Spelling Curriculum

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					                                          Franklin Lakes Schools




                                            Franklin Lakes, NJ


                                   Spelling Curriculum
Process
A subcommittee of the district Language Arts Literacy committee met to determine how
best to teach spelling. The committee members were:
        Donna Luciano                                  Tania Thorne
        Stephanie Neckles                              Laura Warren
        Diane Ricart                                   Sharon Winters
        Janis Ing Strauss                              Barbara Weller


We began by framing essential questions for which we would do research to seek
answers. We conducted research by examining the work of Diane Snowball and Faith
Bolton, Richard Gentry, and Rebecca Sitton, by surveying teachers and parents, and by
checking the curricula of other districts. We answered the essential questions, framed our
recommendations and assembled support materials for teachers.


Essential Questions about Spelling with answers

    1. How do children learn how to spell?
       Through direct instruction of strategies, word patterns and how they work,
       phonics, and mnemonic devices. Through reading and writing and integrating
       spelling strategies in their writing.

    2. What should spelling instruction look like and how much class time and
       homework time should be devoted to it?
       ß Should there be direct instruction in spelling? Yes
       ß How can we differentiate spelling instruction and keep it manageable at
          school and at home? Varying the activities assigned for the list can
          differentiate the instruction.
       ß How can we maintain the importance of word study? Create an active word
          wall where children can add words from their reading that following the
          spelling pattern being studies.
       ß What kinds of spelling lists should we provide and what patterns should be
          emphasized? The lists provided in the spelling program as well as
          supplementary words to meet the needs of all students.
       ß Should there be spelling homework and, if there is, what should it look like?
          There should be homework and it should involve writing. Teachers should
          provide a variety of activities in addition to or in place of those outlined in the
          spelling program.


Franklin Lakes Spelling Curriculum 9-04                                              1 of 26
    3. How can we help students to retain the spelling words that they learn as they
       apply them in their writing?
       ß What consistent message should be given about spelling in the writing
          process? On the final copy spelling should always be counted. In rough drafts
          the emphasis should be placed on content.
       ß What role should spelling have in the content areas? Spelling is essential for
          effective communication. Therefore, any finished product should have correct
          spelling.

    4. How should we assess spelling?
       ß Should we establish accountability by grade level? Students who got most of
         their words correct on the pretest can write a paragraph including spelling
         words for their final test. All words would be evaluated to give them a
         spelling grade. Others would take the normal spelling test with dictated
         sentences that would include words from previous weeks.

    5. How do we integrate the approach that we choose with other facets of our revised
       language arts curriculum? We would like to wait until the training from Teachers
       College to determine how best to integrate spelling with this new writing
       approach.


Spelling Approaches Examined

Spelling Sourcebook Rebecca Sitton
       ß Logical organization
       ß Goes well with writer’s workshop
       ß Integrated into all language arts
       ß Do we lose the beauty of reading by extracting so much from a single
           selection – grammar, spelling, word study, etc?
       ß Spelling taught in concepts – once a concept has been learned, the student is
           responsible for applying it
       ß Words You’ve Spelled Incorrectly worksheet helps students understand that
           words are to be learned forever
       ß Parents are integral to success of program – actual activities that need to be
           done together
       ß List of essential words that must be spelled correctly at each grade level “no
           exceptions”
       ß Organizational structure: (unit) four concepts per week; five core words;
           students generate their own word lists that fit the concept
       ß Manual is the whole program, making things concise; manual is not new-
           teacher friendly
       ß Recommendation: Watch the video tape at the second meeting.

