Spelling Practice

Teachers often want kids to practice spelling and hand out worksheet after worksheet. Here are some great, multiple modality activities kids can use to practice their weekly spelling words.

Research-Based Spelling Practice Procedure
1) Say the word
2) Write and say the word
3) Check your spelling
4) Trace the letters and say the word
5) Flip your spelling list over and visualize the word
6) Write the word without looking at your list.

Spelling Homework

During my 6th grade internship I created "Spelling Bingo" for an alternative to spelling worksheets. I created a 5x5 table and filled each square with a spelling activity such as the ones that follow as well as the practice procedure above. One activity was in each square and students were required to complete 5 activities before the end of the week to get 5 in a row, column, or diagonal!

Spelling Game- Sparkle

1. Have students sit on top of their desks.
2. Give them a word to spell and pass a ball to one student. Everyone repeats the whole word. Then the student with the ball says the first letter and passes the ball on to the person next to them who says the second letter. This goes on until the word is spelled.
3. When the word is spelled the next person repeats the word, the person after them says sparkle, and the person after them sits down.

4. If any letter is incorrect that student sits down, writes the word 20 times as quickly as possible and then sits back on their desk.

Spelling Games Online

http://www.spellingcity.com/

Enter your spelling words and play games with them.

Other Fun Spelling Ideas (Adapted from Michele McCoy)

