SRA Spelling Mastery overview

What does Spelling Mastery teach? Phonemic skills Graphemes Whole word Spelling rules Morphographs Editing skills

How is S.M taught? (the 3 ‘Ds’) Design, Delivery & Documentation Scripted lessons Grades 1 - 6 Indicate what you say & how students respond New skills are taught in tracks not isolation Ongoing review = long term retention and transference to writing

Who is it for? Due to the design SM is suitable for all students Research proven effective with ESL, Indigenous, Special Needs and main stream Placement test determines correct level Individuals, small groups or whole class

What does a lesson look like? 15-20 minutes a lesson Student Work book for each student 1 Teacher Manual per class/level contains active, ready to-go lessons that make the teacher the expert. Teachers present each exercise, listen to student responses, then provide immediate feedback.

Lesson 106 objectives Exercise 1 When identifying the sounds that compose words, students now work with long-vowel sounds and a variety of consonant blends. Exercise 2 students review a previously taught phonemic generalization—the sound /a/ is usually spelled ay when it occurs at the end of a word. Students then spell words that follow this generalization. After considerable practice, students will spell these words automatically, without conscious reference to the generalization. Exercise 3 Students write two sentences from dictation. Both sentences are made of words students have spelled many times before. This activity, which occurs almost daily, serves both as a spelling review and as a model for how common words are used. Exercise 4 Students are introduced to a new model sentence, one that includes words that are significantly more difficult than those introduced in Level A model sentence exercises. A pair of commonly confused words, thought and through, are taught in the same sentence. The context of the sentence prevents students from confusing the two words. Exercise 5 Students write a series of words from dictation. This exercise is a straightforward review of words taught previously. Exercise 6 Students refer to the picture and write a sentence that tells what the girl could be saying. The purpose of cartoon exercises is to facilitate the transition from spelling words in isolation to spelling them in sentence writing. Students are prompted to use words they have learned in previous lessons to compose the sentences.

Teacher Manual Level B

Student Work Book Level B

Why use Spelling Mastery? Research based, success well documented Unambiguous instruction Students learn at the correct level for each individual Time saving Students love it because they succeed!

Research over 50 independent research studies https://www.mheonline.com/assets/sra_ download/ReadingMasterySignatureEditi on/MoreInfo/ResearchAndValid_DILang0 6_web.pdf

Scope

Time and Lesson Level Grade Number of Lessons Instruction Time Pre-lesson Level A 1 60 15 minutes Level B 2 120 Level C 3 Level D 4 20 minutes Level E 5 Level F 6

Cost