Pennington Publishing Blog

Within the science of reading community, several in-house debates can get quite heated. One such topic is the value of teaching syllables or syllable types. Nora Chahbazi of EBLI comments,

I’m certain that teaching rules and syllable types is not necessary in order to learn to read well and quickly, but I am also acutely aware of the vitriol that can result from pushing up against these beloved and common instructional practices. When I even dip my toe into the ‘phonics rules and syllable types’ pool on social media or in discussions, and share about how phonics and multi-syllable words can be taught rules-free so student learning is more effective and efficient, the backlash is instant and severe.

Other respected voices in the science of reading community have different views on the subject of syllabication. According to Dr. Tim Shanahan (2021),

I would definitely teach syllabication. It clearly has value. Though the amount of such teaching can be pretty limited. Nevertheless, decoding instruction is not primarily or mainly about teaching students to sound out words. Such teaching, if successful, must instigate readers to perceive patterns and conditionalities within words (that’s what orthographic mapping and statistical learning are all about).

…So, yes, teach syllabication, but expose kids to the exceptions and teach them to use these divisions conditionally and flexibly.

Now, I’m not placing the two views as polar opposites. Some of these perceived differences may simply involve splitting fine hairs, such as whether to teach the terminology of syllable types or whether explicit or implicit instruction works better.

However, I’m steering somewhat clear of the controversy by dealing with a practical matter: After (or as) students acquire phonemic awareness and are knee-deep into decoding (phonics) and encoding (spelling), they also begin to recognize certain patterns in single-syllable words. Students don’t limit themselves to the phoneme (sound)-grapheme (spelling).  For example,

Precocious Paula notices that some sounds are used more than others: long and short vowels more than consonants. In fact, Paula observes that the teacher always writes the letters representing these sounds in different colors than the consonants.  She also sees that the charts on the walls have these same colors. Bonus-year Bobby notices that every word that his teacher writes has at least one of those vowel spellings. Already-reading Alma may even ask why one vowel sound can have more than one spelling. Conforming Carl may be upset that you won’t let him sound out each spelling in your list of Heart Words (high-frequency words which have a non-phonetic “part to learn by heart.” Analytic Amos may constantly point out those rimes (word families), despite your re-directs to the phoneme-grapheme correspondences.

You can’t (and shouldn’t) stop ’em, so teachers need to learn how to teach syllables.

In other words, through implicit or explicit instruction/practice, students will begin to develop recognition of syllable patterns. As more complex stories and advanced instruction layer in multi-syllabic words, most students identify these syllable patterns and apply this knowledge in their reading and writing.

Multi-syllabic decoding (phonics) and encoding (spelling) are the keys to the kingdoms of reading fluency and academic vocabulary. Reading multi-syllabic words is also a fundamental skill required for the new genres of reading that most students begin in 4th grade: their expository history and science texts.

Spelling Transformers Syllabication Strategy

Note: I am indebted to the late Dr. John Shefelbine of SIPPS and California State University, Sacramento (my MA alma mater) for introducing this basic strategy to me.

Time: The Spelling Transformers whole-class activity takes only a few minutes of concentrated instruction, a few times per week, over a five-week period.

I certainly agree with Dr. Shanahan that instructional time devoted to syllabication should be limited. Tim says,

In studies that found syllabication instruction to improve word recognition and reading comprehension, students received only 2-9 hours of teaching (yeah, even 2 hours of syllable training was beneficial).

Instructional Objectives: Students compare and contrast syllable patterns to read with automaticity by practicing syllable patterns in whole-class response.

Tactics: Rather than an inductive “Here are the rules-with examples-now apply them” approach, students practice many examples of each syllable pattern to achieve mastery of that pattern. The syllable patterns are both caught and taught, by using nonsense syllables in order to focus force students to analyze the phoneme-grapheme correspondences and not rely on previously orthographically mapped sight words. Note that I don’t find value in teaching the terminology (CVC, CVVC, etc.) of syllable types.

Materials/Preparation: The Spelling Transformers activity is designed to use the display projector. This instructional component is from my own comprehensive reading intervention program (promo below). Teachers and students love this fast-paced whole-class response activity. Download the entire five-week activity at the end of this article.

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My last post discussed the role of the diagnostic pre-test as part of a balanced spelling program. I provided links for spelling word lists, including Vowel Sound-Spelling Patterns (for primary or remedial spellers), Outlaw Words (non-phonetic words), Dolch High Frequency Words, Commonly Confused Words, and the Eight Conventional Spelling Rules . I suggested that summer would be the best time to assess the spelling of your children to prepare for fall instruction and offered an essential resource: the comprehensive Diagnostic Spelling Assessment.

