Interactive Spelling

Posted by on Aug 4, 2014 in Uncategorized | 0 comments

I have worked all summer on spelling units for my third grade classroom.  I wrote a post about my plan back in June http://devotedtovocabularydevelopment.com/my-kids-cant-spell/. I am anxious to begin using my units when school starts in three weeks.

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My goal was to make spelling a mostly independent (or at least not teacher dependent) activity. This picture shows activities for the students on Day 1 of a unit. (The unit pictured is on the spellings of /er/.)  On Mondays, words can be introduced for the word wall with the Word Wall cards or flashcards, students will work to determine what spelling pattern is used in all of the cards. This could be done large group or students could work on it small group or in reading groups. I plan to do this whole group, so that all the students have a good introduction to the new skill.  The cards come in color and illustrated or black and white with no illustration.


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Then the students will receive a sheet with the new spelling list. They are to copy the list twice, then cut it apart. One list goes into their Interactive Spelling (or Word Study) Notebook. The other list with, which includes the typed list, goes home. Parents will be able to see the original list in case of any student errors!

Students also will receive a Study Pocket and a set of mini-flashcards, study cards. These cards also have the illustrations of the words for the week. Students who finish making their lists, cutting out and assembling the pocket, and cutting out the flashcards can meet with a partner to begin practicing their words. (Study pockets and min-flashcards are currently being added to all of the sets. If you already bought a set without them, you can always download them again.

Having these Study Pockets flashcards meets the Common Core standard

CCSS.ELA-LITERACY.L.3.2.G
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. This standard is also addresses in my review package with my “Help Wanted” on-going activity.

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Day 2, usually Tuesdays, has an independent Word Sort. Students cut out the Word Sort organizer and the small word/picture cards, then sort them by whatever skill is being practiced. Along with the small picture/word cards, students receive a set of additional words that contain the practiced skills (you can almost see this underneath the colored pencil box). Students who finish the sort can write additional words (and illustrate them) using the studies skills. They first words on each list are the “Apply” words that students will be expected to be able to spell on Fridays.

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Students can add the “My Word Collection” flapbook to their interactive notebook on Monday, Tuesday, or Wednesday. The purpose of this flapbook is for students to find and add words that follow the rule throughout the week (and beyond).

On Day 3 the students will use their word list in writing. This activity meets the Common Core Standard

CCSS.ELA-LITERACY.L.3.2.F
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

The writing involves either finding rhyming words (with attention to possible changes in spelling) or writing a creative story using a prompt. Prompts are currently being added to all of the  units. If you have bought a unit without a story prompt, you will be able to download it again once I have updated it.  The rhyming activity creates a flapbook to be added to the interactive notebook.

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Day 4 is all about the scavenger hunt. Students find the words for missing sentences posted around the room. They write down the number of the the card and the correct spelling of the word for each sentence. A gameboard is also available for Day 4. Students who finish the scavenger hunt could meet to practice spelling the words aloud while playing the game. Alternately, the gameboard could be a brief part of the reading small group lesson on Thursday.  This is where I am thinking I will use them. These scavenger hunt cards and the gameboard are also included in black and white versions.

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A worksheet of these same sentneces is available in each unit for those who would rather not use the scavenger hunt cards.

Friday’s assessment is also accomplished as a scavenger hunt. The picture cards with no words are placed throughout the room for students to find and write the correct words. There are 4 additional cards of words that should have been seen throughout the week, but were not specifically studied. A sheet for the test is available. An additional sheet is available if you’d rather give a more traditional test.

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In addition to all the materials listed there are several homework sheets available in each unit. One sheet is created specifically for the unit using the words within the unit. This sheet also has a Boggle board for students to find many words, not just those studied, that contain the targeted skill. I feel this sheet meets another Common Core standard

CCSS.ELA-LITERACY.L.3.2.F
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. The other sheets have students practicing alphabetical order, sorting words, having choice options, etc. I will not use all of the worksheets each week.

I am really excited about these units and can’t wait to begin using them this year. I will begin with the Short Vowel Bundle, which is 3 units long. I will then use the Long Vowel Bundle which is 6 units long. At that point I plan to stop and do a review unit with differentiated lists based on student needs. Then I have a Consonant Bundle (just realized that this bundle is missing 2 of its units – you should buy it quickly then download it in a few days, when I’ve had a chance to update it!!) and am very close to putting all of the varient vowel units into a Varient Vowel Bundle. I currently have 18 units plus the review unit. I have plans for at least 12 more units, including plurals, doubling consonants, changing y to i, homophones, and compound words to name a few.

I have enjoyed sharing my Speliing Units plan with you! Thank you for reading about them. If you have any suggestions or questions, please let me know!

Ann

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