Posts Tagged ‘spelling program’

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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English Sound-Spellings

The English sound-spelling system is a reliable system for writing the sounds of the English language. True, there are plenty of exceptions, but applying the rules and adjusting for exceptions is certainly better than memorizing every word as a unique entity. Imagine having to memorize each of the Chinese characters to be able to write simple communications and most will agree that the alphabetic system serves us well.


The English sound-spelling system works in about 50% of spellings. You can be a pessimist and see the glass as being half-empty or an optimist and see the glass as being half-full. I prefer the latter. The basic problem-solving strategy in spelling should not be memorizing the spellings of all words. Instead, the speller should first attempt the spellings that match the sounds of the word. After all, spelling is an auditory, not a visual process. If there is not a sound-spelling match, knowledge of spelling rules and mastery of sight-spellings should be secondary strategies.

Spelling Resources

The common sound-spellings are listed on colorful animal cards and may be downloaded free at Animal Sound-Spelling Cards.  Have your students memorize and practice the spellings on those animal cards that the Diagnostic Spelling Assessment indicates as diagnostic deficits. Check out Spelling Games for some terrific activities to practice these spellings.

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading StrategiesDesigned to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use–a perfect choice for Response to Intervention tiered instruction. The program provides multiple-choice diagnostic reading and spelling assessments (many with audio files), phonemic awareness activities, blending and syllabication activitiesphonics workshops with formative assessments, 102 spelling pattern worksheets, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 644 reading, spelling, and vocabulary game cards, posters, activities, and games.

Also get the accompanying Sam and Friends Guided Reading Phonics Books. These 54 decodable eBooks (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each book introduces focus sight words and phonics sound-spellings aligned to the instructional sequence found in Teaching Reading Strategies. Plus, each book has a 30-second word fluency to review previously learned sight words and sound-spelling patterns, five higher-level comprehension questions, and an easy-to-use running record. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

Or why not get both programs as a discounted BUNDLE? Everything teachers need to teach an assessment-based reading intervention program for struggling readers is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, tiered response to intervention programs, ESL, ELL, ELD, and special education students. Simple directions, YouTube training videos, and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program.

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Ten Components of a Successful Spelling Program

Developing a weekly spelling-vocabulary plan that differentiates instruction for all of your students is a challenging task for even the best veteran teacher. 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.

Spelling Program Checklist

1. Instructional Challenge-Diagnostic Spelling Assessments

“Each year it’s always the same. I have good spellers and bad spellers. It takes a few weeks to find out who they are. Sometimes students will get 100%s on their Friday spelling tests, but they can’t spell anything in their writing. Unlike some of my colleagues, I do teach spelling, but I just use word lists I borrowed from a few old spelling workbooks, the Rebecca Sitton ‘No-Excuse Words,’ and words from our grade level spelling bee that we have to do in the spring. I assign spelling homework, because for some reason, spelling is about the only curricular area that parents ever ask about.”

Instructional Strategies

□ I administer, score, analyze, and differentiate spelling instruction according to a comprehensive assessment which diagnoses sound-spelling strengths and weaknesses.

□ I administer, score, analyze, and differentiate spelling instruction according to a comprehensive assessment which diagnoses sight-syllable strengths and weaknesses.

□ I administer, score, analyze, and differentiate spelling instruction according to a comprehensive assessment which diagnoses non-phonetic “outlaw word” strengths and weaknesses.

□ I administer, score, analyze, and differentiate spelling instruction according to a comprehensive assessment which diagnoses high frequency words strengths and weaknesses.

2. Instructional Challenge-Remedial Spelling Students

“Rafael is one of my brightest students, but poor spelling inhibits his writing. He just can’t get down on paper what he wants to say. Rafael continually makes the same spelling mistakes in his writing, now matter how many times I red-mark them. Memorizing the list of weekly spelling words has never helped Rafael improve his spelling; year after year, he has lagged further and further behind his classmates.”

Instructional Strategies

□ I know exactly what Rafael’s spelling deficits are, according to diagnostic data.

□ I have an instructional plan in place to remediate Rafael’s deficits.

□ I pull aside groups of remedial spellers that share a common spelling deficit for practice and spelling dictations regarding that spelling deficit at least twice per week.

□ I have formative assessments in place to analyze Rafael’s progress.

3. Instructional Challenge-Accelerated Spelling Students

“Kenny is a precocious student who clearly has a knack for spelling. On his Monday pretest, Kenny rarely misses any words. I give him the challenge words from the spelling workbook, but Kenny usually knows how to spell these too. Kenny rarely makes spelling mistakes in his writing because he selectively avoids using difficult spelling words.”

Instructional Strategies

□ Beyond the grade level spelling curricula, I know exactly what Kenny’s spelling deficits are, according to diagnostic data.

□ I have an instructional plan in place to remediate Kenny’s deficits.

□ I assign advanced spelling practice for accelerated spellers like Kenny.

□ I have formative assessments in place to analyze Kenny’s progress.

4. Instructional Challenge-Spelling Tests

“On Monday’s spelling pretest, one-third of my students get most all of the words right; one-third of my students get most all of the words wrong; and one-third of my students get about half of the words correct. I give the same test on Friday. Those who study, get an easy A; those who don’t wind up getting about the same score as on their pretest.”

Instructional Strategies

□ I use the spelling pretest as a diagnostic test and differentiate instruction from that data.

□ My spelling pretest has clear sound-spelling or syllable-spelling patterns and I analyze diagnostic data according to these patterns.

