can significantly extend vocabulary.

d. Incorporate proofreading practice during spelling lessons.

e. Complete structured writing prompts which strengthen the critical link between spelling and writing.

f. Increase word power and language development through practice with synonyms and antonyms; combining word and word parts; and thesaurus and dictionary lessons.

g. Increase high-utility content area vocabulary through scripts, newspapers, science magazines, and other real-world formats.

h. Use the writing process quidelines to help write, evaluate, and revise compositions.

Yes

Informal Evaluations-Teacher will make observations during all introduction of words and spelling strategies. Teacher will observe during all instructions and independent practice.

Independent Activities-Students will be asked to complete a variety of independent activites. These activities include practice of synonyms and antonyms, usage of word parts, thesaurus and dictionary practice, and writing original compositions.

Weekly Test-At the end of each week, students will take a spelling test that demonstrates their ability to correctly spell their words, demonstrating their knowledge of the spelling strategy.

80%

The students will:

1. Look at your new list 20 to 30 words.  Learn the major principle and/or patterns of the English spelling words.   As a class, see the word, read the word, and write the word.  Identify familiar words in the list and compare them to the unfamiliar words in the list.  Use your spelling dictionary and define the word.

2. Complete a few independent activities each week with your words. These activites; such as word definitions, analogies, rhyming clues, etc., are used to help student become aware of the rich network of spelling-meaning relationships that can significantly extend your vocabulary.

3. Proofread a small written sample to incorporate your proofreading skills. Write an original composition which strengthens the critical link between spelling and writing.

4. At the end of each week, take a written spelling test over your spelling words and the spelling strategy.

The teacher will:

1. Each week, students will be introduced to a list of 20 to 30 words. After students are introduced to the word, they will then learn the major principle and/or patterns of the English spelling words. Together as a class, we will see the word, read the word, and write the word. Students will identify familiar words in the list and compare them to the unfamiliar words in the list. Students will then be asked to use their spelling dictionary and define the word.

2. Students will complete a few independent activities each week with their words. These activites; such as word definitions, analogies, rhyming clues, etc., are used to help student become aware of the rich network of spelling-meaning relationships that can significantly extend their vocabulary.

3. Students will proofread a small written sample to incorporate their proofreading skills. Students will then be asked to write an original composition which strengthens the critical link between spelling and writing.

4. At the end of each week, students will take a written spelling test over their spelling words and the spelling strategy.

Houghton Mifflin Spelling and Vocabulary

Smartboard/Markerboard

Extra Practice and Review

Challenge Word Activities

Review Units

Extra Practice Review

Bubble Test