Literacy
Literacy has loads of info and links for sounds, sentence starters, grammar, punctuation, poetry, spelling, antonyms, synonyms, and favourite sites.
Sounds Charts - With Short and Long VOWEL sounds as well as other vowel blends. Great Wall Posters. Primary Students
Sentence Starters for Lower and Middle Primary
Punctuation Chart with easy to understand examples for all primary students.
Grammar meanings ... Nouns, Verbs, Adjectives, Adverbs, Pronouns, Prepositions, Conjunctions. All from a basic view point easy to understand for all of Primary students
Project Brief - Writers and Poetry Great for revision weeks or to fill in when the English just doesn't do it.
Vocabulary study A word study to build upper primary students vocabulary. I have used this over a term with a Year 4 student to a Year 8 student.
Antonym & Synonym for Lower Primary
Favourite websites
www.dailygrammar.com Offers free daily email messages containing writing lessons and quizzes; the site contains an archive of past lessons and glossary.
Spelling Contract for Upper Primary
1. Write your list words out twice
2. Write some sentences or a paragraph using as many list words as possible.
3. Do a Look, Cover, Write, Check
4. Break word your list words into syllables
5. Do spelling test or LCWC or write words out twice.
Spelling Contract for Lower Primary
Colour in the activities you do each week.
Cross the box in the timetable that say’s Indonesian
Do this on Monday – Day 1, Tuesday – Day 2, Wednesday – Day 3
1. On Monday Day 1 find 1-3 hard words and write in spelling book with the other 10 words.
2. On Days 1, 2 and 3 do one of the following activities in work
Look, Say, Think, Cover, Write, Check in pencil.
Write words 2 times, 1 in pencil and 1 in pen.
Write some sentences using 5 spelling words.
Write 10 words in alphabetical order.
Write words 2 times 1 in pencil and 1 in pen.
Write words in chalk on the board.
Look up 5 words in dictionary and tell me the meaning.
Break words into syllables and write out in pen.
Write words in pen and highlight the vowels.
Write 4 questions using words
Paint words outside
Thursday – Day 4
1. Do both of the following activities.
a. Spelling test
b. Do Task 4 Day 5 in stage booklet (Grammar/punctuation activity)
Friday – Day 5
1. Do one of the following activities with the words you had trouble with in your test.
· Paint them on paper or use textas to write them.
· Type words on computer using different fonts and sizes.
· Write problem words 2 times in pen.
Spelling From Others
I usually let the kids do their spelling tests outside on the concrete with chalk or they write in the sand with a stick. Basically they just love to get outside. They also like to come up with little ideas to remember words such as the difference between meet and meat. They think of it as we eat meat.
Cheers Michelle
like to have a special spelling idea for each day of the week. I have all boys this year and they are especially hands-on and love to get out and do things - this is the best way for them to learn and retain what I am teaching them. I do know, however, that girls also enjoy these activities.
Monday might be chalk on the cement, Tuesday might be writing it in their book or using the magnets on the fridge, Wednesday might be finger painting their words, Thursday is usually a word game like a word search or looking for mnemonics.
On Friday I like to keep my options open and this day usually varies. One of my children's favourite things to do is go on a word hunt around the homestead compound. I give them a piece of paper that tells them where to go to find the next clue. On the other side of the paper, they have to circle the correct spelling of their word before they can move on. They usually win a small prize if they can get back to the schoolroom in the set time with all the words correctly circled. This is great for getting them out of the schoolroom and moving about.
Because all the ASSOA students have digital cameras, I make sure to take photos of these spelling activities (and a whole heap of other things that we do during our sets) and send them into our teachers. Children love sharing what they did with their teachers - and their parents! There is nothing better than getting Mum and Dad involved too. Tell them what spelling words THEIR child is learning for the next week and when they go for a drive or are simply out in the shed or helping Mum cook, they can ask the child some of the words. The children are so PROUD to tell them!!!
Another fun thing that we do (and I know this wouldn't be possible for a lot of people) is, while we are out riding the horses, I get the children to actually ride the horse around in the shape of the letters of the word they are spelling. Though this often just ends in a lot of laughter, it is a VERY enjoyable way and they DO actually remember the spelling!
I am a strong believer in THRASS and have some of the charts up in our schoolroom for reference (English really is a tricky language - especially the spelling!). I like to bring up all our options in discussions so they can consider all the different letters that can make one sound!
Well, I think I've babbled on enough for one day - I hope this helps someone out there or at least inspires you to your own unique system for the children in your schoolroom - different things will suit each of the individuals you teach. Good luck!
Jen
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