Diane Snowball
   ß Spelling matters – make it clear to kids!; audience is important – have them read
       each other’s work to emphasize this

Franklin Lakes Spelling Curriculum 9-04                                          2 of 26
    ß   Spelling comes from reading and writing – must do both frequently
    ß   Different reading and writing genres are important for expanding repertoire of
        words
    ß   Students must be supported to take risks; they need to become competent spellers
        and expansive writers
    ß   Games are important
    ß   Spelling words come from student writing
    ß   Allowing children to choose spelling words may backfire: they choose safe words
        to get good grades
    ß   Words learned in isolation are not retained well
    ß   Need to be able to see words in their environment
    ß   Strategies for learning words need to be taught in context, including the content
        areas – common expectations are important to convey message to students that
        spelling matters
    ß   Assess with strategies for analyzing spelling – three patterns emphasized

Richard Gentry
   ß Invented spelling should only be at the emergent [reading] level (K-2)
   ß Spelling, reading and writing are connected
   ß Spelling scales (stages of spelling development)
   ß No research to show that spelling integrated into reading and writing alone is
       skill-building; spelling must be directly, overtly, and systematically taught
   ß Spelling words should be from writing and reading level, current usage, common
       misspellings (demon words)


Spelling Curriculum Teacher Survey

Please complete the following survey and return it to Gina Velky in the Board of Education
office by April 20, 2004. Your responses will help us in determining the recommendations that
we will make to the Board of Education. IF YOU TEACH A SUBJECT OTHER THAN LANGUAGE ARTS,
SKIP TO PAGE 2.

Grade Level: ________
Y = yes, S = somewhat/sometimes, N = no
    1. Are you happy with the current spelling program?                                  Y
                S      N

    2. Do you use a spelling workbook?                                                   Y
              S        N

    3. Do you supplement the current spelling curriculum?                                Y
              S      N

If yes, how?

    4. Do you use manipulatives to support spelling, such as magnetic letters? Y         S
              N



Franklin Lakes Spelling Curriculum 9-04                                                 3 of 26
    5. Do you integrate technology in the teaching of spelling?                     Y        S
              N

    6. If Yes, please give an example:

    7. List any parent concerns that have been brought to your attention about the current
       spelling curriculum:

    8. How do you differentiate instruction in spelling?

    9. About how much time do you spend teaching spelling: Daily ______ min. Weekly
       _______min.?

    10. How much spelling homework do you give: Daily _____min. Weekly _____min.?

    11. Please describe the kind of homework you give.

    12. Do you give a weekly spelling test?                         Y               N

    13. What other forms of assessment do you use?

    14. How do you integrate spelling with the students’ writing?

    15. Do you have an effective strategy (or more than one!) that helps students retain spelling
        words for a lifetime of use?

    16. What would you like to see included in a revised spelling curriculum?

    17. If you have an approach to teaching spelling that you would like to share with the
        committee, please write it here or contact a committee member:

Writing is expected in many subjects other than language arts.
   18. If you teach a subject other than language arts, do you “count” spelling? Y
                N
   Please elaborate (several programs we’re looking at have content-area options):

             Please return to Gina Velky, Board Office, by April 20, 2004. Thanks!
                 Donna Luciano, Stephanie Neckles, Diane Ricart, Tania Thorne,
                   Laura Warren, Janis Strauss, Sharon Winters, Barbara Weller

Teacher Survey Results
Teachers use a variety of strategies to teach spelling. Most assign regular spelling
homework. They are generally satisfied with the current spelling program although many
teachers supplement. Teachers indicated that correct spelling in the content areas was
important.




Franklin Lakes Spelling Curriculum 9-04                                                      4 of 26
Parent Survey
Child’s Grade Level                               School

Spelling Program in Franklin Lakes
The district language arts committee would appreciate your insights as we review the spelling
curriculum.

Please fill out one survey per child and return by Tuesday, April 20. (See page 2.)

