On this spelling lesson plans page,
you will find information about the following topics:
The 5 components of my spelling program:
I hope that the spelling teaching resources and information
on this page assist you in building your own spelling program.
Please be reminded that the information on this page is my own personal opinion.
I have created this spelling teaching resources page because I have received numerous
letters from teachers asking me to share the successful spelling strategies that
I have used with my own students during my 22 years as a classroom teacher.
Do you believe that teachers should include spelling lessons as a part of their language arts curriculum?
If you answered "no" to this question, please consider the following:
"Knowing how to spell the often used words in everyday writing is,
and will continue to be, one quality society expects of a literate person."
"It is possible to teach spelling and still
remain true to the philosophy of whole language."
In the years of rapid technology development, many computer users have expressed that they don't need to learn how to spell because the spell checker in their computer will solve their spelling mistakes.
The poem that follows illustrates the problem that homophones, and other spelling quirks, can present for the spell checker:
Eye halve a spelling chequer
It came with my pea see
It plainly marques four my revue
Miss steaks eye kin knot sea.
Eye strike a key and type a word
And weight four it two say
Weather eye am wrong oar write
It shows me strait aweigh.
As soon as a mist ache is maid
It nose bee fore two long
And eye can put the error rite
Its rare lea ever wrong.
Eye have run this poem threw it
I am shore your pleased two no
Its letter perfect awl the weigh
My chequer tolled me sew.
I believe that teaching spelling skills and strategies is part of teaching our students to become proficient writers. It is not the most important skill in the writing process, but I feel that spelling needs to be taught as a part of the language arts curriculum.
On this page, you will find spelling teaching resources and information to assist you in building your own spelling program.
The primary goals of a classroom spelling program should be:
Consider the following recommendations as you evaluate a spelling program and the spelling teaching resources that you use:
With a teaching degree in learning disabilities and 22 years of teaching experience, I have come across a lot of spelling programs and spelling teaching resources.
I have found that there is a happy balance between these two extremes.
Many of the parents that I have talked with have felt that spelling has been neglected in recent years, and that this neglect shows up time and again in their child's everyday writing.
Spelling instruction should take up approximately one hour of instructional time during the school week and should be broken into time slots throughout the week.
Below are spelling teaching resources that you can view that I have
created in focusing on these five areas of spelling instruction.
Many of these spelling teaching resources are free downloads
that you can download and use immediately.
After students have mastered reading their high frequency sight words, they should also be able to spell these words correctly in their own writing.
Sight words are the most frequent words that students use in their writing, so it is important for children to learn the correct spelling of these key words.
The Fry 1000 Instant Words are a list of the most common words used for teaching reading, writing, and spelling.
These high frequency words should be recognized instantly by readers. Fry's sight words are a list of the most common words in English ranked in order of frequency.
Click on the links below to download these
free spelling teaching resources for Fry's sight words.
The Dolch Sight Words are a list of spelling teaching resources of the most frequently used words in the English language.
These sight words make up 50 to 70 percent of any general text.
The Dolch list contains 220 words that have been arranged by levels of advancing difficulty, as well as a list of 95 Dolch nouns.
Click on the links below to download these
free spelling teaching resources for Dolch's sight word words.
There are some spelling generalizations, or rules, that can help your students remember unique spelling features.
By teaching your students these common spelling rules, you are helping them to generalize the concept of one spelling rule that will apply to many words.
Teachers should focus on teaching spelling rules that apply to a large number of words, and that have very few exceptions to the rule.
The following spelling rules apply to a large number of words and have very few exceptions to the rule. I teach these 7 rules to my own students.
Below you will find some free spelling teacher resources for words that students commonly misspell.
These spelling teacher resources are not leveled by grade, but instead are lists of words that students often misspell throughout all of the primary school grade levels.
I believe that students should be given a weekly list of spelling words to learn and master.
This list should contain between 10 - 25 words, depending upon the grade level that you teach. Students who find spelling challenging, should be given shorter lists to master each week.
On Monday, students should be given a pretest of the words on this list. They should grade their own paper, marking or highlighting the words that they need to practice during the school week.
