Midland ISD

2014-2015

3rd Grade Spelling Year at a Glance

Date TEKS Spelling Principle9/2-9/5 Setup Spelling Notebooks9/8-9/12 3.24C High Frequency Words9/15-9/19 3.24C High Frequency Words9/22-9-26 3.24C High Frequency Words9/29-10/3 3.24C Compound Words10/6-10/10 3.24Bv Spell words with complex

consonants(beginning)10/13-10/17 3.24Bv Spell words with complex

consonants( ending)10/20-10/24 3.24B Spell words with advanced

orthographic patterns – R-controlled vowels (-ar, -ir)

10/27-10/31 3.24B Spell words with advanced orthographic patterns – R-controlled vowels(-or, -ur)

11/3-11/7 3.24B Spell words with advanced orthographic patterns(silent letters kn-, wr-, -mb)

11/10-11/14 3.24Biv Spell words with double consonants in middle of words

11/17-11/11/21 3.24B Spell words with vowel diagraphs(oo, ee, ea, ai)

11/24-11/25 No Lesson or Principle12/1-12/5 3.24B Spell words vowel diphthongs

(ou, ow, oi, oy)12/8-12/12 3.24Bvi Spell words with abstract

vowels(ou as in could, touch, through, bought)

12/15-12/19 No Lesson or Principle(Reading Assessment Week)

1/5-1/9 3.24D Spell words with common syllable constructions(open syllables)

1/12-1/16 3.24D Spell words with common syllable constructions(closed syllables)

1/19-1/23 3.24D Spell words with common syllable constructions(final syllables)

1/26-1/30 3.24F Spell complex contractions(should’ve, won’t)

2/2-2/6 3.24Bi Double the consonant when adding an ending

2/9-2/13 3.24Bii Drop the Final “e” when adding endings(-ing, -ed)

2/16-2/20 3.24Biii Changing y to I before adding an ending

2/23-2/27 3.24E Spell single syllable homophones(week, weak, bare, bear, road, rode)

3/2-3/6 No Lesson or Principle(Reading Benchmark)

3/16-3/20 3.24E Spell single syllable homophones(their, there, they’re, hear, here)

3/23-3/27 3.24B Spell words with advanced orthographic patterns(prefixes:un-, re-, pre-)

3/30-4/3 3.24B Spell words with advanced orthographic patterns(prefixes:mis-, dis, non-)

4/6-4/10 3.24B Spell words with advanced orthographic patterns(suffixes:-ly, -ful)

4/13-4/17 3.24B Spell words with advanced orthographic patterns(suffixes:-less, -able)

4/20-4/24 No Lesson or Principle(STAAR Reading & Math)

4/27-5/1 3.24B Spell words with advanced orthographic patterns(-sion,-tion, -cian)

5/4-5/8 3.24G Use print & electronic resources to find & check correct spellings

5/11-5/15 3.24G Use print & electronic resources to find & check correct spellings

5/18-5/22 3.24G Use print & electronic resources to find & check correct spellings

5/25-5/29 No Lesson or Principle

6 Research-Based Techniques to Use with Spelling Instruction

1. Careful Word Selection- Word lists have been carefully selected based on the spelling TEKS for each grade level. Each list focuses on a spelling principle and high frequency words.

2. Using a Pretest – Study – Posttest Format-On the first day of the week, you will administer a pretest so that students will know which words they need to study. Students will be taught different routines to use for studying during the week, and finally take a posttest on Friday

3. Using a Self-Correction Technique- Research shows that having students correct their own spelling pretest, more learning occurs. The Circle Dot Method is one way to implement a Self-Correction Technique

4. Teaching Children How to Study Unknown Words- Look, Say, Cover, Write, Check is a routine that is included each week that teaches students how to study words

5. Spelling Games- Supplement, but not supplant explicit spelling instruction. Spelling games might include: Spelling Tic Tac Toe, Hangman, Scrabble, ________________

6. Word Sorting- is a way of practicing words and word patterns so that they may be automatically retrieved from memory…word sorting is a weekly option on the Speller’s Choice days

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Weekly Spelling Routines and Procedures

Monday New Principle Introduce

Principle Administer

Pretest Student List

Tuesday Look, Say, Cover, Write, Check

Wednesday Speller’s Choice

Thursday Speller’s Choice

Friday Test

***4 day weeks, only allow for 1 day of Speller’s Choice**

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Circle Dot1. Check the spelling for the 1st word. (letter by letter)2. Draw a dot under every correct letter. If you wrote a letter that is not correct, or if you left out a letter, draw a little circle.3. Use the circles to see the parts of the word that gave you trouble.4. Write the word again. Check your spelling.5. Keep going until you have checked each word on your list.