1.      Please rate your child’s spelling program:
                5                 4               3               2                1
          completely                                                         dissatisfied
           satisfied

2.      Please rate your child’s spelling homework in the following areas:
        Quantity
                3                                2                                 1
          completely                                                         dissatisfied
           satisfied

        Level of Difficulty
                3                                 2                                1
          completely                                                         dissatisfied
           satisfied

3. What kinds of homework do you find most helpful for learning about the words? Check all that
apply.
___writing the words           ___writing sentences             ___games such as Boggle
___word searches, etc. Other: _______________________________________

4.      To what degree do you feel that your child is challenged in his or her spelling program?
                5              4                 3                2                  1
          too challenging                 challenging                       not challenging

5.      What kinds of activities do you do at home to enhance or support the spelling
curriculum? Check all that apply:
___Flash Cards          ___Workbooks             ___Computer Programs
___Spelling Games                ___Real Life Applications, such as writing activities
Other:

6.      How much time do you spend on these activities per week?

7.    If we provided a list of spelling activities that you could work on at home, do you think
you would use it?
                Yes              No                 Would depend upon what it contained

8.      What aspects of the spelling program would you like to see modified or changed?

9.     Do you feel that you have a good awareness of what is going on in your child’s spelling
program?


Franklin Lakes Spelling Curriculum 9-04                                                     5 of 26
If not what would you like to see?

10.     Do you assist your child in studying for a spelling test?    Yes                 No

11.    Do you feel that spelling is important?     Yes               No
Why or why not?

12.    Do you feel that students should be accountable for spelling in all subjects?
           Yes           No

13.     Would you like to see us make the spelling words for a grade level available all at once
and allow students to work at their own pace?           Yes               No

14.    Do you feel that word study (for example: Greek/Latin roots, affixes, etymology) is
important?              Yes             No

Additional comments:

               Thank you for taking the time to share your thoughts and observations.

                  Please return to your child’s teacher, the school office or mail to:
                                  Gina Velky
                                  Franklin Lakes Board of Education
                                  490 Pulis Avenue
                                  Franklin Lakes, NJ 07417

                                     by Tuesday, April 20, 2004

Parent Survey Results

In grades 1-5, most parents are satisfied with the spelling program and homework, and
feel they have a good awareness of the program. In grade 6-8, it was more evenly split.
Many parents believe the words could be more challenging. The majority of parents felt
students should be accountable for spelling in all subjects. In grades 1-5, most parents do
not want the spelling words available all at once, whereas more parents in grades 6-8
would like to have the words available. Most feel word study is important. Most parents
are willing to work on spelling activities at home depending on what the activities are.




Franklin Lakes Spelling Curriculum 9-04                                                       6 of 26
Recommendations
   1. Spelling and word study must be linked. Spelling is essential for effective
      communication. Words should be learned for life. Therefore, students should be
      thoroughly taught and then be held accountable for the words learned. Spelling is
      important in content-area writing, also.
    2. Students should be encouraged to write using sophisticated vocabulary. Spelling
       should be part of the editing process. By the end of third grade, all published
       work, after editing, should have correct spelling.
    3. The current spelling program should be used in 2004-05 while we learn the
       Teachers College Writing Program. Consider piloting new program materials
       during the second semester of 2004-05 when we better understand the writing
       program. All teachers should supplement the current program with words that are
       connected, e.g., same root words with different affixes.
    4. All required spelling words for a grade level will be posted on the district website.
       Homework will be focused on word study and should be completed by all
       students to whom it is assigned.
    5. Assessment will focus on writing words in context and on proofreading for
       correct spelling.
    6. Make How to Teach Spelling Without Going Crazy available for all teachers.
    7. To keep parents informed about spelling, we plan to:
       ß Hold informational sessions early in the school year, perhaps at PTA meetings
          or coffee chats
       ß Send home information and have available at parent-teacher conferences
       ß Provide a packet of strategies and activities
       ß Make articles about spelling available through schools and, possibly, the
          public library
       ß Post information, as well as spelling words, on the district website
       ß Videotape any sessions that we can and make the tapes available for re-
          viewing or for those who cannot attend sessions
       ß Consider holding an educational session with a speaker who is knowledgeable
          about spelling
    Interested teachers will work this summer to create the following materials:
    ß Paragraphs that include misspelled words for proofreading homework, classwork,
        or assessment.
    ß For grades 4-6, dictation sentences for assessment. Sentences should include
        previously learned words, and words that follow the same patterns as assigned
        words. For 2004-05, grades 1-3 will use the dictation sentences in the back of the
        teacher’s edition of the current program.
    ß Parent information, including a letter explaining the program features.
    ß A rubric for evaluating spelling, including performance on dictated sentences.