As I previously mentioned, each of the six posts will begin with a brief reflection about the instructional spelling component, follow with a rationale for teaching that component, and finish with some free instructional spelling resources. The components of each of the six posts are as follows:

1. Diagnostic Assessment 2. Sound-Spellings 3. Spelling Rules
4. Spelling Lists and Tests 5. Spelling Practice 6. Integrated Spelling and Vocabulary.

This week we explore how to use appropriate spelling practice as part of a balanced spelling program.

Reflection

□ I provide opportunities for students to practice words missed on the diagnostic pre-test.

□ I provide both memorization and writing practice for spelling words.

□ I connect spelling practice to structural analysis of the words.

□ I integrate spelling and vocabulary instruction in our practice.

Rationale

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

Language Development

The ways that words are spelled are determined by etymological influences. For example, the British spell the /er/ as “re” in theatre, while Americans spell the /er/ as “er” in theater. The ways that words are spelled are also determined by derivational influences. For example, the “ch” spelling in Greek has a hard /k/ sound, so the word chorus is spelled accordingly.

Vocabulary

The ways that words are spelled are often determined by the morphemes (words parts with meaning). For example, we spell emigrate because the prefix e means “out of,” while we spell immigrate because the prefix means “in or into.”

Structural Analysis

The ways that words are spelled are further determined by structural issues. For example, we spell begin with one n, but beginning with two n’s because of the consonant doubling rule. We pronounce unaccented vowels with the schwa sound in multi-syllabic words.

Auditory Processing

Spelling is an auditory skill, not a visual one. We “encode” the sounds we hear into the written alphabetic code. Good spelling practice involves syllabication rules, oral blending, and word fluency.

Writing

We spell in order to write coherently. Students need to practice effectively proofreading to catch inadvertent spelling errors.

A Model Grades 3-8 Spelling Scope and Sequence

Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING AMERICAN ENGLISH AND CANADIAN ENGLISH SPELLING PROGRAMS. Check out these grades 3-8 programs HERE. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file 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 students’ spelling patterns, you’re going to want to fill those gaps.

Get the Diagnostic Spelling Assessment, Mastery Matrix, and Sample Lessons FREE Resource:

 

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My last post, “Spelling Rules,” discussed why teachers should teach the eight conventional spelling rules as part of a balanced spelling program. I provided links for each of the eight free downloadable spelling rules with accompanying MP3 files of raps and songs to help your students memorize each of these rules. I also offered an essential resource: the comprehensive Diagnostic Spelling Assessment.

As I previously mentioned, each of the six posts will begin with a brief reflection about the instructional spelling component, follow with a rationale for teaching that component, and finish with some free instructional spelling resources. The components of each of the six posts are as follows:

1. Diagnostic Assessment 2. Sound-Spellings 3. Spelling Rules
4. Spelling Lists and Tests 5. Spelling Practice 6. Integrated Spelling and Vocabulary.

This week we explore how to use spelling lists and tests as part of a balanced spelling program.

Reflection

□ I use developmentally appropriate word lists as my spelling pre-tests.

□ I use the spelling pre-test as a diagnostic tool and adjust student practice according to the results of the assessment.

□ I have supplemental spelling word lists that are developmentally appropriate and I use these to differentiate spelling instruction.

□ I don’t use the exact same spelling test for my pre and post-tests because the spelling post-tests vary from student to student.

Rationale

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 individualize spelling instruction, but the materials, testing, instruction, and management can prove overwhelming to even the most conscientious professional. After years of experimentation and teacher trial and error, this plan has earned a track record of proven success in combining spelling individualization and vocabulary word study with sensible amounts of teacher preparation and class time.

Spelling Resources

Five Steps to Differentiating Spelling-Vocabulary Instruction: The Five Ps

1. Prepare

Select twenty spelling pattern words from your grade-level spelling workbook. If you don’t have a spelling workbook, check out Grade Level Spelling Lists.

2. Pretest

Dictate the twenty words grade-level 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 of the letters in syllable chunks. Tell students to mark dots below the correct letters, but mark an “X” through the numbers of any spelling errors. Of course, double check the corrections of any students who have difficulty following directions or listening.

3. Personalize

To effectively differentiate instruction, students personalize their own spelling word lists for study and for their post-tests. Assign 15-20 words for practice and testing per week. Students complete their own Personal Spelling Lists with the 15-20 words in this priority order:

• Pretest Errors: Have the students copy up to ten of their pretest spelling errors onto their Personal Spelling-Vocabulary List. Students will need to refer to the spelling workbook or your own spelling list to correctly spell these words. Ten words are certainly enough to practice the grade-level spelling pattern. Tell students to pick spelling errors from both the top and the bottom of their pretest to ensure that all spelling patterns are practiced because many workbooks teach two patterns per week.
• 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. Oops…this commits you to mark strategic spelling errors in your students’ writing-an essential component of improving student spelling.
• Supplemental Spelling Lists: Students select and use words from the following resources  to complete their list:

Vowel Sound-Spelling Patterns (for primary or remedial spellers), Outlaw Words (non-phonetic words), Dolch High Frequency Words, Commonly Confused Words, and the Eight Conventional Spelling Rules.

