Spelling Read

This week, Ms. Leom introduced the Spelling Read assignment. Each week, there is a practice opportunity for students to READ and identify the pattern in the text. It is a wonderful learning opportunity, because it often brings up examples and opportunities to see the spelling patterns in context and ask questions for discussions.

First, Ms. Leom introduces the name of the assignment, "Spelling Week 3 Read".

Next, we record the pattern, "Challenging Plurals" and examples: "-s, -es, e, um to a, is to es".

Then, we write the steps: 1.) Read. 2.) Find a pattern. 3.) Label.

Ms. Leom models for us, in the first paragraph, with student input after the first or second example. She gives us a number (on the left) of about how many examples are in each paragraph.

Then we work with a partner as we practice in paragraph two. Talking and working together is encouraged. Ms. Leom walks around the room and monitors our work; providing support and answering questions.

We go over paragraph two as a class. Questions students asked in class, or learning we discovered is added ... challenging plurals includes the words that stay the same from singular to plural: "shrimp" and words that change spellings all together: "mouse to mice".

Students continue to work with partners on the remainder of the sheet.

The lesson begins again with a new class.

We always like when we can learn from each other!

In the second class, the "Ava's" (apostrophe s) was noticed. What a great discussion and learning opportunity. In today's education, the teacher doesn't "pour in the knowledge", but facilitates and encourages opportunities for students to be engaged and take ownership in the experience. Talking and collaborating with others is a big part of the experience.

We also didn't all have to "finish" this assignment. We were able to practice, and when the time was over, students turned in their paper, and we were able to move on to other learning opportunities.