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Middle School Spelling

Diagnostic Spelling Patterns Assessment

Diagnostic Spelling Assessment

In the Whole Language Movement and concurrent National Writing Project popularity of the 1980s and 1990s, spelling was relegated to the editing stage of the writing process. Teachers were instructed to throw away their spelling workbooks and some states, including California, prohibited state funding for the purchase of spelling programs.

I, like other ELA teachers, cheerfully relegated spelling to the dumpster. After all, one less subject to teach! And, to be honest, the only spelling teaching I ever did was to pre-test on Monday, throw out a word search or crossword puzzle of the spelling words, tell students to study the list, and post-test on Friday. Hardly teaching at all.

During that period of time I was earning my masters degree as a reading specialist. The buzzword(s) of our program was balanced literacy. Upon reflection, I have no idea of what opposite ideologies were being placed in proper balance. We had no phonics (decoding) training, nor any spelling (encoding) training.

For my masters thesis I was able to convince my supervisor to approve a qualitative historical analysis, not the usual experimental design. I chose the reading instruction included in the McGuffey Readers. For 85 years, these readers were the primary instructional tool for American teachers. The readers were not just for primary students: intermediate and middle school tweeners also received instruction in this series.

The readers consisted of morally-based character education stories, vocabulary, phonics, spelling, and a few comprehension questions. As I pored over the editions from 1836 up to the 1920s, I found certain pedagogical refinements, but the instructional methodology was remarkably consistent. As a publisher, I understand the “If it ain’t broke, don’t fix it” philosophy; however, consumers have always been suckered by the “New and Improved” marketing strategy, as well. The readers were largely unchanged, in terms of how reading and spelling were taught.

As you might imagine, the juxtaposition of my masters program reading philosophy and that of the McGuffey Readers caused quite a bit of consternation for me. I had just completed six years of middle school teaching and was now at the high school level. Every professional development class that I took and taught ignored the skills of reading and writing and focused solely on the content of literacy. If I mentioned that spelling had been an integral instructional component for most of our country’s history (including the New England Primer and others prior to the McGuffey Readers), it was only in the context of see what outdated forms of instruction those ill-informed educators used to teach.

However, subsequent to the Report of the National Reading Panel: Teaching Children to Read in 2000, I, like so many other ELA teachers who practiced their skills as reading specialists, was confronted with new, consistent reading research findings  that have made me backtrack and see the value of teaching the reading skills found in the McGuffey Readers. In reading terms, structural (or word) analysis is essential for above grade level, at grade level, and below grade level readers. Computer detection of eye-movement and the correlation of good readers look at the sound-symbol relationships within words was convincing. In other words, phonics and spelling (two sides of the same coin) matter.

I took a job as a district elementary reading specialist in Elk Grove Unified School District (the third largest district in California) and, along with a cadre of other bright program specialists, we were able to help improve elementary student reading proficiency percentiles from 45 to 72% within only a few years Elk Grove Unified School District. However, the same growth was not achieved by middle and high school students. Middle school reading proficiency continued to under-perform in the mid 40 percentiles. Our brilliant District Reading Coordinator and Associate Superintendent for Elementary knew why this was so, but the Associate Superintendent of Secondary Education refused to move entrenched secondary teachers toward reading skills instruction.

The false dichotomy of elementary teachers teaching students to learn to read and secondary teachers teaching students to read to learn continues to contribute to the widely recognized middle school slump in reading ability. Only one-in-six of below grade level readers by grade 6 ever improve to at grade level reading. “In the simplest terms, these studies ask: Do struggling readers catch up? The data from the studies are clear: Late bloomers are rare; skill deficits are almost always what prevent children from blooming as readers” (American Federation of Teachers, as published by Reading Rockets).

Middle Schoolers Need Spelling

Middle School Spelling

As a reading intervention specialist, the Response to Intervention movement of the last decade has largely focused on early primary reading intervention. Few middle schools have adopted comprehensive reading intervention programs, and even fewer high schools. Interestingly enough, I have found more remedial reading and writing programs at the community college level than at the high school level, here in California.

So what can middle school ELA teachers do? Advocate for your students, especially those one-in-six students, to develop effective Response to Intervention reading programs in your school and district. Take the plunge and differentiate reading instruction within your classroom. Risk the behavior management challenges and multi-level lesson plans for the good of your kids.

However, if the above seems un-do-able for now, or if you’re in the been there and done thaphase, what small (yet, significant) step can you take to make a difference for your middle school students? Teach spelling. Not the useless pre-test, word search or crossword puzzle, study, and post-test method I used to employ; not the useless pass out and memorize the list of all “No Excuse” spelling words; not the silly requirement to spell correctly your list of hard SAT, ACT, or Academic Word List vocabulary words, but a comprehensive spelling patterns program for grade-level spelling patterns instruction and remedial spelling patterns instruction. Teaching spelling for a small amount of time per week will give your middle school students the biggest bang for the buck, in terms of reading skills development.

Do your middle school students need spelling instruction? Absolutely? Still unconvinced? I challenge you to administer my FREE comprehensive Diagnostic Spelling Assessment and Recording Matrix. It has 102 words (I did say comprehensive) and covers all common spelling patterns and conventional spelling rules. It only takes 22 minutes and includes an audio file with test administration instructions. Once you see the gaps in your middle school students spelling patterns, you’re going to want to fill those gaps.

Get the Diagnostic Spelling Assessment FREE Resource:

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How to Teach Speling

Spelling errors always catch our attention. When my wife and I moved up to a small town in Northern California years ago, we used to drive by a burger joint with a revolving marquee. Every week its advertised special had a spelling error on that marquee. I shook my head for the first few weeks until I caught on… Brilliant marketing!

Many of us have placed spelling on the back-burner as teachers have rightly focused on reading and writing Standards. But, spelling instruction is still critically important.

A principal came into my high school class years ago to observe my student teacher. The student teacher had misspelled a vocabulary term on the board. The principal motioned for me to step outside of the classroom. He told me he would never hire that student teacher because he didn’t care enough about his lesson to proofread his work.