1. Paint with water- Dip a Q-tip in water and practice spelling the words on a chalkboard. The words will disappear like magic, leaving the chalkboard clean!
2. Shaving Cream Practice- An easy way to clean those dirty work tables clean is to let the children finger paint on the table tops. Have the students practice their spelling words in the shaving cream.
3. Scratch n' Sniff- Use a new sensation to teach the alphabet or spelling words. Write letters with glue on paper, then sprinkle with Jell-O. Makes a super scratch n' Sniff when tracing over the letters.
4. Fishing for Words- On 3" x 5" cards print letters. Place the cards in a plastic swimming pool. Using a toy fishing pole or a long stick, place a magnet on the string. The students go fishing for letters and must spell their spelling words.
5. Finger Paint Bags- Freezer strength zip lock bags and fingerprint make great writing slates. Place a dab of finger paint (tempera paint can work, although, not as well. Hey, look! A use for all that semi-dried up paint!) in the zip-lock bag, tape the bag closed for extra strength. The student then lays the bag flat on the table and writes the word on the bag with a finger. The word will disappear like magic.
6. Record a Word- Have students use a tape recorder to practice their spelling words.
7. Disappearing Act- Help your students perform a real disappearing act. Children write their spelling words with chalk on black construction paper. Then you can spray and watch their words disappear and return.
8. Flannel Board Practice- Students use a flannel board and flannel board letters to practice their spelling words.
9. Scrabble Spelling- Place the wooden letter squares from an old Scrabble game on the Scrabble rail. Students can use the squares to spell the weekly words or to write a sentence of words. Incorporate math practice by having them add the number values printed on the squares to find the week's "most valuable word."
10. Spelling Magic- Try a little magic to teach spelling words! Have students write words on white construction paper with white crayon. Then have them paint over the paper with watered down tempera paint or watercolors. Words appear like magic!
11. Partner Word Step- On large piece of butcher paper print the letters of the alphabet. Have two partners pair up together to play this game. Have one student read the word aloud. The other child must step on the letters to spell the word.
12. Egg Spellers- The teacher writes the weekly spelling words on small pieces of paper and places them inside plastic eggs. (Now you know what to do with all those plastic Easter eggs after your kids are bored with them. ) Students pick the eggs from an Easter basket. The students then must write that word.
13. Take the Pepsi Challenge- For a motivational technique, "Take the Pepsi Challenge!" Each student has a Pepsi cup. When Friday's spelling test is returned, he writes words he misses on a card and places it in his cup. When we have our review test, students are re-tested on the same words. Anyone who has a perfect score on all the unit tests and keeps his cup empty wins a Pepsi! Give a Pepsi also for perfect scores on review tests.
14. Spelling Puzzles- Write the spelling words on different colors of tag board. Cut the words apart in a variety of ways. The students then put the puzzle back together to form the spelling words.
15. Q-Tip Eraser- Write the spelling words on the chalkboard. The students then erase the words by tracing over them again and again with a Q-tip until the words are erased.
16. Spelling Bingo- The teacher gives a blank bingo card for a fun activity to take the place of your traditional pretest. As the teacher reads each word, students write it in a space of their choice. After giving all the words, I call words randomly until someone calls, "BINGO!" The winner must say and spell the words that gave him the win. I would play in partners or small groups so that students get more practice spelling.
17. Spelling Dice- The teacher writes the weekly spelling words on dice made from inverted milk cartons. The student rolls the dice and whatever the dice lands on they write 5 times.
18. Musical Words- A word skill game that is played like musical chairs. The teacher places the spelling words on small pieces of paper in a large box or bag. The children sit in a circle, and start passing the box around while music plays. Whoever has the container when the music stops must pick out the paper and hand it to the teacher. The teacher will read the word and the student must spell it. If he can't, he is out. Continue to play until there is only one person left.
19. Transparency Show Off- The teacher makes a transparency of regular lined paper. The students practice writing their spelling words on the transparency. The students then show off their work on the overhead projector for all to see.
20. Individual Chalkboards- Have the students practice writing their spelling words on small chalkboards. They love it!
21. Tissue Paper Tracing- The teacher writes the weekly spelling words on a large piece of paper. The students then place tissue paper over the words and trace over them with crayon.
22. Magnetic Cookie Sheet- The teacher arranges assorted magnet letters on a cookie sheet. Students use the letters to form the weekly spelling words.
23. Overhead Posters- The teacher makes a transparency of the weekly spelling words. The list is then shown on the wall. A piece of butcher paper is taped to the wall. The student then traces the spelling words onto the butcher paper.
24. Typewriter Fun- Have the students write their spelling words ten times each on the typewriter. (Or try it on your classroom computer. If you're brave you can use your graphics software! Kid Pix is perfect for this.). Then have them write a silly story using all the spelling words.
25. Paint Your Words- Have the students use small paint brushes to paint their words 5 times each.
26. Sand Box Spelling- The teacher pours sand in the lid of a box (approx. 1/4"). The student then practices the words in the sand.
27. Alpha-Bit Spelling- Students use cereal to reproduce their spelling words. Don't forget to have a snack with the words you make.
28. Pudding Practice- Try using instant pudding as finger paint to practice spelling words.
29. Pyramid Power- Give your students a weekly spelling assignment with a different twist. Have students write their words in order of difficulty. They write their easiest word once at the top of the paper near the middle, the next easiest twice, and so on. Students will have a pyramid shape when they are finished.
30. Portable Slates- Portable slates make a great spelling game. The teacher calls out a spelling word and the students write answers, hold up their slates to be checked, then wipe them off with tissue.
31. Sandy Words- Have students write their spelling words in glue, sprinkle sand over the glue. The students then trace over the words with their fingers for practice. They make terrific flash cards!
32. Rainbow Words- Have the students practice words with felt pens, alternate colors for a rainbow look.
33. Put It In Print- Have the students cut out the letters from a newspaper to spell the weekly spelling words.
34. Round About Flash cards- Have students decorate a paper pate. Cut a slice out of the paper plate so it looks like a slice of pie cut out of the plate. Brad around piece of paper to the back. Then write the weekly spelling words in the window. The students turn the wheel and practice saying the word.
35. Spelling Squares- Students practice their words on graphing paper. The students use 1 box for each letter. Have the students figure out which spelling word is in the shortest, longest, etc. . .

