1. TEACHING SPELLING Chapter 12

2. Which Words are Misspelled?  arctic  liquefy  marshmallow  consciousness  embarrass  occasion  ingenious  souvenir

3. Spelling Concepts to Teach  Spelling is a writer’s tool Standard spelling is a courtesy to readers Ability to proofread to spot and correct misspellings is necessary to provide competency in writing

4. Components of the Spelling Program  Daily writing opportunities  Daily reading opportunities  Word walls  Making words  Word games/sorts  Proofreading

5. Components of the Spelling Program  Dictionaries  Spelling options  Root words and affixes  Teaching spelling strategies

6. Word Walls  High Frequency Words  Sight Words  Dolch Words

7. Making Words Step by Step – p. 412  Make letter cards  Choose a word  Name the letter cards  Make words  Share words

8.  Minilessons Spelling procedures Concepts Strategies Skills

9. Weekly Spelling Tests  Spelling is learned best through reading and writing  Students should learn to spell words they need for their writing  Have students choose words they will study

10. Individualized Weekly Spelling Tests Master list (20-25) Pretest (all 20-25) Words to study (5-10) Study lists (Two – home/school) Student strategy Practice test (with partner) Posttest Next weeks’ words (misspelled words go on master list the following week)

11. Spelling Strategy  Look at the word and say it  Say each letter of the word  Cover the word and spell it orally, check for correctness  Cover the word, write it, check

12. Assessing Spelling  Grades on weekly test  Anecdotal information  Students’ behavior as they proofread and edit  Use of writing samples