Franklin Lakes Spelling Curriculum 9-04                                            7 of 26
Spelling in Kindergarten
Children should be exposed to spelling in the Land of the Letter People program, in
guided and shared reading experiences, and in environmental print. There is no formal
spelling program in kindergarten.


Spelling in Grades 1 - 3
HOMEWORK
   1. Writing isolated words multiple times for homework should be avoided.
   2. Words should be written in sentences to establish meaning and context. Variations
       might include:
       ß 2 words in a sentence
       ß questions with answers incorporating the spelling words
       ß sentences in which the spelling word is the first word
   3. Proofread / edit words (current and past)
   4. Pick and choose a variety of workbook pages (not all pages need to be used)
   5. Crossword puzzles, word searches

ASSESSMENT
   1. Continue Friday tests in 2004-05
      ß Give test words
      ß Bonus/challenge words that follow the concept taught in the weekly lesson
      ß Dictate sentences from the “T” pages at the back of the teacher’s edition using
          current and previously learned words
      ß Scoring with rubric
   2. Pretest will be eliminated. Suggest using the time to work on spelling principle of
      the week and portable word wall.

CLASS ACTIVITIES
  ß We encourage the use of any writing that follows the concepts / patterns taught.
  ß The book, How to Teach Spelling Without Going Crazy, although labeled for
      grades 4-8, contains many useful and engaging activities. We recommend its use.
ACTIVE (PORTABLE) WORD WALLS
  ß Portable word walls are temporary, usually on poster/chart paper. They teach a
      concept / pattern or content area words. For example, a word wall on prefixes
      might be kept on display for several weeks while different prefixes are learned.
      When they are secure, it can either be moved to a writing center for student
      reference or replaced with a portable word wall on suffixes.
SPELLING CENTER
   ß Include games such as Boggle, Bingo, or word sorts.
   ß Magnetic letters or magnetic poetry
   ß Writing
   ß Word families, e.g., -and family includes sand, band, etc.
   ß Root words
   ß Prefixes / Suffixes


Franklin Lakes Spelling Curriculum 9-04                                          8 of 26
WORKBOOK PAGES
After spelling concept for the week has been taught, use time permitted to enrich with
writing activities and extension activities. This can take the place of completing all
workbook pages.


Spelling in Grades 4-6
HOMEWORK
All of the following are appropriate homework assignments:
    1. Proofread for misspelled words in sentences or paragraphs.
    2. Write sentences suing a new definition.
    3. Write sentences that incorporate grammar skills. For example, use specific verbs
        and adjectives, write compound sentences, underline subjects and predicates, etc.
    4. Identify other words that fit the week’s spelling pattern.
    5. Workbook pages that include activities in word study: structural analysis,
        synonyms, etc.

ASSESSMENT
   ß There will be no pretest.
   ß Students will be tested on the original list of spelling words plus five dictation
      sentences that include the week’s words, previously learned words and new words
      that fit the pattern.

CLASS ACTIVITIES
  1. Review games – spelling soccer, sparkle, spelling baseball, hangman, etc.
  2. Building new words – Boggle, Scrabble, etc.
  3. Word Wall – include words that match week’s spelling pattern and exceptions,
      rule breakers, words that do not fit the pattern
  4. Use the words for dictionary study – look up multiple meanings and use in
      effective sentences
  5. Use the words for thesaurus study – find synonyms to expand vocabulary

TECHNOLOGY? WHERE DOES IT FIT IN?
   ß Learn to use the spell check feature appropriately and where it does not assist a
     writer, e.g., “The children left there books on the bus.”
   ß Learn to use the thesaurus and dictionary on Microsoft Word and Appleworks.
   ß Give paragraphs / sentences on the computer and have students use the spell
     check. Then check the spell check!
   ß Use Microsoft Word thesaurus to replace dull words.
   ß Use Microsoft Word dictionary to look up unfamiliar words.


