2. Traditional Spelling InstructionWord Study The English language is seen as confusing.Learners find spelling patterns that can be organized. Teachers create lists for the entire year before meeting the students. Teachers determine the student’s level before obtaining the lists. The word list is the same for the entire class.Learners work together in small groups sharing the same words. The Friday test is either too easy or too difficult each week. The learner masters the words each week, because the words are developmentally appropriate. Spelling is a separate subject and often disconnected from reading and writing. Learning the word patterns on their level leads to greater success in reading and writing.

3.  22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:  (A) use phonological knowledge to match sounds to letters to construct known words;  (B) use letter-sound patterns to spell:  (i) consonant-vowel-consonant (CVC) words;  (ii) consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope"); and  (iii) one-syllable words with consonant blends (e.g., "drop");  (C) spell high-frequency words from a commonly used list;  (D) spell base words with inflectional endings (e.g., adding "s" to make words plurals); and  (E) use resources to find correct spellings.

6. Where there is a will, there is a way! It’s called…

7. Just follow me…

14. If you put together your own notebook, label each lesson.

15. I keep the copies in file folders for each level. I write the names of the students on each folder. Student Names

18. 1. Sort 2. Say 3. Glue (You don’t have to have them glue the words down on the 2 nd day.) I’ve seen some classes glue the words in a spiral notebook.

20. The dry erase markers don’t erase well on lamination, so I slipped a plastic pocket protector over them. eraser

24. Use anything: Plastic letters Paper letters Magnetic letters