Spelling (or Word Work) sure is different today then when we went to school.  Spelling, much like walking and talking, is developmental-meaning not all children are able to spell the same way at the same time.  We try to address the children’s different spelling needs by assessing where they are on the spelling continuum and then providing them with practice words at their level.  We have started to practice some of the many activities the children can choose using our September Word Wall words.  Word Wall Words are words that may not be spelled phonetically nor follow a specific pattern, in other words they are rule breakers, or they may be words that are used a lot in reading and writing.  At Porter’s Point and Union Memorial, they were called Red Words.  At the beginning of each Daily 5 (Literacy) activity, we ask children why we are learning this or why is it important.  One of the reasons the children said Word Work  was important was so that when other people read our writing, they are able to understand what we are saying, because our words are spelled correctly.   As we begin our spelling journey together, I am hopeful that not only will your child learn to spell more words correctly but enjoy spelling and figuring out why certain words are spelled certain ways.  Please enjoy the pictures of some of the activities we’ve practiced:  magnet letters and slap-a-word.

Believe it or not… A Lot!  One of our first lessons in literacy this year was about “good fit” books.  We use the acronym IPICK when discussing how and which books to pick.

I stands for I choose.  Choice is extremely important in whether a book will be read and finished.  The beginning of every morning children have the opportunity to “shop” for books to put in their book boxes.  Similar to shopping for shoes, it is more likely you will wear shoes that you had a hand in picking out.

P stands for Purpose.  Why do you want to read that book?  We read for many different purposes:  for fun, to learn new information, to help us understand how to do something, etc.  When we discussed the shoes I brought to share, the students agreed that the purpose of my ski boots is to keep my feet warm and supported while attached to my skis.

I stands for Interest.  Does it interest me?  I am sure many of us adults remember the books we’ve been handed to read-some were right up our alley and others we simply were not interested in.  The same holds true for our children-they are much more likely to read and enjoy a book with a topic that interests them.   The children have learned I am interested in skiing because I own a pair of ski boots.

C stands for Comprehension.  Am I understanding what I am  reading?  When a child can tell us the who and what of a book they are reading, we know they understand it.  One of the first reading strategies we taught this year was Check for Understanding.  When children struggle to read the words or breeze through an easy book, it is really easy to miss some of the important details.  A “good fit” book is one where we know what’s happening and can articulate it.

K stands for Know Most of the Words.  When a child reads a “good fit” book, he/she may have to figure out a few words but most words should be easily read.  The second strategy we’ve taught is Cross Checking.  When you do come to a word that’s hard to figure out, there are 3 questions that you have to ask yourself as you try to figure out the word:  Does it look right? (Not only does that mean the sounds match up with the letters but does the word go along with the picture), Does it sound right?  (When you go back and reread the sentence, does the word you are trying fit with the rest of the sentence), and Does it make sense? (The word you tried should make sense within what is happening in the story.)

As your child is reading at home, please remember IPICK as a way to ensure your child is choosing a “good fit” book. As the children and I discussed, even though my flip-flops fit my feet,  I wouldn’t want to wear them skiing or I would get icicle toes!

It’s hard to believe it’s already the third week of school.  The children are settling into our daily schedules and routines.  Our Unified Arts schedule is as follows:  Mondays and Tuesdays-art (quarters 1 & 3)/music (quarters 2 & 4),  Wednesdays and Fridays – PE, Thursdays-library (quarters 1 & 3)/guidance (quarters 2 & 4).  Our first homework came home on Monday, 9/10 and is due back on Friday, 9/14.  Stay tuned to our blog for updates and an inside peek in our classroom.