Spelling in Grades 7 – 8
Standard spelling should be expected in all subjects. Word study should continue in
conjunction with literature study and writing and in content areas as appropriate.




Franklin Lakes Spelling Curriculum 9-04                                           9 of 26
                    Supplement to the Franklin Lakes Spelling Curriculum
                                 Developed Summer 2004
                                   Notes to Teachers

First grade spelling will continue to be handled as in the past. Children should
be held accountable for previously learned words and encouraged to spell
them correctly. (Why practice wrong?!)

Second grade In second grade the students will be given the words listed in
the spelling program. There are 12 standard words plus 3 or 4 challenge
words. Choose 2 of the challenge words for the weekly test -- the students
are studying all challenge words but being given two of them on the test.
We are also giving them three dictation sentences to write on the test (worth
20 points each in the applied spelling grade). In the class work (on Monday),
we will come up with a list of words using the pattern to work with during the
week--writing, charting, word wall, making words, etc.

Weekly Spelling Test
Students will be given all list words and challenge words found in the
teacher’s edition. For grades 4-6, the two linking words are in a grade-level
attachment to this document.
The list and challenge words are worth 100 points total.
Linking words are worth 2 points each.

Linking Words- Children in grades 4-6 will be given 2 linking words. These
linking words will be words that fit the learned spelling pattern. They come
from a variety of sources – some are from previous lists to reinforce the idea
that spelling words are to be learned “for life.” Linking words for grades 4-6
can be found on grade level attachments to this document. On the weekly
test, linking words are worth fewer points than core and challenge words.

Applied Spelling - Students write three dictation sentences at grade 2, five at
grades 3-6. Dictation sentences contain spelling words and review words
from previous lessons. (Sentences can found in the back of your teacher’s
edition. You may use a combination of sentences from previous units’
sentences.) The scoring rubric for dictation sentences is enclosed. All words
in a sentence “count.”




Franklin Lakes Spelling Curriculum 9-04                                    10 of 26
          Rubric for Dictation Sentences for Grade 2.

Students will receive two grades for their spelling tests. One
grade is for the spelling list: (spelling list words + 2 of the
challenge words worth a total of 100 points) and one grade for
the applied spelling (three dictation sentences worth a total of
60 points).


                                     0 points      5 points            10 points

Spelling                            Three or     One or two           Everything
                                  more words         words            is correct.
                                     spelled        spelled
                                  incorrectly.   incorrectly.
Capitalization                     Beginning       Beginning
                                    word not         word                  ¨
                                  capitalized.   capitalized.
Punctuation                      End                  End
                                 punctuation     punctuation               ¨
                                 incorrect or     is correct.
                                 missing.
Examples: A sentence …
    •   Has all words spelled correctly, the first word is capitalized and the end
        punctuation is correct. 10 + 5 + 5 = 20 points
    •   Has one misspelled word, beginning word is capitalized, and is missing end
        punctuation. 5 + 5 + 0 = 10 points




Franklin Lakes Spelling Curriculum 9-04                                       11 of 26
       Rubric for Dictation Sentences for Grades 3-6.

