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Premium member Presentation Transcript Slide 1: Presented by: Cheryl Dick Teach Spelling WITHOUT Memorization ROY G BIV : R: Repetition O: Oxygen Y: Yearning for Meaning G: Glucose B: Bias Attention I: Intense Emotion V: Variety of Word Tools ROY G BIV It’s like building a house!**everybody** : It’s like building a house!**everybody** r : Arens, Loman, Cunningham, and Hall, 2005 r Slide 5: Cunningham et al (2000) Word Wall Introduce five new words each week! Make words accessible. Practice the words by cheering and writing them. Do a variety of review activities. Make sure that Word Wall words are spelled correctly in any writing students do. Slide 6: Cunningham et al (2000) Nifty Thrifty 50 Discovery Employee Encouragement Hopeless International Nonliving Performance Replacement Transportation Unfinished Dis Em and -ee En and -ment Less Inter and -al Non and -ing (drop e) Per and -ance Re and -ment Trans and -tion Un and -ed r : Arens, Loman, Cunningham, and Hall, 2005 r Slide 8: Cunningham et al (2000) http://teachers.net/4blocks/frazierNiftyThriftyFiftymonthlyplan.pdf TRANSFER Transformation: transform, transformers, transfer, information, misinform, uninformed, formation, formal, inform, informer, informant, conform, conformity, performer, performance . . . . Snowball Fight : Snowball Fight White Board Review : White Board Review Slide 11: Review Ideas SPARKLE WORDO WHEEL Notes:________________________________________________________________________________________________________________________________________________ Word Wall WORDO : Word Wall WORDO WHEEL : T ___ E ___ E WHEEL S A M The Wheel ___ ___ ___ ___ : The Wheel ___ ___ ___ ___ Be a Mind Reader Example : Be a Mind Reader Example It is on the word wall. It has five letters in it. It is a homophone. The contraction ‘they’re’ sounds just like it. It completes this sentence: _____ dog barked at the mailman. r : Arens, Loman, Cunningham, and Hall, 2005 r What’s My Name? : What’s My Name? Wagon Wheel : Wagon Wheel What Am I? : What Am I? Circle the Category : Circle the Category Making Words : Arens, Loman, Cunningham, and Hall, 2005 Making Words Make the words. This is a teacher directed activity, and you can buy these plans premade! Sort the words. Transfer the words. Slide 22: Arens, Loman, Cunningham, and Hall, 2005 Slide 23: Arens, Loman, Cunningham, and Hall, 2005 Slide 24: Arens et al (2005) Scavenger Hunt Introduce students to the word composer. Talk about the –er ending. Instruct students to look for words ending in –er. Students reread a selection. Possible list of words: grader, winner, writer, player, locker, other. Why doesn’t other belong?? What are the root words? Word Sort: composer : Arens et al (2005) Word Sort: composer Word Sorts : Arens, Loman, Cunningham, and Hall, 2005 Word Sorts Slide 27: Arens et al (2005)) Word Detectives Encourage children to answer these questions: Do I know any other words that look and sound like this word? Are any of these look-alike/sound-alike words related to each other? Word Detectives: transformation : Arens et al (2005) Word Detectives: transformation transform, transformers, transfer, information, misinform, uninformed, formation, formal, inform, informer, informant, conform, conformity, performer, performance . . . . Once you’ve gathered the words, begin sorting. Word Sort: : Word Sort: What Looks Right? : Cunningham et al (1998) What Looks Right? These lessons are premade in Month by Month Phonics for the Upper Grades. Write two words on the board with the same sound pattern but different spelling patterns. They determine which word they think is correct, and they write only that word. Then, they look that word up in the dictionary to prove it is spelled correctly. The teacher crosses out the incorrectly spelled word on the board, and then writes the next word. Slide 33: Warning: Strong Verbs Rivers: Nature’s Wondrous WaterwaysWritten by: David L. Harrison Illustrated by: Cheryl Nathan Published by: Boyds Mills Press, Inc. : Rivers: Nature’s Wondrous WaterwaysWritten by: David L. Harrison Illustrated by: Cheryl Nathan Published by: Boyds Mills Press, Inc. The hills and low places make a valley and all the water in the same valley drains down to the same river. As the river grows, the force of its water gouges a groove called a channel. It pries into cracks and loosens pieces of the mountain itself. It may slice down deep into rock to carve a gorge or a canyon. It crumbles stone slabs into pebbles and sand, and cuts soft rocks, creating riffles and rapids and waterfalls. Guess the Covered Verbs Remember: Verbs are action words. Remember to ignore the prepositional phrase when determining verb tense. All the water _________ down to the same river. What verb will work here? Rounding up the Rhymes : Rounding up the Rhymes Box Fox Socks Light Night Crow Snow Ago Spoons Moons Tunes Spelling A Week at a Glance : Spelling A Week at a Glance Resources : Resources Cunningham, P., Hall, D., Sigmon, C. (1999). The Teacher’s Guide to the Four Blocks. NC. Carson Dellosa Publishing Company, Inc. http://www.wfu.edu/education/fourblocks/ Slide 39: Allen, R. (2008). Green Light Classrooms: Teaching Techniques that Accelerate Learning. Corwin Press Allen, R. (2002). Impact Teaching: Ideas and Strategies for Teachers to Maximize Student Learning. Boston, MA: Allyn & Bacon Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting. Peterborough, NH: Crystal Springs Books Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learner’s Potential. San Francisco, CA: John Wiley & Sons Jensen, E. (2003) Tools for Engagement: Managing Emotional States for Learner Success. San Diego, CA: The Brain Store Jensen, E. (2000). Different Brains, Different Learners: How to Reach the Hard to Reach. San Diego, CA: The Brain Store Jensen, E. (1997). Brain Compatible Strategies. San Diego, CA: The Brain Store Marzano, R.J. (2003). What Works in Schools, Translating Research Into Action. Danvers, MA: ASCD Marzano, R.J. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD Tate, M. (2003). Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain. Corwin Press. Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs of All Learners. Danvers, MA: Association for Supervision and Curriculum Development Clip Art: www.toonaday.com and/or www.pppst.com You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.