And don’t forget how Vice-President Dan Quayle developed his reputation. Upon entering a teacher’s class with media in tow, he walked to the front of the class, picked up chalk, and corrected the teacher’s “misspelling” of potato. You guessed it, the teacher was right; he was wrong.

The question is how to fit a spelling pre-test, practice, and post-test into precious few class minutes. Here’s how to get it done in 13-20 minutes of class time per week:

  1. Prepare. Develop or purchase weekly spelling tests based upon a focus spelling pattern, such as the i before e rule. Never use vocabulary words or silly theme lists, such as days of the week, colors, or holidays. Here’s a comprehensive instructional spelling scope and sequence of spelling patterns for grades 4˗8. Why reinvent the wheel?
  2. Pretest (7 minutes). Dictate the spelling test to all your students and have students self-correct from teacher dictation. Always record the dictation on your phone for other classes and make-ups. A lifesaver!
  3. Personalize (6 minutes). Have students create their own personal spelling list of words missed on the pretest, words missed in their own writing, and supplementary spelling lists, such as sight words, commonly confused words, and homonyms.
  4. Practice. (Students memorize their personal spelling lists and complete spelling sorts on the focus spelling pattern for homework).
  5. Posttest (7 minutes). Have students pair up, exchange personal spelling lists, and dictate to each other. Any words missed on the posttest go on next week’s personal spelling list. By the way, why not consider a bi-weekly spelling posttest based upon two spelling pretests?

Check out or purchase the grades 4, 5, 6, 7, and 8 Differentiated Spelling Instruction programs. Enter discount code 3716 and get 10% off.

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30 Spelling Questions, Answers and Resources

In the midst of the 1980s whole language movement, California State Superintendent of Schools Bill Honig strongly encouraged principals to confiscate spelling workbooks from their teachers. Even today, spelling instruction remains a contentious topic. No other literacy skill seems to run the complete gamut of instructional implementation from emphasis to de-emphasis. Following are the 30 spelling questions, answers, and resources to help teachers get a handle on what does and what does not work in spelling instruction.

Now, with my ambitious goal of providing 30 questions, answers, and resources, I’ve got to be concise. I won’t be going deep into orthographic research (much of which is contradictory and incomplete) or into detailed instructional strategies. Also, a disclaimer is certainly needed: I am a teacher-author of several spelling programs, some of which I will shamelessly promote at the end of the article. But, to be fair, I do have some relevant expertise and experience in spelling to share. I have my masters degree as a reading specialist (in fact I did my masters thesis on the instructional spelling and reading strategies used in the the 19th Century McGuffey Readers). More importantly, I have served as an elementary and secondary reading specialist and have taught spelling at the elementary, middle school, high school, and community college levels. So, enough for the credibility portion of the article and onto why you are reading and what you hope to learn, validate, invalidate, and apply in your classroom.

Why Teach Spelling?

1. Why is spelling such a big deal? If Einstein couldn’t spell, why does it matter? Won’t spell check the best way to solve spelling problems? Whether justified or not, others will judge our students by their spelling ability. Spelling accuracy is perceived as a key indicator of literacy. And spelling problems can inhibit writing coherency and reading facility. Spell check programs do not solve spelling issues. They  just takes too long to correct frequent misspellings and cannot account for homographs.

2. Can you teach spelling? Aren’t some people naturally good or bad spellers? Isn’t it learned through extensive reading and writing? Yes, poor spellers and good spellers can be taught to improve their spelling abilities. No brain research has demonstrated a genetic predisposition for good or bad spelling. There is no spelling gene. No, spelling isn’t learned through reading and writing, but there are positive correlations among the disciplines. They are each separate skills and thinking processes and need specific instruction and practice accordingly.

Whose Job Is It to Teach Spelling and to Whom Should We Teach It?

3. Isn’t spelling the job of primary teachers? Please, God, let this be so. Yes and no. Primary teachers are responsible for much of the decoding (reading) and encoding (spelling) foundations, but intermediate/upper elementary, middle school, and high school teachers have plenty of morphological (word parts), etymological (silent letters, accent placements, schwa spellings, added and dropped connectives), and derivational (Greek, Latin, French, British, Spanish, Italian, German language influences) spelling patterns to justify teaching spelling patterns at their respective grade levels.

4. Should content teachers teach spelling? Yes. The Common Core State Standards emphasize cross-curricular literacy instruction. Upper elementary teachers in departmentalized structures, middle school, and high school teachers should certainly come to consensus regarding spelling instruction and expectations.

5. Should we teach spelling to special education students? Yes, even though spelling is primarily an auditory skill and many special educations have auditory processing challenges. These students require more practice, not less. Gone are the days when special education teachers said Johnny or Susie can’t learn spelling. however, some visual study strategies do make sense.

6. Should we teach spelling to English-language learners? Yes. We cripple our English-language learners when we solely focus on reading skills and vocabulary acquisition. Besides, Spanish has remarkably similar orthographic patterns as English.

How Does Spelling Connect to Other Literacy Skills?

7. How are spelling and phonemic awareness related? The National Reading Panel stressed the statistically significant correlation. Spelling is an auditory, not a visual skill, and so the connection between phonemic awareness, which is the ability to recognize and manipulate speech sounds is clear. Check out the author’s free phonemic awareness assessments.

8. How are spelling and reading related? Spelling (encoding) and reading (decoding) are both sides of the same coin. So many of our syllable pronunciations depend upon spelling rules. Check out this relationship in these teachable resources: Ten English Accent Rules, Twenty Advanced Syllable Rules, and How to Teach Syllabication: The Syllable Rules.

9. How are spelling and vocabulary related? Spelling is highly influenced by morphemes (meaning-based syllables) and language derivations. Read this article on How to Differentiate Spelling and Vocabulary Instruction for more.

How Should We Teach Spelling?

