Students will improve spelling performance and more easily identify spelling errors within a text. I want to build confidence in your student and not squash their happiness in writing. This course is designed for students who need to achieve zero spelling errors in a certain amount of time.  If you want to perform well on a written performance test, I am the teacher for you. I model how to do everything I ask students to do.  I will help to focus a student's attention on that goal and the easiest steps we can take to get the results that are desired.

The goal of this course is help your student make self-corrections to remove errors in spelling. This means that the teacher will display the rule, identify models within the word shown, ask the student to identify the same items, and even become the teacher to explain the rule as evident in the word of their choosing. 

What this course is not:
Teacher will not provide your student with lists of vocabulary words to memorize. This class teaches spelling rules, which upon learning the student is able to apply to reading new and unfamiliar vocabulary and also in removing their own spelling errors. 
Teacher will not provide "harder" words on request. Teacher is displaying the spelling rule behind why the vowel lives where it lives and does not move around, the effects of consonant blends, and vowel pairings. 

A Sample Class Structure: 
Greeting/ Outline topic for the day/ Instruction/ Paired Practice with Me/ Independent Practice/ Review Together and Reteach if Necessary
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Teacher provides a snapshot picture of the student's quiz as is needed to display the information given above. If your student has 1-2 errors per pre-quiz, they are in the right spot for this class. If your student nears 5-10 errors on the pre-quiz out of 10 words given, teacher will share that information immediately. If the student is unwilling to write, the course will not work at all. 
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While I am bubbly and engaging, I am quite serious about teaching correct spelling. Errors can easily be fixed with careful attention to spelling patterns. I will utilize the phonetic charts from the Beacon Second Reader to guide instruction.

This course is meant to run as 12 meetings in succession. I do suggest students meet with me twice per week for six weeks to reach optimum progress. Teacher will keep note of which lessons the student has completed, so that learning can continue if a student has vacation or another absence. Parents select class times from the availability listed above. Teacher will do her best to accommodate all requests, but many families have signed up for the entire 10 class meetings at initial enrollment. Teacher has no control over whether a parent has enrolled for one class or all twelve.

*Students will need to have their camera on and participate fully. 
*I will keep note of which lesson your student has completed, in case a break is needed due to vacation or absence. 
*This is not a lecture type of class. Students do need to participate fully.

Due to the nature of this course, a student should have at least a beginner level of English fluency. 

This course is meant to run as 10 meetings in succession. I do suggest students meet with me twice per week for five weeks to reach optimum progress.

Chapter 1
1.1 Review of the vowels a, e, i, o, and u (vowel placement)

1.2 A blend of two consonants follows the vowel

1.3 A blend of two consonants precedes the vowel

1.4 The correct pronunciation of wh 


Chapter 2
2.1 Long vowel because of the final e

2.2 the effect of final e

2.3 Before r the sounds of the vowels a, e, i, and u are greatly modified


Chapter 3
3.1   ea and ee have the long sound of e

3.2  ai and ay have the long sound of a

3.3  au and aw take the sound of a in all

3.4  ou and ow are pronounced alike

3.5  oo is pronounced like u in rude


Chapter 4
4.1  the sound of qu

4.2  review

4.3  oa and oe have the long sound of o

4.4  ie and final y take the long sound of i

4.5  ew and ue are pronounced very nearly like u long

4.6  oi and oy are pronounced alike

4.7  c is soft before e or i


Chapter 5
5.1   g and dg before e and i are pronounced like j.

5.2  K and ck are sounded exactly alike.

5.3  Tch generally has the same sound as ch

5.4  two sounds of th


Chapter 6
6.1  ie has the sound of long e.

6.2  o has a sound midway between its sound in for and in fox

6.3  a has the sound of short o

6.4  Two vowels together are often sounded separately

6.5  tion and sion are pronounced shun.


Chapter 7
7.1  Words with the most common suffixes

7.2  Review


Chapter 8
8.1  Words with the most common prefixes

8.2  Vowel followed by one consonant is given the long sound

8.3  Consonant is doubled, the vowel usually has the short sound

8.4  silent k, g, w, b, l, t, and gh


Chapter 9
9.1 Most Commonly Used: Latin Roots Part 1

9.2 Most Commonly Used: Latin Roots Part 2

9.3 Most Commonly Used: Latin Roots Part 3

9.4 Most Commonly Used: Greek Roots Part 1

9.5 Most Commonly Used: Greek Roots Part 2

9.6 Most Commonly Used: Greek Roots Part 3
9.7 Affixes: Prefixes & Suffixes

Chapter 10
Review of All Spelling Rules from Lessons 1-11

Review of Latin & Greek Roots

Review of Affixes: Prefixes & Suffixes

10.1  Culminating Lengthy Spelling Bamboozle Game
10.2 Personalized Spelling Challenge