Spelling:The primary goals of our classroom spelling program are as follows:
We recognize that spelling is a developmental process and inventive spellingis a natural step in the process.
We understand that Invented spellingsplay an important role in a child's spelling development. (Once a word has been introduced and practiced, however, the child should be expected to use the standard spelling of that word.)
We work toward developing your child's spelling mastery of high-use words, the words they use most often in their writing.
We introduce your child to spelling strategies that lead to spelling success.
We integrate spelling with listening, speaking, reading, writing, and thinking.
We teach spelling and proofreading skills within the writing process.
We provide daily writing opportunities for your child and we provide opportunities for your child to write across the curriculum in an effort to build your child's personal spelling word banks.
Your child is practicing spelling WORD WALL words correctly. At this time, these are your child's words to spell correctly:
I, am, the, little, a, to, have, is, we, like, my, he, for, me, with, she, see, look, they, you, of, are, that , do
Your child will be practicing spelling words within the same word family correctly.
Good readers look for patterns in words, and use patterns in words to help them read & spell correctly.
Kindergarten Readers & Writers will practice taking a word family, like "ug", and add beginning sounds; for example, /b/.
Children then practice sounding out the word: b-u-g, then say the word "bug".
Children will then replace the /b/ sound with a new sound, such as /t/.
The students then sound out their new word, t-u-g, and say the word "tug".
We might add a sound at the end of word in our word family: for example, b-u-g-s sounding out the word "bugs".