10. How much of a priority should spelling instruction take in terms of instructional minutes? I suggest 5 minutes for the spelling pretest (record on your phone to maintain an efficient pace and to use for make-ups); 5 minutes to create a personal spelling list; 10 minutes to complete and correct a spelling pattern sort; 10 minutes of spelling word study (perfect for homework); and 5 minutes for the spelling posttest (every other week for secondary students).

11. Should we teach spelling rules? Absolutely. Just because the English sound-spelling system works in only about 50% of spellings does not mean that there are not predictable spelling patterns to increase that percentage of spelling predictability and accuracy. Although the sound-spelling patterns are the first line of defense, the conventional spelling rules that work most all of the time are a necessary back-up. Check out the free Eight Great Spelling Rules, each with memorable mp3 songs and raps to help you and your students master the conventional spelling rules.

12. What about teaching “No Excuse” spelling words and using Word Walls? These can supplement, but not replace, a spelling patterns program. Teaching and posting the there-their-they’re words directly and emphasizing these common misspellings makes sense.

13. What about outlaw (non-decodable) spelling words? Using these words as a resource to supplement unknown words on the weekly spelling pretest is highly effective. I suggest you “kill two birds with one stone” by giving this multiple choice Outlaws Word Assessment for reading diagnosis and then the same list for spelling diagnosis.

14. What about using high frequency words to teach spelling? As a supplementary resource to the personal spelling list unknown high frequency words, such as the Dolch List, can certainly be included. But using high frequency words as weekly spelling lists involves learning in isolation. Plus these lists include both decodable and non-decodable words. Parents can certainly assess their own children and provide results to the teacher.

15. What about using commonly confused words (homonyms) to teach spelling? Some words look the same or nearly the same (homographs) or sound the same or nearly the same (homonyms) and so are easily confused by developing spellers and adult spellers alike. Check about this great list of Easily Confused or Misused Words.

16. What about teaching spelling through a Spelling Pattern Sort? Extremely valuable and a necessary instructional activity for any spelling patterns program. Closed spelling sorts based upon spelling patterns are certainly more effective than open sorts.

“Students can… spell words that they don’t think they know how to spell by comparing words through sorts. Knowing how to spell familiar words gives the students reference points for knowing how to begin spelling new words. Here are just a few of the sorts that students can experience:

  • Sort beginning sounds
  • Sort Digraphs from Blends
  • Sort long vowels from short vowels
  • Sort words with closed syllables from words with open syllables
  • Sort words that double the ending consonant before adding –ing with those that do not
  • Sort prefixes and suffixes
  • Sort base words and root words

Teachers can even combine a sound sort with a letter pattern sort. The list goes on and on.” Sandy Hoffman

17. How should learning styles inform spelling instruction? Good teachers always use multiple modalities instruction. But, the research and practical application of VAKT is dubious at best and has no application to spelling. Teachers gave up teaching students to trace letters years ago. Spelling is primarily an auditory skill, so if there are auditory processing challenges, special attention and additional practice will be necessary. Check out this article titled Don’t Teach to Learning Styles and Multiple Intelligences for more.

18.Why aren’t the Common Core Standards more specific about spelling instruction? When establishing instructional priorities to address these spelling Standards, many teachers have placed spelling (Standard L. 2) on the back-burner. To wit, the intermediate elementary Standards: (CCSS.ELA-Literacy.L.4.2e) “Spell grade-appropriate words correctly, consulting references as needed.”) and middle school Standards: (CCSS.ELA-Literacy.L.7.2b “Spell correctly.”) However, the primary Standards are much more specific and the authors make a solid case in Appendix A for the importance of spelling instruction.

19. Is spelling a good subject for homework? Yes. Parents can certainly supervise spelling sorts practice, creation of the personal spelling list, and even assist the teacher with diagnostic spelling tests of supplementary spelling word lists.

What about Individualizing Spelling Instruction?

20. What about qualitative spelling inventories? Qualitative spelling inventories accurately reflect and diagnose developmental spelling stages or indicate broad spelling strengths and weaknesses; however, their lack of assessing specific sound-spelling patterns make specific teaching applications problematic.

21. Is there a comprehensive diagnostic spelling assessment? Check out the author’s free diagnostic spelling assessment. This 64 word assessment with recording matrix is comprehensive and based upon the sound-spelling patterns to be mastered in K-3rd grade.

22. How should teachers individualize spelling instruction? Give a spelling patterns diagnostic assessment. Teach to the indicated individual unmastered spelling patterns. Targeted Spelling Pattern Worksheets with formative assessments help focus instruction on diagnostically determined spelling deficits for each student. Students catch up while they keep up with grade level spelling patterns. Having students create personal spelling lists from the weekly spelling pretest is also excellent individualized instruction. Check out the author’s eighth grade Diagnostic Spelling Assessment and Diagnostic Spelling Assessment Matrix. Now, if you just had the corresponding spelling pattern worksheets to teach to these deficits…

When Should We Teach What Spelling?

23. Can spelling instruction be defined by grade levels? Grade levels may not be easily divisible by grade levels, but we do need an instructional scope and sequence for spelling instruction. Here’s a For those grades 4−8 teachers who don’t wish to re-invent the wheel, here is the comprehensive TLS Instructional Scope and Sequence Grades 4-8 of the entire Language Strand (grammar and usage, mechanics, knowledge of use, spelling, and vocabulary)., which includes spelling patterns for grades 4-8

What is the Best Way to Study Spelling?

24. What spelling review games are most effective and fun? Check out these Spelling Review Games based upon spelling patterns.

25. What about writing spelling words over and over again? No. No. No.

Does the Weekly Spelling Test Make Sense?

26. Does the weekly spelling test help students learn spelling words? Yes. The research is clear on this one: the test-study-test instructional approach results in spelling achievement. But, the weekly posttest is probably not efficient for upper elementary and older students. Biweekly posttests work well, but only if the teacher adopts a personal spelling list approach based upon weekly diagnostic assessments.