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Circle Dot1. Check the spelling for the 1st word. (letter by letter)2. Draw a dot under every correct letter. If you wrote a letter that is not correct, or if you left out a letter, draw a little circle.3. Use the circles to see the parts of the word that gave you trouble.4. Write the word again. Check your spelling.5. Keep going until you have checked each word on your list.

Circle Dot

1. Check the spelling for the 1st word. (letter by letter)2. Draw a dot under every correct letter. If you wrote a letter that is not correct, or if you left out a letter, draw a little circle.3. Use the circles to see the parts of the word that gave you trouble.4. Write the word again. Check your spelling.5. Keep going until you have checked each word on your list

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Look, Say, Cover, Write, Check1. Write the list words in first column.

2. Begin with one word, LOOK closely at the letters to notice the visual details.

3. SAY it and notice the parts to remember.

4. COVER the word and think about how the word looks (visualize it).

5. Say the word softly. WRITE it from memory in the next column.

6. Uncover and CHECK it with the word in the first column.

7. Repeat the process in the last column.

8. If it is spelled wrong in the last column, add the word to the first column again and repeat the process.

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Look, Say, Cover, Write, Check1. Write the list words in first column.2. Begin with one word, LOOK closely at the letters to notice the visual details.3. SAY it and notice the parts to remember.4. COVER the word and think about how the word looks (visualize it).5. Say the word softly. WRITE it from memory in the next column.6. Uncover and CHECK it with the word in the first column.7. Repeat the process in the last column.8. If it is spelled wrong in the last column, add the word to the first column again and repeat the process.

Look, Say, Cover, Write, Check

1. Write the list words in first column.2. Begin with one word, LOOK closely at the letters to notice the visual details.3. SAY it and notice the parts to remember.4. COVER the word and think about how the word looks (visualize it).5. Say the word softly. WRITE it from memory in the next column.6. Uncover and CHECK it with the word in the first column.7. Repeat the process in the last column.8. If it is spelled wrong in the last column, add the word to the first column again and repeat the process.

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Look, Say, Cover, Write, Check(Precut Folder)

Look, Say, Cover, Write, Check3rd Grade Page 9

Step 1 Step 2

Step 3

Step 4

(Notecard in Spelling Notebook)

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Step 1 Step 2

Step 3

Step 4

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Speller’s ChoiceChoose at least 2 activities to complete each week. Always use your newest spelling words.

Complete all written work in your Spelling Notebook.

Activities

1. Put the words in ABC order.2. Write each word three times.3. Write the words neatly in pen.4. Draw pictures to help you remember each word. Write the word under each picture.5. Write sentences using the words.6. Write your words neatly in cursive.7. Type your words in different fonts on the computer and paste them in your Spelling Notebook.

8. Cut the letters of your words out of magazines or newspapers and glue them to a paper.

9. Have someone give you a practice test of your words.

10.At home or during recess, jump rope with your words: each time you jump, say a letter of your word until you spell the whole word. (teacher or parent initials)

11.Play with your spelling words at this website: h tt p: // bi t.ly/ no22 (teacher or parent initials)

12.Play spelling games to practice your words. h tt p: // www. s pe lli n gcity.c om / (teacher or parent initials)

13. Sort your spelling words using categories.14. Find 5 new words (not on your list) that fit the Spelling Principle.15. Build, Mix, Fix, Check, Write using letter cards or magnetic letters16. Spelling Game

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Sample Spelling Lesson PlansSet up Spelling Notebooks: 9/2-9/5

T-F TEKS:Obj: We will set up a Spelling Notebook.Product: I will set up my Spelling Notebook.