36. Rainbow chains- Rainbow chains are a great way of keeping track of the words a student knows. The student writes the words he successfully spelled on Friday's final test on a construction paper chain. The children love to see their chains grow! These can be displayed around the room and put together to form one long chain- so no one feels sad if they have a short chain. You could also make chain links for only the words that everyone spells correctly.
37. Pipe cleaners - Children use these to form their spelling words.
38. Toothpicks - Same as above.
39. Alphabet Stamps
40. Word collage - They design a collage using all of their words using markers, colored pencils etc.
41. Design a word - They pick one word and bubble letter it and design it.
42. Magazine letters - They find the letters in a magazine and glue them onto construction paper.
43. Play dough - I have cookie cutters that are letters of the alphabet. The kids also like to form the dough itself into letters.

Ultimate Research-Based Strategy!

Linking Prior Knowledge to New Knowledge!
I know linking my new knowledge to prior knowledge helps me learn new information so I try to have my students do the same in almost every lesson I teach! My AP Psychology teacher, Sandra Johnson, always said that we had to create more "hooks" in our brain. The more you know, the more you can learn, so why not try out this idea in your classroom to increase relaxed alertness and access prior knowledge!




What is the strategy?
Concept Anchoring Routine
Adams, G., Bulgren, J., Cornine, D., Davis, B., Deshler, D., Grossen, B., & Schumaker, J.
*(2001). Making learning easier: connecting new knowledge to things students
already know. Teaching Exceptional Children, 33(4), 82-85.

Appropriate Grade Level: 1st-12th grade.

Procedure:

1. Give students a pre-test on the new material you will be covering.



2. Create scaffolded notes by splitting a word document into three columns and label the column from left to right "Prior Knowledge", "Both", "New Knowledge". Then create scaffolded notes for the prior knowledge you want them to recall, the similarities between the concepts, and the big ideas on the new concept.



3. State objective for the day's lesson and introduce new concept.



4. Name and describe what they are already experts on and fill in the "prior knowledge" column together as a class.



5. Describe how this new concept is like the concept they are already experts in. Fill in both column as a class.



6. At this point I usually take a break from taking notes and either have the kids explore the new concept to formulate their own ideas about it or will "Power Teach" the new concept.



7. At the end of the lesson is when I will have them fill in the "New Knowledge" column of their notes. It's a great review and helps them form the big idea of the lesson in their brains.

How Can I Use This?

Concept Anchoring Routine in Action!

The following is a lesson I taught to a first grade student I was tutoring in math and reading during the winter of 2008.

Lesson Plan: Skip Counting by 5’s
Subject Area: Mathematics
Content Strand: IV. Number Sense and Numeration
Content Standard: Content Standard 1: Students experience counting and measuring activities to develop intuitive sense about numbers, develop understanding about properties of numbers, understand the need for and existence of different sets of numbers, and investigate properties of special numbers. (Concepts and Properties of Numbers)
Benchmark: Develop an understanding of whole numbers and read, write and count using whole numbers; investigate basic concepts of fractions and decimals.
GLCE: N.ME.01.01 Count to 110 by 1’s, 2’s, 5’s, and 10’s, starting from any number in the sequence; count to 500 by 100’s and 10’s; use ordinals to identify position in a sequence, e.g., 1st, 2nd, 3rd.
Goals: By April 15, 2008; G.D. will increase correct number identification on the grade 1 number identification curriculum based measurement from 26 to 33 or more correct with fewer than 4 errors.

Lesson Objectives:
1. From memory, the student will demonstrate knowledge of skip counting by 5’s by counting to 100, starting at 5, within 20 seconds with 100% accuracy.
2. When presented with a concept anchoring table, the student will demonstrate comprehension of skip counting by 5’s by comparing and contrasting skip counting to counting by 1’s with 100% accuracy.