27. What kinds of spelling tests make the most sense? A Weekly Spelling Test based upon a focused spelling pattern allows the teacher to teach the spelling pattern and provide practice opportunities to their students to apply these patterns in spelling sorts.

28. Can the weekly spelling pretest be used as a diagnostic assessment to differentiate instruction? Yes. Dictate 15-20 spelling pattern words in the traditional word-sentence-word format to all of your students. After the dictations, have students self-correct from teacher dictation (primary) or display (older students) of the correct spellings.

Students create personal spelling list in this priority order.

  • Pretest Errors: Have the students copy up to ten of their pretest spelling errors.
  • Posttest Errors: Have students add on up to five spelling errors from last week’s spelling posttest.
  • Writing Errors: Have students add on up to five teacher-corrected spelling errors found in student writing.
  • Supplemental Spelling Lists: Students select and use words from other resources linked in this article.

What Criteria Should Teachers Use to Pick a Good Spelling Program?

29. Here’s a nice set of criteria based upon “A BAD SPELLING PROGRAM” and “A GOOD SPELLING PROGRAM.”

30. Give me an example of a good one!

The author of this article, Mark Pennington, has written the assessment-based Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4-8 programs to teach the Common Core

Pennington Publishing's Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4-8 Programs

Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4-8 Programs

DSI-C

Language Standards. Each full-year program provides 56 interactive grammar, usage, and mechanics and includes sentence diagrams, error analysis, mentor texts, writing applications, and sentence dictation formative assessments with accompanying worksheets (L.1, 2). Plus, each grade-level program has weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of all language components.

Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment. Students CATCH Up on previous unmastered Standards while they KEEP UP with current grade-level Standards. Check out the YouTube introductory video of the Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) program.

As slices of the Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) programs, Differentiated Spelling Instruction provides quality spelling programs for grades 4-8.

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Differentiated Spelling Instruction

Pennington Publishing's Differentiated Spelling Instruction

Differentiated Spelling Instruction

Differentiated Spelling Instruction (eBook) provides all the resources teachers need to truly differentiate spelling instruction. If you’re committed to explicit spelling instruction and individualized instruction to meet the needs of each of your students, this program is for you.

Program Overview

Everything a teacher needs to know about the program components and how to differentiate spelling instruction is found in the Learn How to Teach This Program in 10 Minutes section. It’s that easy. In brief, students take a spelling pattern pretest, then self-correct, and personalize their weekly spelling list. Teachers explain the spelling pattern. Students complete the spelling pattern word sort for homework and self-correct in class. Students study their spelling lists and take the posttest. After seven weeks of instruction, students take a formative assessment. The teacher records the student data and assigns remediation as needed. Remediation consists of 64 sound-spelling worksheets, each with a short formative assessment. Simple and easy to individualize instruction.

Program Components

  • Diagnostic Spelling Assessment: a comprehensive test of each previous grade level spelling pattern to determine what students know and what they don’t know.
  • Diagnostic Spelling Assessment Mastery Matrix
  • 104 Remedial Sound-Spelling Worksheets Corresponding to the Diagnostic Spelling Assessment
  • Weekly Diagnostic Spelling Tests
  • Weekly Spelling Sort Worksheets for Each Spelling Pattern (with answers) formatted for classroom display. Students self-correct to learn from their own mistakes.
  • Syllable Transformers and Syllable Blending formatted for classroom display and interactive instruction
  • Syllable Worksheets (with answers) formatted for classroom display
  • Four Formative Assessments (given after 7 weeks of instruction)
  • Summative Assessment

Spelling Teaching Resources

  • How to Study Spelling Words
  • Spelling Proofreading Strategies for Stories and Essays
  • Syllable Rules
  • Accent Rules
  • Outlaw Words
  • The 450 Most Frequently Used Words
  • The 100 Most Often Misspelled Words
  • The 70 Most Commonly Confused Words
  • Eight Great Spelling Rules, Memory Songs, and Raps (with Mp3 links)
  • Spelling Review Games
  • Formative and Summative Spelling Assessment Mastery Matrices

Why Other Spelling Programs are Ineffective and Why Differentiated Spelling Instruction (DSI) Makes Sense

  • Others use “themed” spelling word lists, grouping words by such themes as animals, months, holidays, or colors.
  • DSI uses developmental spelling patterns for its word lists, providing sequential, research-based orthographic instruction.
  • Others use practice worksheets that focus on rote memorization, such as word searches, fill-in the-blanks, or crossword puzzles.
  • DSI provides spelling sorts/word parts worksheets to help students practice recognition and application of the spelling patterns.
  • Others de-emphasize structural analysis.
  • DSI emphasizes word study: syllables, accents, morphemes, inflections, spelling rules, pronunciation, and derivational influences.
  • Others do not integrate vocabulary instruction.
  • DSI integrates homonyms, common Greek and Latin prefixes, roots, and suffixes, and other linguistic influences.
  • Others minimize the reading-spelling connection.
  • DSI reinforces the decoding-encoding connection with an instructional scope and sequence aligned with systematic explicit phonics instruction. The DSI program includes five years of seamless spelling instruction (Grades 4 through 8)—perfect for grade-level classes, combination classes, and flexible homeschool instruction.
  • Others ignore spelling irregularities.
  • DSI includes “Exceptions” throughout the program, providing problem-solving strategies that build student (and teacher) confidence in the English orthographic spelling system.
  • Others use spelling tests solely as summative assessments.
  • DSI uses spelling tests as diagnostic and formative instruments to help teachers differentiate instruction. Recording matrices enable teachers to keep track of mastered and un-mastered spelling patterns for each student—simple record-keeping and minimal paperwork.
  • Others provide one-size-fits-all instruction.
  • DSI provides the resources for true differentiated instruction from remedial to grade-level to accelerated spellers.
  • Others use visual-only spelling strategies.
  • DSI uses multi-sensory instructional practice, including songs, raps, games and phonological awareness activities—perfect for students with auditory processing deficits and a “must” for effective Response to Intervention (RtI) instruction.
  • Others have no writing-spelling connection.
  • DSI requires students to develop weekly Personal Spelling Lists that include commonly misspelled words from their own writing.
  • Others provide no review activities for unit spelling tests.
  • DSI provides ample review activities, including Word Jumbles for each sound-spelling pattern, web-based songs and raps, and entertaining games.
  • Others take either inordinate teacher preparation or require too much class time.
  • DSI is “teacher-friendly” and requires only minimal prep time. And the flexible DSI resources will not eat up excessive instructional minutes.
  • Others are overly expensive and require consumable workbooks.
  • DSI requires only one worksheet each lesson, per student—truly economical.