Students will receive two grades for their spelling tests. One
grade is for the spelling list (core words plus the challenge words
worth 100 points; grades 4-6 linking words worth 2 points each
for a total of 104 points) and one grade for applied spelling (five
dictation sentences worth a total of 100 pts.)
                                     0 points    5 points           10 points

Spelling                            Two or        1 word          Everything
                                 more words       spelled         is correct
                                    spelled     incorrectly
                                 incorrectly.
Capitalization                      Not all         All
                                    words        beginning             ¨
                                  capitalized   words and
                                  correctly.      proper
                                                   nouns
                                                capitalized
                                                 correctly.
Punctuation                        Sentence      Sentence
                                      not       punctuated             ¨
                                  punctuated     correctly.
                                   correctly.
Examples: A sentence …
   • Has all words spelled correctly and capitalized correctly and is punctuated
      correctly. 10 + 5 + 5 = 20 points.
   • Has all words spelled correctly and is correctly punctuated but a proper noun
      is not capitalized. 10 + 5 + 0 = 15 points.
   • Has one misspelled word (not just spelling words) and is otherwise correct. 5
      + 5 + 5 = 15 points.



Franklin Lakes Spelling Curriculum 9-04                                   12 of 26
                             Grade Four Linking Words
 Linking words follow the same pattern as the core words. They come from a variety
                                    of sources.

Lesson 1: Letters with thr,scr, str, squ
1. squash
2. stripe

Lesson 2: Letters with kn, gr, wr, and mb

1. knew
2. wrap

Lesson 3: Letters with sound /k/ can be spelled c,k, or ck
       Letters with sound /f/ can be spelled ff, gh, or, ph

1. graph
2. jacket

Lesson 4: Adding –ed and –ing
1. smelled
2. coming

Lesson 5: Adding –er and –est to base words
1.   taller
2.   silliest

Lesson 7: Sh,ch,tch, wh
1. witch
2. which

Lesson 8: ff, pp, and rr
1. stiff
2. sorry

Lesson 9: short e spelled e and long e spelled ey and ea
1.      valley
2.      beach




Franklin Lakes Spelling Curriculum 9-04                                   13 of 26
Grade 4 linking words continued

Lesson 10: Short a, i, o. Short u can be spelled ou
1.           double
2.           stand

Lesson 11: Long vowels a,i,o
1. snake
2. bedtime

Lesson 13: Words that are spelled the same but are pronounced
differently
1. child
2. children

Lesson 14: /j/,/ks/,/kw/
1. quiz
2. excitement

Lesson 15: Adding –s and -es
     1. brushes
     2. families

Lesson 16 : using just enough letters
1.      picture
2.      dessert

Lesson 17: Contractions
1.   couldn’t
2.   wasn’t

Lesson 19: Getting Letters in correct order
1. their
2. length

Lesson 20: Vowels with r
1. North
2. third




Franklin Lakes Spelling Curriculum 9-04                         14 of 26
Grade 4 linking words continued

Lesson 21: Vowel sounds in put and out
1. shook
2. powder

Lesson 22: Vowel sounds in few and moon
1. broom
2. drew

Lesson 23: Homophones
1. write
2. right

Lesson 25: Including all the letters
1. sentence
2. because

Lesson 26: Compund words
1. handstand
2. yourself

Lesson 27: Suffixes –ful, -ly, -ion
1. thankful
3. vacation

Lesson 28: Suffixes –less, -ment, -ness
1. shipment
2. hardness

Lesson 29: prefixes dis-, in-, mis-, re-
1. discover
2. indent

Lesson 31: Vowels with no sound clues
1. pretty
2. laugh




Franklin Lakes Spelling Curriculum 9-04    15 of 26
Grade 4 linking words continued

Lesson 32: Vowels in final syllables
1. banner
2. hidden

Lesson 33: Capitalization and Abbreviations
1. Sat.
2. February

Lesson 34: Possessives
1. people’s
2. animals’

Lesson 35: Easily confused Words
1. then
2. than




Franklin Lakes Spelling Curriculum 9-04       16 of 26
                               Grade Five Linking Words
  Linking words follow the same pattern as the core words. They come from a variety of sources.

