Let the Sun Shine on Spelling!
Now that your child is ready for first grade, spelling becomes an important part of the language arts experience. In kindergarten, your child experimented with "inventive" or "temporary" spelling, and will continue to do that during the first grade year as well. Yet your child will also begin to learn certain conventions of spelling, as well as how to correctly spell basic sight words. You will soon see your child begin to use some of the spelling words in his/her writing, along with many "practice" spellings. This is the necessary transition that occurs in the writing process; as more words and skills are committed to memory, they begin to replace some of the purely phonetic spellings. That doesn't mean your child will spell every word correctly before second grade, however!! Your child will still continue to use his/her phonics skills to spell unknown words, but will be responsible for using spelling words correctly.
Each Monday, your child will bring home a spelling list for the week, as well as an accompanying assignment that will help him/her learn to spell the new words. Generally, the words will follow a pattern or incorporate a newly-learned spelling skill, such as the short vowel "a" or the digraph "ch." Most weeks a new RED word will be introduced. These are basic sight words which do not fit the conventions of spelling and simply must be memorized. In addition, there will be simple sentences using the spelling words from the current and previous lists that your child will need to practice. Your child will then have the weekly spelling test on Friday on all of the spelling words. He/she will also be asked to write ONE of the sentences, remembering to use a capital letter in the beginning and punctuation at the end. Your child will usually receive his/her spelling test back that day, and I will simply rewrite any misspellings, and each child will receive a sticker. All children will be congratulated on his/her effort, but you as parents can reinforce those words which were missed.
To help your child study the spelling words, have your child write the word several times. Saying the word and then spelling it orally is also good practice. Have your child try writing the spelling word in one color, then over it in another color, and so on. Your child can practice writing the words on a chalkboard, with Play-doh, using magnets on the refrigerator, etc. Looking for small words within larger ones and pointing these out to your child is another good strategy, such as seeing the word "in" in "chin." Spelling the words in a sing-song, rhythmic way also helps! In school, your child will learn two strategies for spelling. For the phonetically-correct words (those that can be sounded out or fit a spelling rule), we learn to "finger spell" the word. The teacher "throws" the word to the student, who "catches" it and then says each sound as he/she extends one finger. When all sounds have been said, the fingers are put together and the word itself is said. For the sight words which do not fit a pattern, your child is told they are "rule breakers" and it is another part of the brain which remembers these! Then we "spell the word down our arm!" Beginning at the shoulder for the first letter, moving to the middle of the arm for the middle letters and the hand for the end letters, your child says each letter aloud. Then he/she returns to the shoulder, sweeps the hand down the arm and says the word itself. These little "tricks" help to commit the words to memory! And don't forget the old-fashioned method of practice - flash cards!
When the spelling words are introduced in school on Monday, your child will write each word in his/her Buddy Book which will serve as a spelling reference. Remember to save ALL spelling lists in a special folder or binder...twice yearly we'll have a 100-word spelling test, and having your lists will make reviewing easier! I'll also occasionally give a few bonus words on spelling tests that came from previous lists, so continual review and practice of old spelling words is important!
The following is a list of skills that are introduced as we work through our spelling program. Each list will reflect a spelling rule or skill that we've covered in class, including:
short vowels
C or K in the beginning of a short vowel word
CK at the end of a short vowel word
digraphs - SH TH WH CH PH
silent or "magic" e - long vowels
initial consonant blends (two and three letters)
vowel pairs AI AY EA EE OA OE
Buzz back home!
Buzz back to curriculum!
Buzz back to homework!
Some sun graphics from Ron's Beach House