Differentiated Spelling Instruction is a “slice” of the comprehensive grades 4-8 Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) programs. Please check out the product descriptions here.

Please check out our introductory video.

Differentiated Spelling Instruction Grade 4: Preview This Book

Differentiated Spelling Instruction Grade 5: Preview This Book

Differentiated Spelling Instruction Grade 6: Preview This Book

Differentiated Spelling Instruction Grade 7: Preview This Book

Differentiated Spelling Instruction Grade 8: Preview This Book

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Free Instructional Spelling Resources

Pennington Publishing's Differentiated Spelling Instruction

Differentiated Spelling Instruction Grades 4, 5, 6, 7, and 8

Despite having spelling instruction relegated to a mere editing skill tagged onto the end of the Writing Process by some writing “gurus,” good teachers continue to teach spelling through direct and differentiated instruction. Recent reading and writing research have reinforced the need to teach the structural components of words. Word analysis promotes spelling accuracy, correct pronunciation, and vocabulary development.

Spelling instruction is not solely the responsibility of primary elementary teachers. Intermediate, middle, and high school teachers need to both remediate spelling deficiencies and teach advanced spelling skills to their students. After learning the sound-spelling relationships, advanced spelling skills are acquired by learning and practicing the advanced spelling rules, syllabication and accent rules, and language derivations.

Following are articles, free resources (including reading assessments), and teaching tips regarding how to differentiate spelling instruction in the intermediate, middle, and high school from the Pennington Publishing Blog. Bookmark and visit us often. Also, check out the quality instructional programs and resources offered by Pennington Publishing.

Spelling

Spelling Scope and Sequence

http://blog.penningtonpublishing.com/spelling_vocabulary/spelling-scope-and-sequence/ 

Educators who once thought that spelling word check would solve students’ spelling and writing issues are squarely facing the fact that they do have a responsibility to teach spelling patterns. A spelling program with a comprehensive instructional scope and sequence, aligned to the Common Core Language Standards, College and Career Readiness Anchor Standards, and/or State Standards provides a well-defined instructional order. Check out the Common Core aligned grades 4-8 spelling scope and sequence of spelling patterns instruction.

Research-Based Spelling Worksheets

http://blog.penningtonpublishing.com/grammar_mechanics/research-based-spelling-worksheets/

Of course spelling, grammar, usage, mechanics, and vocabulary scores plummeted during the late 1980s and early 1990s, sparking yet another “Back to Basics” movement. Mom had warned her son about the cyclical nature of educational movements and philosophies. The educational research provides insight as to what makes a spelling worksheet an effective instructional strategy for knowledge and/or skills acquisition.

Spelling Diagnostic Assessment

http://penningtonpublishing.com/blog/wp-content/uploads/2013/08/Diagnostic-Spelling-Assessment.pdf

This diagnostic assessment tests all of the important vowel sound-spellings that students should have mastered (but frequently have not) as foundations to conventional English spelling. Included is a convenient recording matrix for the teacher to plan differentiated instruction to remediate unmastered spelling patterns.

Six Simple Steps to Teach Spelling

http://blog.penningtonpublishing.com/spelling_vocabulary/six-simple-steps-to-teaching-spelling/

Most veteran grades 4-8 teachers still teach spelling, especially in terms of spelling patterns, conventional spelling rules, derivational and etymological influences, accent placements and vowel shifts because they know how structural word analysis facilitates proper use of our language, better reading comprehension, and improved writing.

30 Spelling Questions, Answers and Resources

http://blog.penningtonpublishing.com/reading/30-spelling-questions-answers-and-resources/

In the midst of the 1980s whole language movement, California State Superintendent of Schools Bill Honig strongly encouraged principals to confiscate spelling workbooks from their teachers. Even today, spelling instruction remains a contentious topic. No other literacy skill seems to run the complete gamut of instructional implementation from emphasis to de-emphasis. The article includes the 30 spelling questions, answers, and resources to help teachers get a handle on what does and what does not work in spelling instruction.

Spelling Assessment Questions and Answers

http://penningtonpublishing.com/blog/spelling_vocabulary/spelling-assessment-questions-and-answers/

That said, as an author of numerous spelling programs and an often-used Diagnostic Spelling Assessment, I get two questions quite frequently: 1. Does a diagnostic spelling assessment make sense? and 2. How can we use the weekly pretest as a diagnostic assessment? But I’ll let teachers ask those questions in their own words…

How to Evaluate Spelling Programs

http://penningtonpublishing.com/blog/spelling_vocabulary/how-to-evaluate-spelling-programs/

With increasing attention on following Response to Intervention (RTI) guidelines, it makes sense to follow the criteria that orthographic research has established for quality spelling programs.

Ten Components of a Successful Spelling Program

http://penningtonpublishing.com/blog/spelling_vocabulary/ten-components-of-a-successful-spelling-program/

Teachers truly want to differentiate spelling instruction, but the materials, testing, instruction, and management can prove overwhelming to even the most conscientious professional. Using this Spelling Program Checklist can help teachers re-focus  to improve their spelling instruction.