But, how do the students select the right words from the supplemental lists?

Parents can be integral partners in helping their children select appropriate words for the Personal Spelling List. After completing the weekly Personal Spelling List, the student must secure a parent signature on the list to verify that each of the selected words is an unknown spelling for the student. This is to prevent students from writing down words already part of the student’s conventional spelling word bank.

Early in the school year, send home a parent letter explaining the role of the parent in individualizing spelling instruction. Parents can pretest their son or daughter on the words from the appendices a little at a time to determine which words are un-mastered and need to be included as part of the weekly Personal Spelling List. For those parents who will not complete the pre-assessments, the teacher can have a parent, instructional aide, or another student complete the pretests.

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A Model Grades 3-8 Spelling Scope and Sequence

Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING AMERICAN ENGLISH AND CANADIAN ENGLISH SPELLING PROGRAMS. Check out these grades 3-8 programs HERE. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file 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 students’ spelling patterns, you’re going to want to fill those gaps.

Get the Diagnostic Spelling Assessment, Mastery Matrix, and Sample Lessons FREE Resource:

 

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Teachers, students, and parents recognize the importance of independent reading. No thinking activity better builds content knowledge, improves vocabulary, or exposes the learner to the world and its ideas. The practical question is which reading materials most efficiently help readers access this world of knowledge? Because reading is an interactive process, the abilities and interests of the readers must also be considered to maximize the learning process.

A variety of readability measurements and comprehension assessments have been developed over the years to help match the reading level of texts to the reading level of readers. The Fry’s Readability Graph, Reading Recovery® Levels, Lexile® Levels, and the Fleish-Kincaid Reading Ease® (popularized in Microsoft Word® are just some of readability measurements. These measure all use formula based upon word frequency, syllable counts, and lengths of sentences (among other factors) to determine a numerical reading level equivalent. Reading comprehension assessments include normed tests, such as the Stanford Achievement Test, the Gates-MacGinitie Reading Tests, the Metropolitan Achievement Test, and the SAT I. Criterion referenced tests, such as the plethora of “state standards” reading tests and the DRA generally produce a spectrum of reading achievement relative to the tested standards. Finally, individual reading inventories, such as the John’s Basic Reading Inventory and the Qualitative Reading Inventory are leveled assessments that measure inter-related reading skills and establish reading grade levels.

However, each assessment has its limitations. The variables of reading texts and readers preclude hard and fast diagnoses and limit the practical application of the data. Additionally, the assessments are time-consuming and hard teachers, students, and parents to properly interpret. In fact, trained reading specialists have difficulty making appropriate use of the data. Dr. Matt Burns breaks down the reading inventories here and debunks their abilities to determine reading levels here: https://www.youtube.com/watch?v=kgxwnoFuDDE

What reading specialists do know, however, is that word recognition is a quick, easy, and painless way to determine approximate reading level. Word recognition is not to be confused with word identification, which involves phonemic awareness and decoding (phonics). The Slosson Oral Reading Test and the San Diego Quick Assessment have been used for years to match students to grade-level reading through word recognition levels. In these assessments, a reading grade level is assigned, according to the number of correctly read single and multi-syllabic words, i.e., words read with automaticity. However, these assessments still require the other side of the coin, i.e., the reading level of the text, to match texts to readers.

A much more direct approach that applies word recognition to the specific text to determine if the text-reader match is appropriate for the individual learner’s optimal “zone of proximal development” follows. It’s reader-centered and easy to train teachers, students, and parents to use.

How to Select Books that Have the Appropriate Reading Levels

The goal is to match individual readers to text that has about 5% unknown words. A much higher percentage is too hard for the reader; a much lower percentage is too easy for the reader. Note that we are discussing independent reading, not instructional level reading in which the teacher should guide reading of more complex text.

How can you pick a book to read that has 5% unknown words? Choose a book of any genre and count the number of words on any complete page found near the beginning of the book and multiply that number by 3. Read a page toward the beginning of the book, counting the number of unknown words. A good guideline would be “if you can’t define it with a synonym, antonym, or example,” it is unknown. Then, read a page near the middle of the book and continue the count. Finally, read a page near the end of the book and finish the count. Divide the total number of unknown words by the total number of words found on the three pages. The result will be the percentage of unknown words. Anything within the 4-6% range is acceptable. For example, a reader counts the number of words on a page and arrives at 225. 225 x 3 = 750. After reading the three pages, the amount of unknown words totals 30. 30.00 divided by 750 = .05, or 5%.

