Spelling Test Sentences
The first 16 Spelling Tests in the 100 Test Series.
This program uses best practices from current psychological research on students with dyslexia and other learning disabilities.
Finally, there is a simple and gradual program that builds an understanding of phonics slowly and with consistent repetition. Are you tired of running around the school looking for multiple, different resources to support struggling writers? Do the materials seem to advance too quickly? Are the simple materials too childish while the interesting readers are too hard to read?
This spelling program allows children to gradually build their phonetic abilities without being stuck on the first lesson for months, unable to advance. The humour introduced in the books has students laughing and making up similar sentences of their own.
With repeated exposure to essential sound families, children will experience success in their writing and spelling. The program is designed to gradually introduce phonetic word families, also known as sound families, to writers. Each new level uses previously learned words, so that writers are continuously practicing what they learn over and over again. As writing mastery occurs, the program slowly introduces new sounds. This phonetic repetition is essential for spelling success, as it provides a bank of sounds for the speller to refer to while they begin their writing journey. If used in conjunction with sentence walls in the classroom, students gain increased exposure to common words.
Build words very slowly. New phonetic sounds are introduced and then repeated in many new sentences.
Experience continual success with target lessons at the child’s level.
Learn the process of repetitive practice in order to master skills.
This program is designed for writers from Kindergarten to grade 6.
For maximum success, writers should start at a level that appears very easy and then should work up through the remaining levels.
IN-CLASS CHORAL READING
Use the Lessons on a Smart Board. Photocopy the Lesson Sheets onto large colored paper or re-copy them onto chart paper. Post them in a visible area. Have one student use a pointer and lead the group in choral reading. Students should be looking at the words, but also need to be watching the pointer, in order to follow along at the same rhythm as their friends. This is excellent for social-emotional skills as well as basic decoding.
IN-CLASS PAIRED READING ACTIVITIES
Make homogenous paired groupings. Provide the small groups with a binder of lesson sheets at their level. Have students sit in their groups and decode the sentences together. Students should not read more than five lessons at a time. Once they finish 5 Lessons, they could go on to the corresponding levels on the Read and Spell Well App.
IN-CLASS PAIRED SPELLING TESTS
For best possible results, the spelling tests should be given daily, not weekly. Students can give each other the spelling test each day in class. Have students work with their homogeneous paired groups. One student can read the sentences while the other writes the spelling test. Use a duo-tang with Read And Spell Well handwriting pages in order to support their handwriting. Students should correct the work together. They should underline mistakes and rewrite any words that are misspelled. Students will then self-assess and decide if they think they should advance to the next lesson or repeat the same lesson the next day. Students should bring their new spelling test home and study for 5 to 10 minutes at home. If possible, as a way to save paper, have the students type the spelling test and email it to themselves or email home the PDF file with all the spelling tests so that they have the tests at home.
Allow paired groups to work together on the app. Have students review lower levels in order to solidify their learning and then introduce new levels on the app. Find it on www.readandspellwell.com
Always start the program with as low a lesson level as possible.
Beginning at lesson 1 is always best. Even if the lesson seems easy, it allows the process of the lesson to begin with maximum success.
If lesson 1 is too way easy for the student, try to begin no further than lesson 14. Even though the student may believe that he/she knows how to spell simple words, struggling readers are missing key sounds and it is better to begin as close to the beginning as possible in order to determine which sound families are causing challenges.
Support their understanding of what it means to practice and show initiative with self-directed goals.
Children should be encouraged to set goals to:
• practice a level over and over again.
• go back to a lesson already practiced,
• use different learning strategies to study hard words.
This is a nightly activity.
You need only dedicate 10 to 20 minutes each night, but make that commitment as rigorously as you can.
Make writing fun.
-Sit with your child in a special place.
-Smile, wink at, high-five and hug your child.
-Verbally praise your child. (Don’t just praise the correct answer when your child writes the correct word, praise your child for sitting with you, for setting up a work space, for highlighting the page, for writing the date, and for attempting to write words.)
-Photocopy the lines onto colored paper.
-Draw colourful boxes at the end of each sentence and put a sticker or smiley face in the box once the sentence is complete.
-Use colourful markers or pens to write with.
Offer Multiple Ways to Learn the Spelling and Write the words.
-Have your child close his/her eyes and spell hard words out loud. This is a great activity in the car or on a walk. Spell three words out loud each morning on the way to school. (This solidifies the child’s access to this information in his/her brain.)
-Sit with your child and sound out hard words together. Exaggerate the movement of your lips as you say each sound.
-Have your child write the spelling test on the table with his/her finger.
-Have your child email his/her spelling test to a friend or a family member.
-If there is another child in your house teach the other child how to give the spelling test.
-Have your child give him/herself the spelling test. Place the sheet of paper beside your child. Show your child how to read one sentence at a time, flip the page, then write the sentence. The child can flip the page back as often as needed in order to complete the sentence.
-Review the spelling test level on the app. Find it at www.readandspellwell.com
Correct The Test
-Sentences should always be corrected, one sentence at a time. Do not give the whole spelling test, then correct the whole thing. Correct it line by line. You could then repeat hard sentences again during the same practice period. If this upsets your child, compare this type of practice to sport or music practice. During these practices, there is a set amount of time in which skills are broken down and practiced over and over again, until they are learned.
This type of Spelling Test takes away the stress or anxiety of tests. It supports the process of practicing, reviewing, editing, and redoing, instead of taking a test and getting a mark back. With repeated exposure to practice testing, children grow up with less anxiety around tests and greater confidence as they take more serious tests.