How to Differentiate Spelling and Vocabulary Instruction

http://penningtonpublishing.com/blog/spelling_vocabulary/how-to-differentiate-spelling-and-vocabulary-instruction/

It makes sense to teach spelling and vocabulary together. Simply put, one affects the other. However, not all of our students are at the same levels of spelling and vocabulary mastery. So, how can an informed teacher (that is you) differentiate spelling and vocabulary instruction in an efficient manner?

Common Core Spelling Standards

http://penningtonpublishing.com/blog/spelling_vocabulary/common-core-spelling-standards/

The Common Core State Standards (CCSS) in English Language Arts provide instructional challenges for all conscientious upper elementary and middle school teachers. In addition to the Reading, Writing, Speaking & Listening Strands, teachers are expected to teach the grammar, mechanics, language application, spelling, and vocabulary Standards of the CCSS Language Strand (Standards L. 1-6). When establishing instructional priorities to address these Standards, many teachers have placed spelling (Standard L. 2) on the back-burner.

The  “able” Spelling Rule

http://penningtonpublishing.com/blog/spelling_vocabulary/2840/

The “able” suffix spelling is often misspelled, even by very accomplished spellers. Here are the applicable spelling rules for the “able” suffix.

The Vulgar “a” Spelling

http://penningtonpublishing.com/blog/spelling_vocabulary/the-vulgar-a-spelling/

This lesson on the vulgar “a” includes definitions, examples, writing hints, practice, a formative assessment, writing application, and related CCSS standards.

Visual Spelling Strategies

http://penningtonpublishing.com/blog/spelling_vocabulary/visual-spelling-strategies/

Spelling is primarily an auditory skill; however, when used as an appropriate instructional component of a comprehensive spelling program, visual spelling strategies, such as these “picture spellings” can make sense.

Why Spelling Is So Difficult

http://penningtonpublishing.com/blog/spelling_vocabulary/why-spelling-is-so-difficult/

This article explains why the English Spelling System is so difficult to master. Seven suggestions give hope to even the most challenged speller to improve his or her spelling.

Top Twelve Spelling Trends and Fads

http://penningtonpublishing.com/blog/spelling_vocabulary/spelling-instructional-trends-and-fads/

A dozen of the most popular instructional spelling trends and fads over the last thirty years are described and rated as “TRUE” or “FALSE,” in terms of recent spelling research. Get ready to be challenged, and perhaps redirected in how you teach spelling.

Diagnostic Spelling Assessments

http://penningtonpublishing.com/blog/wp-admin/post.php?post=885&action=edit

In this series on How to Teach Spelling, this first post discusses and provides teaching resources for diagnostic spelling tests.

English Sound-Spellings

http://penningtonpublishing.com/blog/reading/how-to-teach-spelling-part-ii/

In this series on How to Teach Spelling, this second post discusses and provides teaching resources for teaching the sound-spelling system. The sound-spelling system is the foundation of conventional spelling.

Spelling Rules

http://penningtonpublishing.com/blog/spelling_vocabulary/how-to-teach-spelling-part-iii/

In this series on How to Teach Spelling, this third post discusses and provides teaching resources for teaching the eight conventional spelling rules. These eight rules go beyond the sound-spelling system to lead students to conventional spelling mastery.

The Plurals Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-plurals-spelling-rule/

The Plurals Spelling Rule Spelling Rule is one of the most consistent and useful spelling rules.

The Ending “ion” Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-ending-“ion”-spelling-rule/

The Ending “ion” Spelling Rule Spelling Rule is one of the most consistent and useful spelling rules.

The “able” or “ible” Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-“able”-or-“ible”-spelling-rule/

The “able” or “ible” Spelling Rule is one of the most consistent and useful spelling rules. Find other spelling rules, tests, and songs or raps in Pennington Publishing’s Teaching Spelling and Vocabulary.

The Ending “an” or “en” Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-ending-“an”-or-“en”-spelling-rule/

The Ending “an” or “en” Spelling Rule is one of the most consistent and useful spelling rules.

The Double the Consonant Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-double-the-consonant-spelling-rule/

The Double the Consonant Spelling Rule is one of the most consistent and useful spelling rules.

The Silent e Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-silent-e-spelling-rule/

The Silent Final e Spelling Rule is one of the most consistent and useful spelling rules.

The Final y Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-final-y-spelling-rule/

The Final y Spelling Rule is one of the most consistent and useful spelling rules.

The i before e Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-i-before-e-spelling-rule/

Although only 50% of English spellings conform to a predictable sound-spelling relationship, applying The i before e Spelling Rule will significantly increase spelling accuracy.

Spelling Lists and Tests

http://penningtonpublishing.com/blog/spelling_vocabulary/how-to-teach-spelling-part-iv/

Teachers who are serious about effective spelling instruction use the spelling pre-test as a diagnostic assessment to differentiate instruction. In this article, teachers will learn how to supplement the spelling pre-test with useful free hyperlinked resources.

Effective Spelling Practice

http://penningtonpublishing.com/blog/spelling_vocabulary/how-to-teach-spelling-part-v/

Effective spelling practice is not exclusively memorization. Good spelling practice connects to language development, vocabulary, structural analysis, auditory processing, and writing. Learn how to practice spelling effectively.

Vowel Team Spelling Games

http://penningtonpublishing.com/blog/spelling_vocabulary/vowel-team-spelling-games/

Spellers often struggle in the “Within Word” stage of spelling development. The key challenge for spellers within this spelling stage involves the vowel sound-spellings. These three spelling games will help your remedial spellers both recognize and practice these vowel team spellings.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-Language Arts and Reading Intervention Articles and Resources 

Bookmark and check back often for new articles and free ELA/reading resources from Pennington Publishing.

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Pennington Publishing’s mission is to provide the finest in assessment-based ELA and reading intervention resources for grades 4‒high school teachers. Mark Pennington is the author of two Standards-aligned programs: Teaching Essay Strategies and Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand)Mark’s comprehensive Teaching Reading Strategies and the accompanying Sam and Friends Guided Reading Phonics Books help struggling readers significantly improve their reading skills in a full-year or half-year intensive reading intervention program. Make sure to check out Pennington Publishing’s free ELA and reading assessments to help you pinpoint grammar, usage, mechanics, spelling, and reading deficits.

