This is a program that teaches the principles of language including “digraphs”, “blends” and “word patterns.” Each child completed a spelling inventory and based on those results, your child will be in a group specific to their instructional level.
Your child will bring home a collection of spelling words every Monday that have been introduced in class. For the first two weeks I will send home a list of words the students are familiar with so they can practice the routines of the new program at school and at home. Each night of the week your child is expected to do a different activity to ensure that these words and the spelling principles they represent are mastered. These activities have been modelled and practiced in school, so your child can teach you how to do them. We will have a spelling test every Friday. I will choose a small selection of words from your child’s list to include on the test.
Here is a schedule of the sorts and activities you will do at home each day with your child:
SORT the words into categories like the ones we did in school. Your child should read each word aloud during this activity. Ask your child to explain to you why the words are sorted in a particular way – what does the sort reveal about spelling in general?
Do a SPEED SORT. Ask your child to sort the words a few times as fast as possible. You may want to time them.
Do a BLIND SORT with your child. Lay down a word from each category as a header and then read the rest of the words aloud. Your child must point to the column where the word goes without seeing the word. Lay it down and let your child move it if he or she is wrong. Repeat if your child makes more than one error.
Do a WRITING SORT to prepare for the Friday test. Lay down the headings or write them out. As you call out the words in a random order your child should write them under the proper categories. Call out any words your child misspells a second or even third time.
If you would like a few more ideas for a bit more practice, do a WORD HUNT, looking in a book they have already read for words that have the same sound, pattern, or both. Try to find two or three for each category. You could also have your child make up sentences for each of the words, either orally or writing them down.