A word about reading content and genre… Reading to learn suggests that reading in the school context should help improve a student’s independent access to and ability to understand text. Reading to learn also suggests that the reader should be exposed to a variety of reading genre. These being said, motivation is also a key factor in reading to learn. Reader interest plays an important role in increasing reading comprehension. Providing a balance between assigned texts and “reader’s choice” makes sense.

Additionally, practice does make perfect when the practice is done correctly. Besides appropriately matching the text to the reader, teachers and parents can students become better independent readers by teaching good silent reading habits, self-questioning reading strategies, context clue strategies, vocabulary, inference strategies, etc. Furthermore, discussion of the reading is essential to reading comprehension. See Reading Homework for an easy-to-follow independent reading program.

How Much Independent Reading is Appropriate?

The English-Language Arts Content Standards for K-12 Public Schools has established the standards of 500,000 words for primary students, 1,000,000 words for middle school students, and 2,000,000 words to be read annually by high school students in order to ensure grade to grade reading growth. This breaks down to 2,400 words per day for primary students, 4,800 words per day for middle school students, and 9,600 words per day for high school students (reading year-round, four days per week, assuming that only a minimal amount of reading is accomplished in school, which unfortunately is the norm). With the average page in a middle school novel consisting of 30 lines of 8 words per line, this means that reading only 20 pages of 240 words per page would meet that standard.

Because each student reads at different reading speeds, each child must be assessed to determine the number of words per minute that the child does read. Like oral fluency timings, silent reading speed is measured as follows.

Determining Individual Silent Reading Speed

1. Have the students count the number of words on three consecutive full lines of print, for example, 24 words on 3 lines.
2. Divide this amount (24) by 3, to give average words per line (8).
3. Have the student read, beginning at the top of page of the text for one minute.
4. Have the student count the number of lines (not sentences) read during that timing. Tell the student not to count any lines with 3 words or less. Say the student read 25 lines.
5. Have the student multiply the number of lines read (25) x the number of words per line (8).
6. The product (200) is the number of words that the student has read in one minute.
7. Repeat the entire process once more and average the final total to determine the student’s silent reading fluency number.

How Many Minutes Do Students Need to Read Each Day? Or?

If the student reads at a rate of 200 words per minute, as in our example, the student would need to read for 24 minutes to achieve the goal of 4800 daily words (4 days per week, year round) for middle school students. This amount of time assumes a summer reading program or a daily commitment to independent reading during the school day.

However, because students have an amazing ability to daydream or stare at the same page in a text for minutes on end… a better approach is to require pages read per day. Based upon the number of words per page of the text and the student’s reading speed, it would be simple to require our example student to read 24 pages per day. Teachers can thus differentiate instruction and have students read a different amount of pages per day, based upon their silent fluency numbers. Of course, frequent assessment is suggested to adjust to different texts and student improvement.

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Get the SCRIP Comprehension Cues FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

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Grammar is an essential tool for success in school, work, and life. We are judged, sometimes quite severely, by the words we use and the way we use them in our speaking and writing. Our spoken and written words can betray us. They reflect our background, education, and ability to communicate. For example, many years ago, the principal walked into my room while my student teacher was delivering a lesson. After a few minutes, the principal signaled me to step outside.

“I will never hire that young man,” he said.

Shocked, I asked him why.

“On the board, he has a dangling modifier and he ended a sentence with a preposition.”

Sounds quite harsh, doesn’t it?  Not every educated adult attaches the same level of importance regarding the proper use of grammar as does that principal. However, many do. Following are the Top 40 Grammar Pet Peeves that irritate most Americans with tips to help you avoid these common grammatical errors. Also, make sure to check out the Top 40 Pronunciation Pet Peeves and the Top 40 Vocabulary Pet Peeves. Find out everything you mispronounce and the words you misuse before “You-Know-Who” points them out to you.

1. Dangling Modifiers

Incorrect-Tossed high into the sky, the dog caught the Frisbee.

Correct-The dog caught the Frisbee, which had been tossed high into the sky.

Tip: Keep modifiers close to the words that they describe to avoid dangling modifiers.

2. Modals

Incorrect-I should of known that they could of gone yesterday.

Correct-I should have known that they could have gone yesterday.

Tip: The modals would, could, should, must, might, may are never combined with of.

3. Modifiers

Incorrect-That student is not feeling good.

Correct-That student is not feeling well.

Tip: Don’t use adjectives, e.g., good, in place of adverbs, e.g., well. Usually follow “_ing” with well, not good.

4. Comparative Modifiers (one or two syllables)

Incorrect-I picked the smallest piece of the two to be graciouser and because it was more easy to reach.