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The Plurals Spelling Rule

Plural Noun Forms

The Plural Spelling Rule

Changing singular nouns to plural nouns? It’s all about the endings. In English, the last letters or sounds of single common nouns (ideas, persons, places, or things) determine how we change those nouns into plurals.

The Plurals Spelling Rule

Spell plural nouns with an s (dog-dogs), even those that end in y (day-days) or those that end in a vowel, then an o (stereo-stereos). Spell “es” after the sounds of /s/, /x/, /z/, /ch/, or /sh/ (box-boxes) or after a consonant, then an o (potato-potatoes). Change the y to i and add “es” when the word ends in a consonant, then a y (ferry-ferries). Change the “fe” or “lf” ending to “ves” (knife-knives, shelf-shelves).

Exceptions 

  • Collective nouns are plurals by nature. Examples: people, committee
  • Unchanging nouns are the same in both singular and plural forms. Examples: deer, fish
  • Singular Latin nouns ending in “us” change the “us” to “i” for plurals. Examples: syllabus-syllabi, cactus-cacti
  • Singular Latin nouns ending in “um” change the “um” to “a” for plurals. Examples: curriculum-curricula, datum-data
  • Singular Latin nouns ending in “ix” or “ex” change the “ix” or “ex” to “i” for plurals. Examples: matrix-matrices, index-indices
  • Singular Latin nouns ending in “is” change the “is” to “es” for plurals. Examples: analysis-analyses, crises-crises
  • Plus many commonly used nouns… Examples: man-men, child-children

Check out the song! The Plurals Spelling Rule

Plural Lambs

(to the tune of “Mary Had a Little Lamb”)

1. If there is a vowel before the letters o or y,

Mary had a little lamb, little lamb, little lamb.

“Add an s onto the end and to most nouns,” said I.

Mary had a little lamb. Its fleece was white as snow.

2. If there is a consonant before the o or y,

And everywhere that Mary went, Mary went, Mary went.

“Add “e-s” onto the end, but change the y to i.”

Everywhere that Mary went the lamb was sure to go.

3. “Add “e-s” onto an xto /ch/, /sh/, /s/, or z.

It followed her to school one day, school one day, school one day.

Also add onto an f, but change the f to v.”

It followed her to school one day, which was against the rules.

*****

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

I’m Mark Pennington, author of the full-year Differentiated Spelling Instruction programs for grades 4, 5, 6, 7, and 8. The grade-level programs include weekly tests, based upon conventional spelling rules and developmental spelling patterns, weekly spelling sorts, review games, and audio links to catchy spelling songs. Additionally, the comprehensive diagnostic spelling assessment (audio file included) tests spelling patterns from previous grade levels, and the corresponding worksheets allow you to pinpoint instruction according to individual needs. Each worksheet includes a formative assessment to help you determine whether students have mastered the spelling instruction. The program is simple to implement and doesn’t take up too many valuable instructional minutes. You do have other subjects to teach!

Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand)

Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4, 5, 6, 7, 8 Programs

Or why not get the value-priced Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) grades 4, 5, 6, 7, and 8 BUNDLES? These grade-level programs include both teacher’s guide and student workbooks and are designed to help you teach all the Common Core Anchor Standards for Language. In addition to the Teaching Grammar and Mechanics program, each BUNDLE provides weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of the grammar, mechanics, and vocabulary components.

The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment.

Check out the brief introductory video and enter DISCOUNT CODE 3716 at check-out for 10% off this value-priced program. We do sell print versions of the teacher’s guide and student workbooks. Contact mark@penningtonpublishing.com for pricing. Read what teachers are saying about this comprehensive program:

The most comprehensive and easy to teach grammar, mechanics, spelling, and vocabulary program. I’m teaching all of the grade-level standards and remediating previous grade-level standards. The no-prep and minimal correction design of this program really respects a teacher’s time. At last, I’m teaching an integrated program–not a hodge-podge collection of DOL grammar, spelling and vocabulary lists, and assorted worksheets. I see measurable progress with both my grade-level and intervention students. BTW… I love the scripted lessons!

─Julie Villenueve

Get the The Plurals Spelling Rule FREE Resource:

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The Ending “ion” Spelling Rule

The "ion" Suffix Spelling Rule

The “ion” Ending Spelling Rule

One spelling pattern that drives kids and adults crazy is the “ion” suffix. Specifically, when do you spell “cian,” “sion,” and “tion.” The latter two spellings are especially confusing.

The Ending “ion” Spelling Rule

  1. If the suffix sounds like /shun/ and indicates a person, spell “cian” (musician).
  2. When a suffix sounds like /shun/ and follows an l or s, spell “sion” (expulsion, mission). Also, when the suffix sounds like /zyun/, spell “sion” (explosion).
  3. In all other cases, spell the /ion/ sound as “tion” (motion).

Exceptions to the rule: The “mit” root changes to “mis” and adds on “sion” instead of “tion.” Examples: commit-commission, permit-permission

Check out the song! The Ending “ion” Spelling Rule

Ending “ion” Twinkle

(to the tune of “Twinkle Twinkle Little Star”)

1. If the /shun/ sound you do hear

Twinkle, twinkle little star,

And it follows l or s.

How I wonder what you are.

Or if you, hear a /zyun/

Up above the world so high,

For both spell “s-i-o-n”.

Like a diamond in the sky.

Both these rules will serve you well,

Twinkle, twinkle little star,

Learning all the ways to spell.

How I wonder what you are.

2. When a person you describe,

Twinkle, twinkle little star,

You should spell “c-i-a-n.”

How I wonder what you are.

In most every other case,

Up above the world so high,

Simply spell “t-i-o-n”.

Like a diamond in the sky.

Both these rules will serve you well,

Twinkle, twinkle little star,

Learning all the ways to spell.

How I wonder what you are.

