Say 'Yes" to Spelling ~~ Ginger Psalmonds, CST

More than likely, many of you grew up in classrooms where weekly spelling tests, grammar quizzes, and diagramming exercises were all a part of the typical routine. These were a part of almost every child’s educational experience.  In fact, like many of you, I also recall taking weekly spelling tests and the only significant detail I remember is that of being afraid to do poorly.   To this day, I can honestly say that I have no understanding of the relevance or connection of weekly “spelling tests” to any other aspect of my educational success.  While I do believe in the importance of “teaching spelling” to kids, the practice of rote memorization for the sake of performing well on a weekly “spelling test” is not considered best practice based on current research and what we know about how kids learn.

 

In thinking about how many of you outside of the field of education might perceive the notion of teaching spelling, it is important to emphasize that “teaching spelling” should not be used interchangeably with the term “spelling tests.”  In fact, they have very different meanings and connotations associated with them.  As many of you are aware with the new CCGPS standards, there is a greater emphasis on the reading/writing connection, as we move away from teaching grammar skills, such as spelling, in isolation.  In fact, there is a large body of evidence to support the notion that these skills taught in isolation through the use of rote memorization and worksheets do very little to improve overall student achievement.

 

Having said this, where do we want to go with our instructional practices pertaining to teaching spelling?  First of all, we want to be certain that regardless of practices that were used in the past, our emphasis at New Prospect is on teaching the CCGPS.  Embedded into these standards, teachers at every grade level will be expected to plan opportunities for teaching spelling and other conventions in the context of student’s writing and reading instruction. 

In addition to teaching the standards, it is important to note that there are also critical components to successful spelling instruction that should be evident across grade levels and academic areas.  Here are just a few examples:

1. Daily writing (across content areas)
2. The understanding that spelling is a skill developed by constructing words (not rote memorization of words without connections.)
3. A strong connection between reading and writing.
4. Explicit teaching of spelling rules and patterns through mini-lessons.
5. Opportunities for students to learn how to apply strategies as they write, spell, proofread, and edit their own writing pieces in "Writer's Workshop."
6. Authentic writing that involves real world applications.

 

So what does all this mean for our students at New Prospect?  First and foremost, it means that if your child does not arrive home on Monday with a list of spelling words to memorize for a test on Friday, it doesn’t mean that we have eliminated the teaching of spelling in our curriculum.  It does mean, however, that our teachers are using best practices in spelling instruction. As a school wide goal, we want to develop a positive culture of writing, where students are actively involved in the writing process and learning to edit and apply specific conventions that have been taught and modeled by the classroom teacher.

 

 Do we teach spelling at New Prospect?  Absolutely!  With the full implementation of Common Core, coupled with our school wide writing initiative and the use of 6 +1 Traits, we are truly excited about the changes taking place in our classrooms!  Our ultimate goal is improved instruction and academic excellence for all students.