Correct- I picked the smaller piece of the two to be more gracious and because it was easier to reach.

Tip: Use “_er” for one or two syllable modifiers or more for two syllable modifiers, if more sounds better.

5. Comparative Modifiers (three or more syllables)

Incorrect-Each new song was wonderfuller than the old ones.

Correct-Each new song was more wonderful than the old ones.

Tip: Use more (less) for a three-syllable or longer modifier to compare two things.

6. Superlative Modifiers

Incorrect-Oswald is the more hyperactive of the three boys, but runs least quicker.

Correct-Oswald is the most hyperactive of the three boys, but runs least quickly.

Tip: Use most (least) for a three-syllable or longer modifier to compare three or more things. Always use most or least for adverbs ending in “_ly.”

7. Subjunctive cases (moods)

Incorrect-If I was a rich man, I could buy what I need.

Correct-If I were a rich man, I could buy what I need.

Tip: Use the subjunctive to communicate a doubt, a wish, or a guess.

8. Padding

Incorrect-Also, never, never repeat words or phrases, and avoid using very interesting, super nice words that contribute little to a sentence.

Correct-Never repeat words or phrases, and avoid using words that contribute little to a sentence.

Tip: Focus on brevity in writing. When in doubt, leave it out.

9. Preposition Placement

Incorrect-Prepositions are not good to end sentences with.

Correct-Do not end sentences with prepositions.

Tip: A preposition is a word that shows some relationship or position between a common noun, a proper noun, or a pronoun and its object. The preposition is always part of a phrase and comes before its object. The preposition asks “What?” and the object provides the answer. Ending sentences with prepositions eliminates their objects, so avoid these constructions whenever possible.

10. Parallel Structure

Incorrect-Swimming, to play tennis, and basketball are popular sports at the high school.

Correct-Swimming, tennis, and basketball are popular sports at the high school.

Tip: The term parallelism refers to a repeated grammatical construction of a word, a phrase, or a clause. Especially keep verb forms parallel within the same sentence.

11. Split Infinitives

Incorrect-It is a mistake to ever split an infinitive.

Correct-It is always a mistake to split an infinitive.

Tip: An infinitive has a to + the base form of a verb. Placing a word between the to and the base form of the verb can create confusion. If tempted to split the infinitive, brainstorm for better verbs.

12. Double Negatives

Incorrect-Never use no double negatives.

Correct-Don’t use double negatives.

Tip: A double negative can cancel each other out and create an unintended positive. For example, “I don’t really not like you” may prolong, rather than end, a relationship.

13. Noun-Verb Agreements (numbers)

Incorrect-The calculations indicates that there will be an economic downturn soon.

Correct-The calculations indicate that there will be an economic downturn soon.

Tip: If the noun is plural (ends in an s, the verb that acts upon that noun usually does not end in an s.

14. Verbing Nouns

Incorrect-Grammar is negatively impacting my ability to write.

Correct-Grammar has a negative impact on my ability to write.

Tip: Don’t make nouns into verbs. Also, avoid stringing nouns together, such as in “Top Grammar Pet Peeves.” However, no one would search for “Top Grammatical Pet Peeves.”

Pronoun Pests

15. Subject Case Pronouns (used as appositives)

Incorrect-Everyone came earlier than her.

Correct-Everyone came earlier than she.

Tip: Use the subject case pronoun if the pronoun is part of an appositive, such as after than or as. An appositive is a noun or pronoun placed next to another noun or pronoun to identify or explain it. Re-order the sentence to check if the pronoun sounds right, e.g., “She came earlier than everyone.”

16. Subject Case Pronouns (compound subjects)

Incorrect-Her and Muffy play video games.

Correct-She and Muffy play video games.

Tip: Drop other nouns or pronouns when there is a compound subject (two or more subjects), and check if the remaining pronoun sounds right, e.g., “Her plays video games” sounds bad while “She plays video games” sounds good.

17. Subject Case Pronouns (pronoun order)

Incorrect-I and Zelda enjoy the beach.

Correct-Zelda and I enjoy the beach.

Tip: Remember that English is a polite language; the first person pronouns (I, me, ours, mine) are always placed last when combined with other nouns or pronouns.

18. Subject Case Pronouns (serving as predicate nominatives)

Incorrect-The students who got into trouble are them.

Correct- The students who got into trouble are they.

Tip: A predicate nominative follows a “to be” verb (is, am, are, was, were, be, being, been) and identifies or refers to the subject. Re-order the sentence to check if the pronoun sounds right, e.g., “They are the students who got into trouble.”

19. Object Case Pronouns (serving as objects of prepositions)

Incorrect-The fly buzzed between you and I.

Correct- The fly buzzed between you and me.

