"Words Their Way" Program
This spelling program focuses on teaching the rules of spelling. By learning the general rules, students have a better chance of spelling unfamiliar words correctly. Let's face it - it's too hard to memorize all the words in the English language! Students are grouped into different levels depending on their current understanding of spelling rules, and then they are taught separately in their groups. Students will be assessed on their progress roughly every 3 months, and the groups will be rearranged based on the results. This way, everyone is learning something new.!
Schedule/Assignment Description
Day 1: Meet with the teacher
Ms. Wen teaches the group the spelling rule/pattern that they'll be learning for the week by showing them how they will sort their words according to pattern.
Ms. Wen teaches the group the spelling rule/pattern that they'll be learning for the week by showing them how they will sort their words according to pattern.
Day 2: Word Sort/Speed Sort/Beat the Teacher
Students cut up their words and practice sorting them into categories, then they write it down in the correct categories and hand it in. After, they compete against each other to see who can sort the words the fastest.
Students cut up their words and practice sorting them into categories, then they write it down in the correct categories and hand it in. After, they compete against each other to see who can sort the words the fastest.
In the categories:
All word sorts begin with a number of categories. Students follow the patterns indicated on the top and group words in their spelling list that follow the same pattern together. Patterns may vary, but they generally follow the above patterns.
Once the words are in the right categories, students can see further patterns. For example, how would they know which pattern to use to make the long "a" sound in a word? If they look at the worksheet (shown below), they would see that many words that have the "n" sound is generally spelled with "ai". So if they have to guess a spelling of a word in the future, if they could hear an "n" in the word, chances are they would spell it with "ai" and not with an "e" at the end.
Patterns are very important in the English language. What makes English difficult is that not every word is a "rule follower"; but if we could see a general pattern, we would have more probability of getting the spelling right.
- "C" = Consonant
- "V" = Vowel
- Vowel with a curve on top: short vowel sound
- Vowel with a straight horizontal line on top: long vowel sound
- Oddball: words that should follow the rules introduced that wee but doesn't.
All word sorts begin with a number of categories. Students follow the patterns indicated on the top and group words in their spelling list that follow the same pattern together. Patterns may vary, but they generally follow the above patterns.
Once the words are in the right categories, students can see further patterns. For example, how would they know which pattern to use to make the long "a" sound in a word? If they look at the worksheet (shown below), they would see that many words that have the "n" sound is generally spelled with "ai". So if they have to guess a spelling of a word in the future, if they could hear an "n" in the word, chances are they would spell it with "ai" and not with an "e" at the end.
Patterns are very important in the English language. What makes English difficult is that not every word is a "rule follower"; but if we could see a general pattern, we would have more probability of getting the spelling right.
Under the CVC pattern, if we look at the letters surrounding the vowels, we can see that the vowel is surrounded by 2 Cs. Even though technically "rash" is CVCC, if we're just looking at the consonants around the vowel, the pattern would be CVC. Therefore, students would understand that when a word is spelled with a CVC pattern, it makes a short vowel sound - specifically, the short "a" sound.
Under the CVCe pattern, all the words end in "e". If students read the words aloud, they should hear that all words have the long "a" sound. Under the CVVC pattern, all words have "ai" in the middle, which makes a long "a" sound. Students should also note that most of the words in this category has an "n", so if they hear another word with an "an" sound with a long "a", then they should probably spell it with "ai". Under oddball, "want" is an oddball because even though it's spelled with the CVC pattern, it does not make the short "a" sound. "Said" is also an oddball because it's spelled with "ai", but it doesn't make the long "a" sound. |
Day 3: Word Hunt
Students find words that follow the same spelling patterns as their list words in any book they want. This will help see the same pattern in other words and thus helping them spell better. It has to be from a book so they will spell it correctly by copying it.
Students find words that follow the same spelling patterns as their list words in any book they want. This will help see the same pattern in other words and thus helping them spell better. It has to be from a book so they will spell it correctly by copying it.
Using the same word list from above, students need to find 3 other words for each category that follow the same pattern that are NOT in the spelling list. If they do not know the meaning of a word, they need to find out and write it down because spelling is also about knowing the meaning of words.
They usually find the words in books, but they could also think of words that might fit into the categories. If they come up with the words on their own, they would need to double check the spelling online. They may even find other patterns. In this example, they could see that words with "d" in it are also spelled with "ai", not just words with "n". Students do not need to have 3 oddball words, but if they encounter them on their "hunt", they should write them down to learn more spelling. Any words on a Word Hunt could show up the final spelling test! |
Day 4: Jeopardy
One student is "Alex Trebek" while the rest of the group becomes contestants. "Alex" is responsible for putting the spelling cards into the right categories prior to the game. Like Jeopardy, one contestant starts by stating the category and the amount of money it belongs in. "Alex" pulls out the card and defines the word without using the word, and the contestants have to guess the word and then spell it. The winner picks the new category, and this continues until there are no more cards.
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Day 5: Story Writing
Students use their spelling words to create a story as a group. Their story can be silly, but it HAS to (mostly) make sense! See the example below:
Students use their spelling words to create a story as a group. Their story can be silly, but it HAS to (mostly) make sense! See the example below:
Day 6: The "Unfair" Game/Spelling Test
Not all words will be tested, and students do not know before hand which words will be on the test. At the end, there will be bonus words in which students apply what they've learned to spell unfamiliar words correctly.
Not all words will be tested, and students do not know before hand which words will be on the test. At the end, there will be bonus words in which students apply what they've learned to spell unfamiliar words correctly.
Before the spelling test, the students get one more chance to practice their spelling words with the "Unfair" Game. Students take turns choosing a particular box with a spelling word facing down. One student picks up the card, reads it aloud, and the chooser has to spell it correctly. After the chooser spelled the word, he/she flips the yellow card below to reveal how many points he/she gets. Sometimes it's a positive number, sometimes it's a negative number (thus "unfair"). If the chooser spelled the word incorrectly, a negative number is doubled. If it's a positive number, then the chooser does not receive any points.
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* All groups are staggered, so typically, every group is doing something different everyday.