□ My spelling posttests are all individualized because they are designed according to the diagnostic data of the spelling pretest and other diagnostic assessments.

□ My spelling posttest includes words that students have misspelled in their own writing.

□ My spelling posttest includes words that student have misspelled on their last spelling posttest.

□ My spelling posttest includes non-phonetic “outlaw words” that are unknown to the students according to diagnostic data.

□ My spelling posttest includes conventional spelling rules.

5. Instructional Challenge-Spelling Practice

“I use a few workbook pages that I’ve found that go with the word lists. Sometimes I use “Puzzlemaker” to create a word search. Sometimes I have the students quiz each other on their word lists. I’ve tried spelling sorts, but they don’t work with the random word lists that I use. I assign spelling practice for homework because the parents like it, and because I can save time in class for other instructional activities.”

Instructional Strategies

□ I give my students different spelling practice, according to their diagnostic strengths and deficits.

□ I teach parents (elementary school) how to help their students practice their spelling.

□ I have students practice their spelling deficits in the context of real writing.

□ I teach students how to memorize spelling words for the spelling posttest.

□ I teach students how to use mnemonic devices to memorize difficult spelling words.

6. Instructional Challenge-Spelling Rules

“The only spelling rule my students know is the ‘i before e’ rule and the one about ‘change the y to i and add “es”,’ although they get the rules mixed up a bit. Oh, and they also know some of the plural spelling rules. Frankly, I’m not sure I could name any others. I don’t know which ones are worth teaching and which ones are not.”

Instructional Strategies

□ I teach students the most-useful eight conventional spelling rules.

□ I have students memorize the most-useful eight conventional spelling rules.

□ I have students practice the most-useful eight conventional spelling rules.

□ I hold students accountable for correctly spelling words in their own writing that follow already-introduced spelling rules.

7. Instructional Challenge-Writing

“I was taught not to red-mark any spelling mistakes because this would irreparably damage a student’s self-esteem. I’ve also heard that spelling is just an editing skill that should be reserved until the last step of the Writing Process, if there’s time. Sometimes, I do make the students write out their spelling words in complete sentences. I’ve also make them write out each word twenty times. Practice does make perfect.”

Instructional Strategies

□ I have a plan in place to hold students accountable for correctly spelling already tested words in their daily writing.

□ I mark spelling errors in student writing, according to the abilities of the individual student and hold students accountable for correcting, practicing, and applying words that I mark.

□ Students keep track of unknown or challenging spelling words that they use in their writing.

□ I teach spelling editing skills in the context of authentic writing tasks.

8. Instructional Challenge-Integrated Spelling and Vocabulary

“I usually have students define their spelling words or put the vocabulary words that I pre-teach before each short story on their weekly spelling test. Sometimes I use “Puzzlemaker” to create a crossword puzzle.”

Instructional Strategies

□ I integrate spelling and vocabulary by using derivational spellings.

□ I integrate spelling and vocabulary by using etymological spellings.

□ I integrate spelling and vocabulary by using homophone (sounds the same, but spelled differently) spellings.

□ I integrate spelling and vocabulary by using homograph (spelled the same, but sounded differently) spellings.

□ I integrate spelling and vocabulary by using Greek and Latin prefixes, suffixes, and roots.

9. Instructional Challenge-Integrated Spelling and Reading

“Most of my good readers are good spellers, but this isn’t always so. Some of my students say that they learned to read with phonics instruction; some of them say that they just memorized a lot of the words; others can’t remember how they learned to read. Maybe by being exposed to lot of correctly spelled words in reading, students will pick up spelling skills by this modeling.”

Instructional Strategies

□ I show how the phonics rules and help inform spelling decisions.

□ I teach students that spelling is an auditory skill, and not a visual one.

□ I teach phonics rules to those who demonstrate diagnostic deficits.

□ I teach structural analysis skills, including syllable rules and accent placement.

10. Instructional Challenge-Instructional Time

Elementary: “My administrator says we all have to teach spelling, but we have to have two hours of reading, one hour of math, one hour of social studies and science, and a few minutes of physical education. There just isn’t room for spelling-not to mention art, music, or critical thinking skills.”

Secondary: “My administrator says that spelling is a state and district standard and so we all have to teach it in our ELA classes to prepare for the high school exit exams. I didn’t become an English teacher just to teach spelling. There’s not enough time for novels as it is. Something just has to go and, frequently, it’s spelling. ”

Instructional Strategies

□ I spend at least one hour on spelling-vocabulary word study per week, in addition to vocabulary-in-context reading activities.


Teaching Grammar and Mechanics for Grades 4-High School

Teaching Grammar and Mechanics Grades 4, 5, 6, 7, 8, and High School Programs

I’m Mark Pennington, author of the full-year interactive grammar notebooks,  grammar literacy centers, and the traditional grade-level 4, 5, 6, 7, 8 and high school Teaching Grammar and Mechanics programs. Teaching Grammar and Mechanics includes 56 (64 for high school) interactive language conventions lessons,  designed for twice-per-week direct instruction in the grade-level grammar, usage, and mechanics standards. The scripted lessons (perfect for the grammatically-challenged teacher) are formatted for classroom display. Standards review, definitions and examples, practice and error analysis, simple sentence diagrams, mentor texts with writing applications, and formative assessments are woven into every 25-minute lesson. The program also includes the Diagnostic Grammar, Usage, and Mechanics Assessments with corresponding worksheets to help students catch up, while they keep up with grade-level, standards-aligned instruction.

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 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

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