Tip: Use the object case pronoun if the pronoun is an object of a preposition. A preposition shows some relationship or position between the preposition and  its object (a proper noun, a common noun, or a pronoun). The preposition asks “What?” and the object provides the answer.

20. Object Case Pronouns (serving as direct objects)

Incorrect- The challenge excited we.

Correct-The challenge excited us.

Tip: Use the object case pronoun if the pronoun is the direct object. The direct object receives the action of the verb and answers “What?” or “Who?”

21. Object Case Pronouns (serving as indirect objects)

Incorrect- Robert gave they a king-size candy bar.

Correct- Robert gave them a king-size candy bar.

Tip: Use the object case pronoun if the pronoun is an indirect object of a verb. The indirect object is placed between a verb and its direct object. It answers “To What?” “To Whom,” ” For What?” or “For Whom?”

22. Object Case Pronouns (serving as appositives)

Incorrect-The teacher yelled at two students, Zippy and I.

Correct-The teacher yelled at two students, Zippy and me.

Tip: Use the object case pronoun if the direct object is described by an appositive phrase (a phrase that identifies or explains another noun or pronoun placed next to it).

23. Object Case Pronouns (connected to infinitives)

Incorrect-I want we to give the speech.

Correct-I want us to give the speech.

Tip: Use the object case pronoun if the pronoun is connected to an infinitive. An infinitive has a to + the base form of a verb.

24. Gender Pronouns

Incorrect-Everyone has their own problems or Everyone has his/her own problems.

Correct-Everyone has his own problems (Yes, English is a masculine-based language) or better… All people have their own problems.

Tip: To be inclusive (and politically correct), make pronoun references plural. Avoid the wordy and confusing “his or hers for him and her.”

25. Reflexive Pronouns

Incorrect-The party was for Bob and myself, and I allowed me the privilege of attending the celebration.

Correct-The party was for Bob and me, and I allowed myself the privilege of attending the celebration.

Tip: Don’t use reflexive pronouns (myself, yourself(ves), himself, herself, itself, ourselves, themselves) in place of object case pronouns. Reflexives refer to the subject. An intensive pronoun intensifies an action, e.g., “I want to do it myself.”

26. Pronoun Antecedents (referring to ambiguous references)

Incorrect-When Bobby asked for help, they asked why.

Problem—Who are the they?

Correct-When Bobby asked for help, his friends asked why.

Tip: An antecedent is the word, phrase, or clause to which a pronoun refers. Make sure antecedents are specific. Otherwise, the pronoun reference may be confusing.

27. Pronoun Antecedents (referring to the objects of prepositions)

Incorrect-In Twain’s The Celebrated Frog of Calaveras County, he uses political humor.

Problem—Who, or what, is he?

Correct-In Twain’s The Celebrated Frog of Calaveras County, the author uses political humor.

Tip: Don’t have a pronoun refer to the object of a prepositional phrase, e.g., “of Calaveras County.”

28. Pronoun Antecedents (referring to this, that, these, those, it, its)

Incorrect-He made an egg, put the dog food in its bowl, and put this on his toast to eat.

Problem—What is this? Whose is his?

Correct-He made an egg and put it on his toast. Then, he put the dog food in its bowl.

Tip: Make sure that the singular pronouns this and that and the plural pronouns these and those specifically refer to what is intended. Keep these pronouns close to their references.

29. Pronoun Antecedents (referring to possessives)

Incorrect-In San Diego’s famous zoo, they treat their zoo-keepers well.

Problem—Who are the they and their?

Correct- In San Diego’s famous zoo, the animals treat their zoo-keepers well.

Tip: Don’t have a pronoun refer to a possessive antecedent. A possessive is a common noun, proper noun, or pronoun that shows ownership.

30. The This, That, These, Those Pronouns (serving as demonstrative adjectives)

Incorrect-I like these over there.

Correct-I like those over there.

Tip: Use this and these for objects within reach; use that and those for objects not within reach.

31. The Who Pronoun

Incorrect-Whom did it, and why?

Correct-Who did it, and why?

Tip: The pronoun who is in the subject (nominative) case. The who takes the role of the subject. Try substituting he for who and rephrase, if necessary. If it sounds right, use the who, e.g. “Him did it” sounds bad while “He did it” sounds good.

32. The Whom Pronoun

Incorrect-I like who you gave the award, but to who does this letter concern?

Correct-I like whom you gave the award, but to whom does this letter concern?

Tip: The pronoun whom is in the objective case. In other words, it is takes the place of the direct object, the indirect object of the verb, or the object of the preposition. Try substituting him for whom and rephrase, if necessary. If it sounds right, use whom. “I like he” and “to he does this letter concern” sound bad while “I like him” and “to him does this letter concern” sound good.

