Feb. 27, 2008 - wk 20 (O-6 & S-4)
2/18-22/08
We are reading Carry on Mr. Bowditch.
Monday, Part 1
We completed a reading in McCall-Crabbs today.
Monday, Part 2
WARM-UP JJ had his turn flashing the phonogram cards for us to review today.
Monday, Part 3
For the WARM-UP quiz, the children took dictation on the 20 words from S-3 in their spiral notebooks. They were instructed to double space in order to accommodate the next activity with those words. I wrote the spelling word on my white board immediately after everyone had written it so they could have instant feedback.
Monday, Part 4
REINFORCEMENT I wrote the suffixes listed in the WG on page 180 at the top of the white board. I then modeled for the students how to figure out which suffixes could be added to the first several spelling words to create derivatives. The students were then to go through the list and create as many legitimate derivatives as possible. Another great activity because it required that they think through the various rules we have learned in order to add suffixes.
Monday, Part 5
Later in the day, the students finished O-5 and S-3 by independently taking the TEST with the Companion CDs.
Tuesday, Part 1
WARM-UP SE led the phonogram review. Again, this was helpful for me, and the children have a better understanding of how flipping cards quickly is not so easy! A REVIEW quiz followed from our stack of review cards. Several were able to be retired.
I noticed that we haven’t reviewed our rule cards in a while. Therefore, the children took turns reciting the rules from the cards. For each rule the children could recite word perfect, they earned three chips in their cups.
Tuesday, Part 2
DICTATION I dictated words from O-6. For each word, we set a timer for one minute. Every time we were able to go through the entire dictation process for a word before the timer went off, each student earned a chip in his/her cup. Also, each word I dictated was assigned to an individual student so that after I had taught a word only that student would dictate back to me and tell me how to do the markings. This entire process helped us keep on track and move through the list quickly. A POST-TEST on these words immediately followed. Excellent scores.
For both the Review Quiz and the Post-Test, I dicated the word and then, after the children had written it, I immediately wrote the word on the board so they had instant feedback. Any words they missed were crossed out and rewritten correctly with red.
Tuesday, Part 3
REINFORCEMENT I dictated the three sentences with alliterations from the bottom of WG pg 128. Since we’ve been working on alliterations in our writing class, this was not a new concept. (It has been amazing to me how the Lord has been weaving these two classes together so that one builds on concepts taught in the other!) The children were then to write sentences which included all their spelling words and at least one alliteration in each sentence.
Error words, which were few, were added to the word banks.
Thursday, Part 1
We started with a McCall-Crabbs reading.
Thursday, Part 2
WARM-UP We reviewed phonogram and rule cards. The children took a REVIEW QUIZ on the words which had been dictated on Tuesday.
Thursday, Part 3
DICTATION I dictated S-4 to the children. Immediately after, I dictated the paragraph on pg 183 in WG as a POST-TEST. Whew! This was hard for them because they had to listen to and write out phrases from the sentences. We added any words from S-4 that were not included in this paragraph. All error words were added to their word banks. I realize that this is an activity I need to repeat, but perhaps not as a post-test. The process of thinking through spelling words while quickly writing sentences is a beneficial activity. The kids just need a bit more practice with the words before I expect the spelling at this level.
Friday
No spelling today as our day was filled with Writing Class and finishing AWANA Grand Prix cars!
Comments
Feb. 29, 2008 - hey Liz...
Posted by amada
Thanks for sharing this, I know I'm going to find some really valuable tips as I read more. I really liked the movie theme idea for dictation of sentences and the money motivator for change of pencil grip. I know that there's more to learn.
Just a quick question... when each day has multiple parts, how do you do that? All at once with quick breaks? or do you do other subjects in between? and approximately how long does each section take?
thanks...
Amy
Trujillo, Peru
homeschoolblogger.com/amada
