Kim, Thanks Kim, I will use this with Tier 3 grade 4 & 5 students. I have very little time to teach spelling, but this is doable during a 30 minute time slot. Joyce
-------------- Original message -------------- From: [EMAIL PROTECTED] > Kim, > > Thanks so much for taking the time to "spell" this out for me.? It sounds > like a > very organized, effective plan that I will share with my teachers.? Thanks > again. > > Leslie > > > -----Original Message----- > From: kimberlee hannan > To: Mosaic: A Reading Comprehension Strategies Email Group > > Sent: Sat, 2 Aug 2008 12:43 am > Subject: Re: [MOSAIC] Personal Dictionary > > > > Okay, > I have gotten several emails about this. I actually got it from a fantastic > literacy coach I worked with a few years ago. > > The spelling folder is out all period (or all day for K-6) and used for all > subjects. It does not go home. I have three goals by spelling this way: > 1. I have watched the kids writing get totally stymied by trying to spell > one word and all writing comes to a skidding halt. > 2. I want them to learn strategies to help them spell on their own. > Memorizing is NOT an effective strategy for most people. > 3. I want them to take the risk and try to spell a word, but still ask for > help. > > Picture a regular manila file folder. > > No space goes to waste: Name is in the tab part. The very front cover is > labeled *Unforgivables*. Both the right and left inside are labeled * > Individuals*. The back cover is labeled *History.* > > *Unforgivables* is a whole class shared list. These are those *extremely > common* words that you think all kids should be able to spell by now. These > are also words you notice are used and misspelled a lot. For your little > ones it's mostly the dreaded "sight" words. > > When I introduce the folder and the *Unforgivables *list. I ALWAYS start > with girl (gril), first (frist), and friend (freind). This is when I teach > them the "Try It Out" spelling strategy.++ > > I show them the correct spelling, and I put the word on a chart which is > kept posted. They copy the word correctly on the folder and have a partner > on one side of them double check their spelling. It does them no good to > have a word misspelled in their reference folder. I will dictate several > words a day taking 5-8 minutes a day, tops. > > *Individuals* are ANY word they have tried to spell using "Try It Out" > strategy. More often than not they will bring the sticky they used and ask, > "Is this the way you spell ----?" If it's right, they copy the word onto > the list. If not, I do it for them. > > It's time consuming, especially at first, but it's useful and fun. > Especially when I walk around and kinda tease them, by pronounci > ng the > misspelled words phonically. We add more words along the way, by need. By > the end of the year, it's a hefty list. > > By 7th grade, I do very little editing during Writer's Workshop. It's mostly > peer editing. However, the kids turn in final drafts inside the spelling > folder before typing. If I find two of the *Unforgivables* misspelled, I > stop and mark where I stopped reading. I give it back to the owners and > have them keep trying. Sadly, at the beginning, I only get through 3-4 > lines before I return it. It's quickly improves especially if they do > enough partner editing. > > The *Individuals* list I will just give reminders for, tell them to look on > their list. I may even add some to the spelling folder in another color > for them to use to edit. I am not as strict about those words. > > The *History* section is for any words related just to the history section. > If they are writing a paper for history, the theme words go here, and the > regular words go in the proper place. > > With the small guys (K-3) I think I would nest two folders together and > staple along the fold. I would divide the pages in half, both front and > back, including both covers. In the corner of each half, they could put, > AB, CDE, FGH, IJK, LM, NOP, QRS, TU, VW, XYZ. I would use the last halves > for very common content words. That way they haven't got to search all those > words to find the one they are looking for. > > For those who have never heard of the "Try It Out" strategy: On a sticky > note the student tries three or four different spellings of a tricky word. > They can usually tell which one is the correct spelling, or a friend can. > I'd rather teach the kid a mini mini lesson than a whole word. I can also > celebrate what the kid does right. "You were only off by one letter!" > > I get entirely too wordy about this stuff, sorry. But I hope it helps. > > > > Kim > > ------- > > Kimberlee Hannan > > 7th CORE-ELA & WH > > Sequoia Middle School > > Fresno, California 93702 > > > > The best teachers teach from the heart, not from the book. ~Author Unknown > > > > mrsh > [EMAIL PROTECTED] > > _______________________________________________ > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