Materials and Equipment Needed:
Shower curtain separated into 100 squares with one number in each square (1-100).
1-100 Chart
Concept Anchoring Routine graphic organizer
Story Problem Picture
Pencil
Clipboard or something hard to write on

Anticipatory Set:
What are the two rules we need to follow when we work together?
1) Follow directions 2) Pay attention
What happens if we follow these rules?

We are going to do math. I have a story problem for you. You have 3 friends and you want to give them each 5 pencils. How many pencils do you need? You may use the picture to help you find your answer.

Today we are going to talk about counting by 5’s. I know you already know how to count by 1. Counting by 1’s is like (1, 2, 3, 4, 5) can you keep going?

Nice job remembering! This sheet is one we are going to use during the lesson today to compare what we already know to what we will learn. Let’s write down what we know about counting by 1. What can you tell me about counting by 1? (Wait time) Do we count all numbers or do we skip some? (Wait time) Does it take a long time to reach a high number or a short time? (Wait time)

Presentation of Information:
Both counting by 1s and counting by 5s deal with numbers. We look at or say numbers when we count by 1s and when we count by 5s. Let’s write that down; what did I say is the same? Both use n_______ (numbers). Also, each is a way to count. Let’s write that down too, each is a way to c______.

Now we are going to learn how to count by 5’s. (lay out mat). What is written on this mat? How can we use it to count by 5’s? When we count by 5’s we do not count EVERY number, that would take a long time, we make counting quick by skipping numbers and only counting every 5th number. Let me show you (step on map). When we count by 5’s we do not start at one, we start at the 5th number, (walk) 1, 2, 3, 4, 5. 5 is the first number we start with when counting by 5’s. Circle number 5 on your chart. We will use this chart to show how to count by 5’s and will circle all the numbers we need to count. How will I find out what number comes next? I will count 5 more steps (walk) 1, 2, 3, 4, 5. I now landed on number 10, number 10 is the next number we count when counting by 5.
Take off your shoes, grab your paper and pencil and let’s find the next number we count when counting by 5’s and circle it on your sheet. (Continue until all numbers are found).

Independent Practice:
You're really working hard circling those numbers! Now let’s look back on your chart and read all the numbers we use when counting by 5’s. We will start with 5 (5, 10, 15, etc). Now let’s count by 5’s in an opera voice. Now let’s count by 5’s in a whisper voice. Now let’s count by 5’s quickly.

What is the same about all these numbers we counted? (wait time). Look at the end of each number, what two digits do they always end in? If the number we’re on ends in a zero, what digit will the next number we count end in?

Closure:
Let’s write down what we know about counting by 5’s. When we count by 5’s do we skip numbers or say all numbers like we do when we count by 1’s. Does it take a long time or a short time to count to 100 when we count by 5’s? What two digits do the numbers have to end in when we count by 5’s?
If the number we’re on ends with a zero, what will the next number end with?

You have 3 friends and you want to give them each 5 pencils. How many pencils do you need? Lets try this problem again, can we find the answer a different way using what we know about counting by 5’s?

Homework:
Not quite mastered: Have student bring home their 100 chart and use it to count by 5’s 10 different times throughout their evening hopping up and down each time they say a number.

Nearly there: Tell student to find a parent or older sibling and a ball. Throw the ball back and forth counting by 5’s as you throw. Each time the ball is caught another number is said and if the ball is dropped, you must start ALL over! Play this game until you get to 110, 5 times.

In need of a challenge: Have student predict the numbers we’d count if we continued counting by 5’s to 200. Then, tell students to find a parent or older sibling and a ball. Throw the ball back and forth counting by 5’s as you throw. Each time the ball is caught another number is said and if the ball is dropped, you must start ALL over! Play this game until you get to 200, 5 times.

Ongoing Monitoring and Evaluation:
I will ask her to count by 5’s at the start of every math lesson until she can reach 100 within 20 seconds.
I will also teach an additional lesson that is at a higher level of thinking to give her additional practice in counting by 5’s.