Lesson 1 – Words with sk, sp, and st

Skull
Stamped

Lesson 2 – words with ng, nk, th

Think
Stung

Lesson 3 – words with kn, mb, gh, st

Knight
Crumb

Lesson 4 – adding s and es

Lunches
Parties

Lesson 5 – ed, ing, er

Larger
Largest

Lesson 7 – using just enough letters

Escape
Wasn’t

Lesson 8 – ea, ai, ee, ie

Creep
Cease

Lesson 9 – short vowels – a, i, e, o, u

Present
Animal




Franklin Lakes Spelling Curriculum 9-04                                               17 of 26
Grade 5 linking words continued
Lesson 10 – long vowels – a,i,o

Rowboat
Sprain

Lesson 11 – oo, ew, u, augh

Shampoo
Newspaper

Lesson 13 – including all the letters

Often
Because

Lesson 14 – dge, ch (k)

Fudge
Christmas

Lesson 15 - contractions

They’ll
Won’t

Lesson 16 – compound words

Mailman
Spaceship

Lesson 17 – irregular plurals

torpedoes
autos

Lesson 19 – getting letters in the right order

Southern
Deceive

Lesson 20

Avoid
Annoy




Franklin Lakes Spelling Curriculum 9-04          18 of 26
Grade 5 linking words continued
Lesson 21 – ar, ur,

Cargo
Turnover


Lesson 22 – more vowels with r

Flair
Stare

Lesson 23 – homophones

Made
Maid

Lesson 25 – related words

Festive
Festival

Lesson 26 – prefixes dis, un, mid, pre

Disorganized
Prefix

Lesson 27 – able, ible, ant, ent

Capable
Visible

Lesson 28 – ous, ion, ation

Studious
Formation

Lesson 29 – possessives

Brother’s
Brothers’

Lesson 31 – vowels with no sound clues

Lizard
Dollar




Franklin Lakes Spelling Curriculum 9-04   19 of 26
Grade 5 linking words continued
Lesson 32 – vowels in final syllables

Meter
Mountain


Lesson 33 – capitalization

New Jersey
Franklin Lakes

Lesson 34 – easily confused words

Then
Than

Lesson 35 – compound words

Log cabin
Wristwatch




Franklin Lakes Spelling Curriculum 9-04   20 of 26
                              Grade Six Linking Words
Linking words follow the same pattern as the core words. They come from a
                            variety of sources.


Lesson 1: Getting Letters in Correct Order
1. receive
2. their

Lesson 2: Short Vowels
1. finger
2. thunder

Lesson 3: Words with ei and ie
1. thief
2. either

Lesson 4: Vowel sounds in rule and view
1. cute
2. nephew

Lesson 5: Adding –ed and –ing to base words
1. continued
2. shielding

Lesson 7: Homophones
1. break
2. brake

Lesson 8: Unexpected Consonant Spellings
1. guide
2. scissors

Lesson 9: One Consonant or Two
1. bulletin
2. dismiss

Lesson 10: Using Apostrophes
1. haven’t
2. children’s




Franklin Lakes Spelling Curriculum 9-04                          21 of 26
Grade 6 linking words continued
Lesson 11: Compound Words
1. everyone
2. a lot


Lesson 13: Words with ci and ti
1. ancient
2. racial

Lesson 14: Easily Confused Words
1. trader
2. traitor

Lesson 15: Using Just Enough Letters
1. schoolhouse
2. forgotten

Lesson 16 : Irregular Plurals
1. potatoes
2. echoes

Lesson 17: Related Words
1. elect
2. election

Lesson 19: Vowels in Unstressed Syllables
1. sudden
2. amuse

Lesson 20: Vowels in Final Syllables
1. dictator
2. trouble

Lesson 21: Vowel Sounds With r
1. implore
2. verse

Lesson 22: Suffixes –ation, -ion, tion
1. construction
2. preparation


Franklin Lakes Spelling Curriculum 9-04     22 of 26
Grade 6 linking words continued
Lesson 23: Words from Many Cultures
1. cafe
2. pasta