Model setting up Spelling Notebook with students under a document camera.

Label the Front Cover “Spelling Notebook” and Name

Paste a copy of the Speller’s Choice page on the inside of the Back Cover

Collect Notebooks and store in classroom for daily use. Ensure that students are able to access them during centers or independent work time each day.

Students need to complete this by the end of the week.

Spelling Lesson PlansHigh Frequency Words: 9/8-9/12

M TEKS: 3.24CObj: We will spell high frequency words.Product: I spell high frequency words by taking a pretest and correcting my errors.

Introduce the Spelling Principle Use the word list provided

to give students a pretest in their Spelling Notebook

Display List or Distribute Spelling List Students correct Pretest

and identify words they need to study. (Circle Dot Method)

T TEKS: 3.24CObj: We will spell high frequency words.

Product: I spell high frequency words by using the Look, Say, Cover, Write, Check Routine.

-Review the principle-Model the Look, Say, Cover, Write, Check Routine with your students. “Today you will learn another way to study your words.”

1. Under the document camera, display the Look, Say, Cover, Write, Check Sheet and then place the precut folder with all the flaps open. Explain that you will demonstrate how to use Look, Say, Cover, Write, Check to study words. (If you are not going to use the precut folder, you will need to model this routine using a notecard in your Spelling Notebook. Create 3 vertical columns on your paper by folding or drawing. Number your paper to accommodate the number of words on your list. ) See Handouts for details.

2. “You will write one of your words in the 1st column and say it. Then you cover it with the 1st flap (Or notecard).”

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3. “Write the word from memory in the 2nd column. Lift up the 1st

flap (Or notecard) and check the word letter by letter.” Demonstrate this process.

4. Repeat the same process in the 3rd column with the same word.

Research has proven that this is an effective procedure for learning how to spell words and the repetition using this strategy is crucial!

5. If the word is still misspelled in the last column, show students how to highlight the part to remember (e.g., an omitted letter or a substituted letter)

6. Guide your students through this process using the next 4 words on their list. They will complete the last 5 words independently.

You will want to scaffold this routine to independence over the course over the next few weeks.

W TEKS: 3.24CObj: We will spell high frequency words.

Product: I spell high frequency words by completing an activity from the Speller’s Choice list in my Spelling Notebook.

Speller’s Choice Explain each activity on

the list and how you want it to be completed.

Model completing an activity in your teacher Spelling Notebook.

Students may choose to complete the same activity in their Spelling Notebook.

Each week, you may want to model a different activity. You will want scaffold this routine to independence over the course of the next several weeks, This may be assigned as homework, as a center, or as independent work.In a 4 day week, time only allows for 1 day of Speller’s Choice.

Th TEKS: 3.24CObj: We will spell high frequency words.

Product: I spell high frequency words by completing an activity from the Speller’s Choice list in my Spelling Notebook.

Speller’s Choice Explain each activity on

the list and how you want it to be completed.

Model completing an activity in your teacher Spelling Notebook.

Students may choose to complete the same activity in their Spelling Notebook.

Each week, you may want to model a different activity. You will want scaffold this routine to independence

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over the course of the next several weeks, This may be assigned as homework, as a center, or as independent work.

F TEKS: 3.24CObj: We will spell high frequency words.

Product: I spell high frequency words on a spelling test.

Spelling Test Pair students together to

administer the test One student calls the words for

the other student, who writes the words in their Spelling Notebook.

Students switch roles. Collect the Spelling tests

(either in the Spelling Notebook or removed) to be graded.

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Spelling Principle Writers need to know how to spell words that they use often.

1. always2. because3. enough4. sure5. animal6. family7. today8. children9. where10. thought

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Look, Say, Cover, W

rite, Check

MONDAYPre-Test

Introduce new principle

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TUESDAYLook, Say, Cover, Write, Check

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WEDNESDAYSpeller’s Choice Activity

THURSDAY3rd Grade Page 21

Speller’s Choice Activity

FRIDAYTest/Buddy Test

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