33. The Who Pronoun (serving at the start of relative clauses)

Incorrect-The man which showed me the car was friendly.

Correct-The man who showed me the car was friendly.

Tip: When beginning a relative clause, use who to refer to specific people.

34. The That Pronoun (serving at the start of relative clauses)

Incorrect-The movie which we watched was entertaining.

Correct-The movie that we watched was entertaining.

Tip: The pronoun that can refer to unspecific, or general, people or things. Use the pronoun that when the clause is needed to understand or restrict the meaning of the rest of the sentence.

35. The Which Pronoun (serving at the start of relative clauses)

Incorrect-A dog, which is compliant, is easy to train.

Correct-A Golden Retriever, which is compliant, is easy to train.

Tip: The pronoun which can only refer to specific things. Use the pronoun which in clauses that provide additional, but not necessary information to the rest of the sentence.

36. Indefinite Pronouns (general singular)

Incorrect-Everyone are ready for lunch.

Correct-Everyone is ready for lunch.

Tip: An indefinite singular pronoun does not refer to a definite noun. The following indefinite pronouns are singular: anybody, anyone, anything, each, either, everybody, everyone, everything, neither, nobody, nothing, no one, one, somebody, someone, and something. Look at the second  part of the compound word, e.g. something, to determine singular or plural for many of these indefinite pronouns.

37. Indefinite Pronouns (general plural)

Incorrect-Several gives him advice.

Correct-Several give him advice.

Tip: An indefinite plural pronoun does not refer to  definite nouns. The following indefinite pronouns are plural: both, few, many, and several. Indefinite plural pronouns are usually not compound words.

38. Indefinite Pronouns (singular determining quantity or measurement)

Incorrect-More of the food were given to the homeless.

The word clue is food.

Correct-More of the food was given to the homeless.

Tip: Indefinite pronouns that express quantity or measurement may be singular or plural depending upon the surrounding word clues. Pay special attention to the object of a preposition word clue connecting to these pronouns. Singular Indefinite Pronouns: all the food, any of this, half of it, more of that, most of it, none of that, other one, some child

39. Indefinite Pronouns (plural determining quantity or measurement)

Incorrect-More boys seems to be playing sports these days.

The word clue is boys.

Correct-More boys seem to be playing sports these days.

Tip: Indefinite pronouns that express quantity or measurement may be singular or plural depending upon the surrounding word clues. Pay special attention to the object of a preposition word clue connecting to these pronouns. Plural Indefinite Pronouns: all girls, any of these, half of those, more boys, most friends, none of those, other friends, some of them

40. Possessive Pronouns

Incorrect-Bilbo’s faking won’t help his success as much as him planning.

Correct-Bilbo’s faking won’t help his success as much as his planning.

Tip: A possessive pronoun (my, your, his, her, its, their, our), not  a subject or object case pronoun, must be connected to a gerund. A gerund is the “_ing” form of a noun.

*****

Teaching Grammar, Usage, and Mechanics (Grades 4, 5, 6, 7, 8, and High School) are full-year, traditional, grade-level grammar, usage, and mechanics programs with plenty of remedial practice to help students catch up while they keep up with grade-level standards. Twice-per-week, 30-minute, no prep lessons in print or interactive Google slides with a fun secret agent theme. Simple sentence diagrams, mentor texts, video lessons, sentence dictations. Plenty of practice in the writing context. Includes biweekly tests and a final exam.

Grammar, Usage, and Mechanics Interactive Notebook (Grades 4‒8) is a full-year, no prep interactive notebook without all the mess. Twice-per-week, 30-minute, no prep grammar, usage, and mechanics lessons, formatted in Cornell Notes with cartoon response, writing application, 3D graphic organizers (easy cut and paste foldables), and great resource links. No need to create a teacher INB for student make-up work—it’s done for you! Plus, get remedial worksheets, biweekly tests, and a final exam.

Syntax in Reading and Writing is a function-based, sentence-level syntax program, designed to build reading comprehension and increase writing sophistication. The 18 parts of speech, phrases, and clauses lessons are each leveled from basic (elementary) to advanced (middle and high school) and feature 5 lesson components (10–15 minutes each): 1. Learn It!  2. Identify It!  3. Explain It! (analysis of challenging sentences) 4. Revise It! (kernel sentences, sentence expansion, syntactic manipulation) 5. Create It! (Short writing application with the syntactic focus in different genre).

Get the Diagnostic Grammar, Usage, and Mechanics Assessments, Matrix, and Final Exam FREE Resource:

Get the “To Be” Verbs Posters FREE Resource:

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

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Teachers should teach the sound-spelling system as part of a balanced spelling program. To determine the individual needs of your students, teachers need the comprehensive Diagnostic Spelling Assessment to diagnose students and plan effective instruction.