Lesson 25: Including all letters
1. recommend
2. believe

Lesson 26: Suffixes –ate, -ive, -ship
1. expressive
2. scholarship

Lesson 27: Prefix pre-, post-, under- in-
1. underwater
2. preview

Lesson 28: Related Words
1. analyze
2. analysis

Lesson 29: One word or Two
1. sometime
2. some time

Lesson 31: Words With No Sound Clues
1. people
2. tight



Lesson 32: Negative Prefixes
1. include
2. inhumane


Lesson 33: Suffixes –ance, -ence, -ant, -ent
1. guidance
2. reference




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Grade 6 linking words continued
Lesson 34: Compound Words
1. playground
2. twenty-four

Lesson 35: Words from Greek and Lantin
    1. telecommunications
    2. phonograph




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                                  Discussion Points with Parents

    •   No longer will children be given pre-tests before each lesson
    •   Challenge words will be included as part of regular list
    •   Not all workbook pages will be completed- alternate activities will be
        assigned.
    •   Each week there will be two bonus words that follow the learned spelling
        pattern
    •   In grades 3-6 weekly tests will include five dictation sentences that will
        consist of current and previous spelling words. Sentences will be graded
        using a rubric.
    •   In grade 2 students will be given three dictation sentences that will consist
        of current and previous spelling words. Sentences will be graded using a
        rubric.
    •   The purpose of homework and class activities is not only to learn the spelling
        of each word, but to practice applying grammar skills, analyze structure of
        words, using words in context, spelling strategies, proofreading and writing,
        using a thesaurus and dictionary, vocabulary building, and word etymology.
    •   Students will be accountable for the spelling in the content areas.




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                                           Franklin Lakes Schools


                                             Franklin Lakes NJ
                                             Memorandum

    To:          Franklin Lakes Families
    From:        Barbara Elder Weller, Supervisor of Curriculum – 201.891.1856 X237
    Date:        September 2004
    RE:          Spelling in Franklin Lakes Schools

    Welcome to the 2004–05 school year! I would like to take a moment of your time to
    provide you with information about the spelling portion of our newly revised
    Language Arts Literacy curriculum.

    Spelling is taught as a formal subject in Grades 1 – 6. We expect students to gain in
    spelling fluency and expand their spelling vocabulary year by year. It is important to
    remember, though, that spelling is a skill not all that different from learning to play
    soccer or the piano. As spelling skills are learned, they must be practiced. Once
    students have learned to spell words correctly, they are expected to use them
    correctly forever. There is nothing to be gained from repeatedly misspelling frequently
    used words!

    Even though English spelling has few reliable rules, many of our words fit into spelling
    patterns. Our curriculum emphasizes those patterns. This allows students to expand
    their spelling ability beyond a specific list. We include challenge words in addition to
    core words on the weekly spelling lists. Children may always challenge themselves by
    including more complex words that fit a pattern, also. We will be putting all core
    words on the district website as well.

    We have eliminated pretests in favor of spending valuable class time on meaningful
    spelling activities. Not all workbook pages will be assigned; instead, alternate
    activities may appear in children’s homework assignments. The purpose of homework
    and class activities is not only to learn the spelling of each word, but also to learn
    spelling strategies, apply grammar skills, analyze word structures, use words in
    context, build vocabulary and etymology, proofread, and learn to use reference
    materials such as a thesaurus and dictionary.

    All students will be assessed through a weekly spelling test as well as by periodically
    checking their writing, including writing in the content areas, such as social studies. In
    grades 3-6, weekly tests will include five dictation sentences containing current and
    previously assigned spelling words. Sentences will be graded using a rubric. Second
    graders will have three dictation sentences.

    Our overall goal is to support our students as they learn sound spelling habits for a
    lifetime of writing. Thank you for supporting our efforts in your home. We will be
    working with Teachers College, Columbia University, throughout the school year to
    implement and further refine all aspects of our writing program. Please look for
    periodic updates.




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