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Individualized Spelling Program
On October 9th, 1996 a parent posted on a multiage
listserve a description of the individualized spelling program
used in her daughter's multiage classroom. Although it is different
than what is done in my classroom, it is an excellent way for
students to learn how to spell in a multiage setting. With her
permission I have reposted it here.
My daughter's multiage classroom (2/3) has individualized
spelling that works very well. This is a summary of it:
Each student has a spelling notebook, which consists of pages
divided into thirds vertically. Each Monday, the students take
a spelling pre-test over the 10 district spelling words in the
first column. These words usually cover some spelling/sound pattern,
such as making words ending in 's' plural, words that have the
same sounds spelled differently, etc. This first set of words
are then checked, and any misspelled words are written into the
second column. The students then add on to the list to form their
weekly spelling list. The words added on come from a variety
of places.
First, they come from words the students have misspelled on
written work in the past. Whenever the teachers notice a misspelled
word in written work, they write the word on the inside of the
student's folder. As the students include these words on spelling
lists, they cross off the word on the folder. If they misspell
the word again in written work, it is added to the folder again,
and then eventually added to a spelling list again.
If the student does not have enough words on their folder
(usually this means they are pretty good spellers), the classroom
has a list of words they have compiled that include words the
teachers have used in discussions, words dealing with a particular
subject matter they are studying (such as dinosaurs, plants,
current events, etc.), or simply words the students have added
to the list, because they like the word. These words can be used
as spelling words, if the students have no more on their folder
list.
The students continue to add words to their list until they
have 10-15 words. The student chooses how many words they want
to include. When they have formed their list, the teachers check
the lists to make sure the students have included their folder
words, if applicable, and if they have included additional words,
they ensure the words are appropriate for that student. They
also verify the words are spelled correctly. If the list is approved,
the teacher initials the top of the list and the student then
copies the list onto the third column of the page. This third
column is then cut off the page and used to take home the spelling
words to study at home. This system ensures the students have
a list of spelling words at home and at school, so they can study
them at either place, as well as providing individualized spelling
for each student. The teachers admit that the system is rather
teacher-intensive, but it works well, so they feel the extra
time it may take is worth it.
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