As I previously mentioned, each of the six posts will begin with a brief reflection about the instructional spelling component, follow with a rationale for teaching that component, and finish with some free instructional spelling resources. The components of each of the six posts are as follows:
1. Diagnostic Assessment 2. Sound-Spellings 3. Spelling Rules
4. Spelling Lists and Tests 5. Spelling Practice 6. Integrated Spelling and Vocabulary.

This week we explore how to teach the spelling rules.

Reflection

• I know the key eight conventional spelling rules that work most all of the times.
• I have an instructional plan in place to teach these spelling rules.
• I have formative assessments in place to analyze their progress.

Rationale

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.

Spelling Resources

Here are the Eight Great Spelling Rules with links to memorable MP3 songs and raps to help your students (and you) remember them. TURN THEM UP!

1. The i before e Rule

Usually spell i before e (believe), but spell e before i after a c (receive) and when the letters are pronounced as a long /a/ sound (neighbor).

The i-before-e Spelling Rule

2. The Final y Rule

Keep the y when adding an ending if the word ends in a vowel, then a y (delay-delayed), or if the ending begins with an i (copy-copying). Change the y to i when adding an ending if the word ends in a consonant, then a y (pretty-prettiest).

 The Final y Spelling Rule

3. The Silent e Rule

Drop the e (have-having) at the end of a syllable if the ending begins with a vowel. Keep the e (close-closely) when the ending begins with a consonant, has a soft /c/ or /g/ sound, then an “ous” or “able” (peaceable, gorgeous), or if it ends in “ee”, “oe”, or “ye” (freedom, shoeing, eyeing).

 The Silent e Spelling Rule

4. The Double the Consonant Rule

Double the last consonant, when adding on an ending (permitted), if all three of these conditions are met: 1. the last syllable has the accent (per / mit)  2. the last syllable ends in a vowel, then a consonant (permit). 3. the ending you add begins with a vowel (ed).

The Double the Consonant Rule

5. The Ending “an” or “en” Rule

End a word with “ance”, “ancy”, or “ant”  if the root before has a hard /c/ or /g/ sound (vacancy, arrogance) or if the root ends with “ear” or “ure” (clearance, insurance). End a word with “ence”, “ency”, or “ent” if the root before has a soft /c/ or /g/ sound (magnificent, emergency), after “id” (residence), or if the root ends with “ere” (reverence).

 The Ending “an” or “en” Rule

6. The “able” or “ible” 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).

The “able” or “ible” Rule

7. The Ending “ion” Rule

Spell “sion” for the final zyun sound (illusion) or the final shun sound (expulsion, compassion) if after an l or s. Spell “cian” (musician) for a person and “tion” (condition) in most all other cases.

 The Ending “ion” Rule

8. The Plurals 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).

 The Plurals Rule

A Model Grades 3-8 Spelling Scope and Sequence

Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING AMERICAN ENGLISH AND CANADIAN ENGLISH SPELLING PROGRAMS. Check out these grades 3-8 programs HERE. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file 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 students’ spelling patterns, you’re going to want to fill those gaps.

Get the Diagnostic Spelling Assessment, Matrix, and Sample Lessons FREE Resource:

 

Literacy Centers, Reading, Spelling/Vocabulary, Study Skills conventional spelling rules, double consonant, i before e, Mark Pennington, plurals rule, sound-spellings, spelling conventions, spelling patterns, spelling rules, spelling worksheets, syllable rules, teaching spelling, Teaching the Language Strand

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.

Rationale

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

Diagnostic Spelling Assessment indicates as diagnostic deficits. Check out Spelling Games for some terrific activities to practice these spellings.

A Model Grades 3-8 Spelling Scope and Sequence

Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING AMERICAN ENGLISH AND CANADIAN ENGLISH SPELLING PROGRAMS. Check out these grades 3-8 programs HERE. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file 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 students’ spelling patterns, you’re going to want to fill those gaps.

Get the Diagnostic Spelling Assessment, Mastery Matrix, and Sample Lessons FREE Resource:

Literacy Centers, Reading, Spelling/Vocabulary, Study Skills, Writing English sound-spellings, how to teach spelling, Mark Pennington, phonics, phonics cards, sound-spelling cards, sound-spelling system, sound-spellings, spelling flashcards, spelling program, spelling resources, spelling rules, spelling sounds, Teaching Reading Strategies

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.

*****

A Model Grades 3-8 Spelling Scope and Sequence

Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING AMERICAN ENGLISH AND CANADIAN ENGLISH SPELLING PROGRAMS. Check out these grades 3-8 programs HERE. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file 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 students’ spelling patterns, you’re going to want to fill those gaps.

Get the Diagnostic Spelling Assessment, Mastery Matrix, and Sample Lessons FREE Resource:

 

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