Spelling
Spelling is taught and assessed through writing. Research has shown that
real improvement can occur in student's written spelling through practice with
proof reading and frequently used words. The spelling program is based on a
list of the most frequently used words in the English language. Difficult
spellings or spellings of more specific or esoteric words are based on learning
the rules that are apparent in more frequently used words.
Students are responsible for correctly spelling words that appear on any of
several lists that they maintain in the spelling folder of their three-ringed
binder. The lists are described below:
Priority Word List
Priority words are at the top of the list of most frequently used words. We
start with the first thirty and add a few each week. Misspelling these words or
their homonyms (words that sound the same but mean something different: their,
there, they're) carries the most serious consequences. Most priority words
have been learned by first or second grade so spelling these correctly is
mostly a matter of careful proof reading for silly mistakes.
Copied Words
Copied words are words that appear immediately in a student's environment
while they are working on an assignment. If they are answering a question about
a novel, and they misspell the title of the novel while it is sitting on their
desk, or if they misspell a word when copying a sentence off of the board, then
it is considered a spelling error. Often a list of words is written on the
board to help with spelling during specific assignments. Misspelling a copied
word reflects lack of care and proof reading.
Core Words
Core words are the words we are focussing on during any particular week. In
Review Core Words
Any words that fall before the current list of core words and after the
priority words are called review core words. Students are responsible for
spelling these correctly. Even though 400 words sounds like a long spelling
list to be responsible for, a close look at the list will reveal that most
students in