Taking Notes in Class

Tags

Learning Styles, Meta-cognitive Strategies, Spelling, Study Skills

 Find the answer and supporting research in this article from the Boston Globe!

http://www.bostonglobe.com/ideas/2014/05/24/taking-notes-bring-pen-skip-computer/e3kGp47M7znyaNKOamUwrO/story.html

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More Word Families for Dictations

Tags

Spelling

Here is a list of over 50 word families for Word Family Dictations or any other word study you do in your class.

Dictation with Word Families

Tags

Low-level ESOL, Spelling

Sometimes I use dictation to help students focus on spelling and sound patterns in English.   This is one variation.

 

Word Family Dictation:

1.     I draw two columns on the board and write a word family at the top of each column. Students copy the columns on paper.

2.     I say a word and students repeat it.  Students then identify which column the word  belongs in.

3.     Students sound out and write the word on their papers.

4.     I ask the class to spell the word aloud as I write it in the appropriate column on the board. 

Here are some contrasting word family dictation options:

at	ot
cat fat mat rat flat sat that	dot got shot not pot hot

all	ell
hall small tall ball wall mall fall	cell fell sell spell well smell yell

in	ine
pin twin chin bin skin thin	fine mine line nine shine

ock	ick
sock block clock lock rock stock shock	sick kick click lick stick trick brick

Spelling and Visualization

Tags

Spelling, Study Skills

Spelling those sight words in English is a challenge for us all, but it’s a particular challenge for our low-level literacy students.  This is a technique I  learned from a Special Education teacher.   It really works!

1.  Sound:  I say the word aloud and students repeat it.  We do this several times. I ask:  How many syllables does the word have?

2.  Print:  I write the word in large letters on the board as each student writes the word in large letters on a blank page.

3.  Kinesthetics:  I trace the shape of each letter in the word with my index finger as I say its name.  Students repeat with me.  Then they do this on their own.  Sometime they “sky-write” using their whole arm to trace the letters in the air.

4.  Spelling:  Students close their eyes and look at the word in their mind’s eye.  I ask visualization questions like,

• How many letters does the word have? 
• What is the first letter?
• What is the last letter? 
• How many vowels does the letter have? 

5.  Writing:  Students open their eyes, flip over the page and write the word on their own.

What do YOU do to help students spell sight words?