I am seriously considering ditching spelling this year. The only thing that is on our report card is "spells grade level words correctly in written work. So why am I giving spelling homework and tests? I don't see it translate to when they write. My own son studies to do well on the test but doesn't remember it when he writes. Does anyone know of any spelling research on this? Maybe I can do word sorts etc but not have a list, test, etc? Does anyone have an insight?
Look into Words Their Way by Donald Bear or Fountas & Pinnell's Phonics Lessons. Research does show that spelling lists are not effective and do not help students translate what they learn into their writing. There are tons of research on this. I truly believe that teaching kids how to recognize patterns in words and showing them how to "study" words is the best way to incorporate spelling instruction into a curriculum.
On my website I have activities that are researched to benefit spelling and memorization. I think a lot of the problem kids have with spelling tests is that the exercises they do only help some kids learn the words. They are set up for the visual learner, who probably is already a decent speller. I have a lot on my website. And yes, I do making words for word family work. My sticky spelling is only for high frequency words. http://www.freewebs.com/jessicasteacherfiles/
I did not do spelling tests in my third grade class two years ago, and parents actually went to the office and complained. While I knew the research supported what I was doing, I was asked to please start doing spelling tests. When I did, I did not use a book to make my lists, I pulled the lists from our reading for the week. Just be sure you check with your team/principal first.
I use Making Words every week to reinforce my spelling patterns. I do whole class-it takes about 20 minutes. I think it REALLY helps kids see the relationship between spelling patterns, how to use what you know already to spell new words.
Can you use words from their own writing that is being misspelled? It takes a lot of work since all kids will have different lists, but it can work once you get them trained!
I agree with everyone here! Finally someone else saw what I saw about three years ago. There are also books published by Scholastic by Tim Risinski called Word Ladders there is a Grade2-3 (yellow cover) and Grade 4-5 (green cover) version. These are great for spelling patterns and word relationships. I usually do a couple with them as a whole group and then allow them to partner work and then finally individual. Great for a grade. I also do a lot of word sorts, working with prefixes and suffixes, and patterns of misspelled words that I see in their writing. Good Luck this year!
Has anyone ever heard of or has used Sequential Spelling by Don McCabe? I would like to hear some thoughts. My students can get 100% on each and every spelling test (modified) but when it comes to reviewing those same words 4 weeks later- it's a different story. I am looking for the "cure".
Our district uses Sitton Spelling. It teaches spelling rules and patterns. In first grade we only learn 35 words all year. These are the words that are used the most in writing. It really makes a difference in writing workshop. Every year builds on the previous learned words. It is best when used as a district. It is not the traditional learn the words on Monday and test on Friday approach. For first grade every 3 weeks we have a cloze test. The words are not prestudied. The words that the students miss become their spelling words. There is a priority word list that they are required to spell these words correctly in every day writing. It really is a good program. This will be my second year using it. I didn't do it justice the first year.
I used Sitton Spelling last year also. I thought it was great! It is researched based. I saw a huge improvement in my student's spelling as the year went on. The cloze tests are a great way of truly showing what the students know. I also liked how words would show up multiple tests in a row. For example their, they're, and there showed up several tests in a row. My students began to use the right 'there' in their writing.
