Skip to main content

Improving students' spelling

letter S letter P letter E Block Letter L Italic Lower-Case Letter i (Pittsburgh, PA) letter N letter G

This term our school is carrying on with the action research that will hopefully help all of us teachers improve our teaching practices.
I have focused, after much thought, on spelling. I went into my symbaloo account (great place to store all the favourite websites...try it!) and found one of my favourite spelling blogsites thespellingblog.blogspot.com
and this is what I came up with. This is the reason I blog and tweet and and keep in touch with the learning communnity! It makes work so much easier. The research involves not all students as some are quite the good with spelling, but with the few who seem not to learn from their mistakes.

How to improve spelling- action research


lscwc chart

Comments

  1. I know this blog, and love this post too. Great for helping to make each word unique.

    ReplyDelete

Post a Comment

Thank you for taking the time to read my blog.

Popular posts from this blog

Unravelling the inquiry cycle in a PYP class room

“ People can make choices to support the sustainability of the Earth’s energy resources .” Me to students : Does that make sense? Students to me : (after a while)...not really...  Their understanding of "energy" during the pre-assessment task also reflected a superficial knowledge of the term. And thus our unit of inquiry started. As I was browsing the net, I came across this picture prompt- a map, which I thought would serve as a great provocation. The annual energy consumption per person . Kids love guessing where countries are, so it was a great way to address some geography at this point.  I had also been reading Craig Dwyer's  post  which inspired me to change my inquiry cycle and use a simpler one. Wonder (while exploring)- Explore (while wondering)- Create (while reflecting)- Reflect (with subsequent wonderings). I was feeling more at ease now. The map allowed the students to make a lot of inferences based on patterns whi...

Generalization-Designing Your Lessons for Conceptual Understanding (Part 3)

This post is the third of our blog post series on how to design lessons for conceptual understanding. Part 1 here Part 2 here Strategy 3 : Generalizations You may have come across Lynn Erickson's diagram on the structure of knowledge. In my IB workshop's I always like to present the avocado model alongside this diagram when I am talking about facts. The intention of inquiry-based teaching and conceptually-driven understanding (or Concept-based inquiry- whatever terminology suits your fancy)  is to enable students to make generalizations. In other words, can they transfer their learning to a new context because they have understood what they learnt.  In order to make generalizations, we need to first plan lessons that help students acquire facts/topics that are interesting  and worth knowing. Bringing in local and global issues that are relevant to the topic help students as they begin to compare the topics and see emerging patterns. Remember, facts and concepts have a syn...

Concepts-In-Use: Designing your lessons for Conceptual Understanding (Part 6)

  Concepts-In Use www.ibo.org In this post, one more strategy takes center stage when it comes to designing lessons that aid conceptual understanding in our students: Concept-In-Use. This strategy should be used once several concepts have been covered in class.  A great way to know whether your students are internalizing the concepts is to ask them to explain the connections between two concepts. For example:  In Math Ask them to convert a fraction to a percentage.  Or a percentage to a decimal.  Can they clearly explain the connection?  Can they use drawings to support their explanation? Can they articulate the difference between a prism and a pyramid.  How are they same?  How are they different? How can you represent data visually?  Bar graphs, pictographs, line charts are all concepts. As a designer of conceptual lessons, a teacher needs to be keenly aware of the connections between concepts.  For instance, is the Grade 3 teacher awar...