*****

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

I’m Mark Pennington, author of the full-year Differentiated Spelling Instruction programs for grades 4, 5, 6, 7, and 8. The grade-level programs include weekly tests, based upon conventional spelling rules and developmental spelling patterns, weekly spelling sorts, review games, and audio links to catchy spelling songs. Additionally, the comprehensive diagnostic spelling assessment (audio file included) tests spelling patterns from previous grade levels, and the corresponding worksheets allow you to pinpoint instruction according to individual needs. Each worksheet includes a formative assessment to help you determine whether students have mastered the spelling instruction. The program is simple to implement and doesn’t take up too many valuable instructional minutes. You do have other subjects to teach!

Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand)

Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4, 5, 6, 7, 8 Programs

Or why not get the value-priced Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) grades 4, 5, 6, 7, and 8 BUNDLES? These grade-level programs include both teacher’s guide and student workbooks and are designed to help you teach all the Common Core Anchor Standards for Language. In addition to the Teaching Grammar and Mechanics program, each BUNDLE provides weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of the grammar, mechanics, and vocabulary components.

The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment.

Check out the brief introductory video and enter DISCOUNT CODE 3716 at check-out for 10% off this value-priced program. We do sell print versions of the teacher’s guide and student workbooks. Contact mark@penningtonpublishing.com for pricing. Read what teachers are saying about this comprehensive program:

The most comprehensive and easy to teach grammar, mechanics, spelling, and vocabulary program. I’m teaching all of the grade-level standards and remediating previous grade-level standards. The no-prep and minimal correction design of this program really respects a teacher’s time. At last, I’m teaching an integrated program–not a hodge-podge collection of DOL grammar, spelling and vocabulary lists, and assorted worksheets. I see measurable progress with both my grade-level and intervention students. BTW… I love the scripted lessons!

─Julie Villenueve

Get the The Ending ‘ion’ Spelling Rule FREE Resource:

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The “able” or “ible” Spelling Rule

The "able" or "ible" Rule

The “able” or “ible” Spelling Rule

By far, writers struggle over the spelling of suffixes more so than the spelling of prefixes or roots. Of the eight conventional spelling rules, all but one (the before e) covers the spelling of suffixes. Of course, the spelling of the root (either an incomplete root or a base word) determines which suffix spelling to use in most cases.

The “able” and “ible” suffixes give writers fits because both sound similar (if not the same). Both are two syllables and both have the schwa /uh/ sound in each syllable. Abandoning the proper diacritical pronunciation marks, we would provide this approximate pronunciation for both “able” and “ible” suffixes: úh / buhl.

Sometimes the “ible” suffix tends to have more of this pronunciation: í (pronounced /ĭ/) / buhl.

About 80% of these suffixes have the “able” spelling (http://www.spellitright.talktalk.net/ends8.html), so if you must guess, don’t guess “ible.” Additionally, the list of “able” suffix new words is growing; no new “ible” suffix words are being added to our language. However, spelling isn’t solely about educated guessing; it’s about applying the rules and memorizing the few which don’t conform.

The “able” or “ible” Spelling Rule

End a word with “able” if the root before has a hard /c/ or /g/ sound (despicable, navigable), after a complete root word (teachable), or after a silent e (likeable). End a word with “ible” if the root has a soft /c/ or /g/ sound (reducible, legible), after an “ss” (admissible), or after an incomplete root word (audible).

Note that a complete root word is called a base word.

Exceptions to the rule: collapsible, contemptible, flexible, formidable, indomitable, inevitable, irresistible, memorable, portable, probable

Check out the song! The song focuses on the “able” rule (as “able” is the most frequent spelling of the two and adds “but for all others add “ible.” Like many things in life, if it’s not one thing, it’s the other. 

John “able” or “ible” Schmidt (to the tune of “John Jacob Jingleheimer Schmidt”

Base words add “able” to the end,

John Jacob Jingleheimer Schmidt,

As do word parts,

That’s my name, too.

That end in silent e

Whenever we go out-

Or with hard c or g

The people always shout,

But for all others add “i-b-l-e”.

Saying, “John Jacob Jingleheimer Schmidt.”

*****

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

I’m Mark Pennington, author of the full-year Differentiated Spelling Instruction programs for grades 4, 5, 6, 7, and 8. The grade-level programs include weekly tests, based upon conventional spelling rules and developmental spelling patterns, weekly spelling sorts, review games, and audio links to catchy spelling songs. Additionally, the comprehensive diagnostic spelling assessment (audio file included) tests spelling patterns from previous grade levels, and the corresponding worksheets allow you to pinpoint instruction according to individual needs. Each worksheet includes a formative assessment to help you determine whether students have mastered the spelling instruction. The program is simple to implement and doesn’t take up too many valuable instructional minutes. You do have other subjects to teach!

Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand)

Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4, 5, 6, 7, 8 Programs

Or why not get the value-priced Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) grades 4, 5, 6, 7, and 8 BUNDLES? These grade-level programs include both teacher’s guide and student workbooks and are designed to help you teach all the Common Core Anchor Standards for Language. In addition to the Teaching Grammar and Mechanics program, each BUNDLE provides weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of the grammar, mechanics, and vocabulary components.

The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment.

Check out the brief introductory video and enter DISCOUNT CODE 3716 at check-out for 10% off this value-priced program. We do sell print versions of the teacher’s guide and student workbooks. Contact mark@penningtonpublishing.com for pricing. Read what teachers are saying about this comprehensive program:

The most comprehensive and easy to teach grammar, mechanics, spelling, and vocabulary program. I’m teaching all of the grade-level standards and remediating previous grade-level standards. The no-prep and minimal correction design of this program really respects a teacher’s time. At last, I’m teaching an integrated program–not a hodge-podge collection of DOL grammar, spelling and vocabulary lists, and assorted worksheets. I see measurable progress with both my grade-level and intervention students. BTW… I love the scripted lessons!

─Julie Villenueve

Get the The able or ible Spelling Rule FREE Resource:

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