On Wednesday, you should assess all of the students in your classroom on this word list. Again, students should grade their own papers. Students who miss words on this day, should continue practicing the words that they missed.
On Friday, only assess the students who did not show mastery of their spelling words on Wednesday.
As you select the spelling words for your weekly lists, you must first consider your students.
I consider the following when I am selecting spelling words for a list:
During the writing process, students should check their own work for spelling errors and keep a personal list of words that they need to learn how to spell correctly. This should be on-going throughout the year and a part of your writing program.
Periodically, you should give individual informal and formal spelling assessments to your students based on their own personal lists of words that they commonly misspell.
I administer these informal and formal spelling assessments while I am having individual writing conferences with my students. During a writing conference, I have students get out their personal lists of misspelled words.
During this time, I help my students decide if they need to add any new words to their lists. Next, I have students practice spelling a few words that are on their personal lists.
My students enjoy this individual attention that is directed at their own spelling ability.
These informal writing and spelling conferences work equally well with students of lower and higher spelling abilities.
Thank you for visiting my Spelling Teaching Resources page.
Please be sure to check out the other pages on Unique
Teaching Resources for a large variety of fun lesson plan activities
that will engage your students in learning and save you valuable time.
Creator and Website Manager
Unique Teaching Resources
To join our fun
of over 60,000 teachers,
click the "Like" button below.
I have been buying your unique teaching resources for a few years now, and I just love them! My students are much more engaged in doing book reports as well as other creative writing assignments because of you. Thank you.
Name: Marla (Grade 4)
From: New Jersey, U.S.A.
Hi Heidi. I just want t say that my class is year one in Australia and they just love all of your work. We use your book report projects religiously and it has made my teaching and the students' learning improve by about 100%. The students just love it. Thank you so much for your help.
Name: Catherine (Year 1)
Hi there! I just found your website through Pinterest, and I am looking forward to using your book reports that I just bought to help motivate my fifth grade students! Thanks for putting these out there. I'm a relatively new teacher and need all the help I can get!
Name: Noell (Grade 5)
From: Illinois, U.S.A.
What a delightful and informative site!!! I'm having so much fun browsing and I've been teaching for 32 years!!! You can always teach an old dog new tricks, especially if you're creative and making learning FUN!!! You must be a VERY SPECIAL TEACHER ... how lucky your students and parents are!!!
Name: Kathy (Grade 4/5)
From: Oregon, U.S.A.
I stumbled across your website over the weekend and I'm SO glad I did! Some great ideas and an extra thank you for the UK spellings! I bought the back to school pencils, punctuation puppies, Willy Wonka group project and the characters! I think these are great resources and even though it's the summer holidays, I've been into school to get my display paper up and have put up the title banners - they look brilliant! Thank you!
Name: Jemma (Year 4)
Heidi, I just had to write and let you know that your website has helped me create the most awesome author study of Roald Dahl's books. My students loved completing the big animal shaped projects you designed for The Enormous Crocodile, Esio Trot, and The Giraffe, and the Pelly and Me. For the final project, they had so much fun writing and drawing about the characters from Charlie and the Chocolate Factory using your Willy Wonka Factory project. Thanks for sharing your scrumdiddlyumptious ideas !
Name: Jennifer (Grade 4)
From: California, U.S.A.
I feel so fortunate to have found your website and I have referred several of my co-workers to your website. Just for the month of January, there were three teachers displaying your book reports. I had the trophy reports, my neighbor to the left had the computer reports, and my neighbor to the right had the birthday cake reports. Thank you so very much for all of your work!
Name: Mary (Grade 4)
From: New York, U.S.A.
I just wanted to say thank you for the most amazing teaching resources that I have ever come across in my thirty years of teaching. I have used many of your book report sets this year and my students absolutely loved them. What was particularly pleasing was seeing some of my reluctant readers (especially the boys) really wanting to read books and complete the activities. Keep up the great work!
Name: Margaret (Grade 5)
From: Victoria, Australia
Click the "Like" button
below if you want to
join our Facebook group
of over 60,000+
Copyright © Unique Teaching Resources 2009 - 2014