SPelling
On Friday's, each week, your child will be bringing home a collection of spelling words that have been introduced in class. The word list your child will be studying is based on their results of a spelling inventory. They should be working on spelling concepts or patterns that they have not yet mastered. Each night of the week your child is expected to do a different activity to ensure that these words and the spelling principles they represent are mastered. These activities will be modeled and practiced in school over the next few weeks, so your child can teach them to you.
Weekend Remind your child to sort the words into categories like the ones we did in school. Your child should read each word aloud during this activity. Ask your child to explain to you why the words are sorted in a particular way – what does the sort reveal about spelling in general? Ask your child to sort them a second time as fast as possible.
Monday Do a blind or no peeking sort with your child. Lay down a word from each category as a header and then read the rest of the words aloud. Your child must indicate where the word goes without seeing it. Lay it down and let your child move it if he or she is wrong. Repeat if your child makes more than one error.
Tuesday Assist your child in doing a word hunt, looking for words in a familiar book that have the same sound, pattern, or both. Try to find two or three for each category.
Wednesday Do a writing sort to prepare for the Thursday test. As you call out of the words in a random order your child should write them in categories. Call out any words your child misspells a second or even third time.
Weekend Remind your child to sort the words into categories like the ones we did in school. Your child should read each word aloud during this activity. Ask your child to explain to you why the words are sorted in a particular way – what does the sort reveal about spelling in general? Ask your child to sort them a second time as fast as possible.
Monday Do a blind or no peeking sort with your child. Lay down a word from each category as a header and then read the rest of the words aloud. Your child must indicate where the word goes without seeing it. Lay it down and let your child move it if he or she is wrong. Repeat if your child makes more than one error.
Tuesday Assist your child in doing a word hunt, looking for words in a familiar book that have the same sound, pattern, or both. Try to find two or three for each category.
Wednesday Do a writing sort to prepare for the Thursday test. As you call out of the words in a random order your child should write them in categories. Call out any words your child misspells a second or even third time.