This course aims to enhance students' spelling abilities and boost confidence in writing without dampening their enthusiasm. Geared toward eliminating spelling errors within a specific timeframe, it emphasizes practical strategies for success, including self-correction. Students learn to identify and rectify spelling errors independently through modeling and targeted instruction.

Key Features:

Focuses on self-correction to improve spelling accuracy.
Utilizes rule-based teaching methods, guiding students to understand and apply spelling rules effectively.
Emphasizes comprehension of spelling principles for tackling new vocabulary and minimizing errors.

Not Included:
No rote memorization of vocabulary lists.
Does not provide more difficult words on request; instead, it focuses on understanding spelling rules governing word formation and pronunciation.

Daily Class Structure: Greeting, Topic Outline, Instruction, Practice Together, Solo Practice, Review & Reteach if needed / Games. 
Looking forward to our session!

The teacher assesses the student's quiz performance to determine suitability for the course or if 1:1 tutoring is needed. Students with 1-2 errors per pre-quiz are well-suited. If errors range from 5-10, the teacher notifies immediately. Participation in writing activities is essential for course success.

I'm enthusiastic yet serious about teaching correct spelling, focusing on fixing errors through attention to spelling patterns. I'll use phonetic charts from the Beacon Second Reader for guidance.


Note:
The course entails active participation, not lectures.
Ideally, students should have their cameras on and actively participate. 
English fluency at a beginner level is recommended.

                               
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.

Class Session 1
REVIEW OF THE VOWELS a, e, i, o, and u
blend of two consonants follows the vowel
Week 2  blend of two consonants precedes the vowel
correct pronunciation of wh 


Class Session 2
long vowel because of the final e
the effect of final e
Before r the sounds of the vowels a, e, i, and u are greatly modified

Class Session 3
ea and ee have the long sound of e
 ai and ay have the long sound of a
au and aw take the sound of a in all
ou and ow are pronounced alike
oo is pronounced like u in rude


Class Session 4
the sound of qu
review
and oe have the long sound of o
ie and final y take the long sound of i
ew and ue are pronounced very nearly like u long
oi and oy are pronounced alike
c is soft before e or i


Class Session 5
g and dg before e and i are pronounced like j.
K and ck are sounded exactly alike.
Tch generally has the same sound as ch
two sounds of th


Class Session 6
ie has the sound of long e.
o has a sound midway between its sound in for and in fox.
a has the sound of short o.
Two vowels together are often sounded separately
Tion and sion are pronounced shun.


Class Session 7
words with the most common suffixes


Class Session 8
words with the most common prefixes
vowel followed by one consonant is given the long sound, 
consonant is doubled, the vowel usually has the short sound
silent k, g, w, b, l, t, and gh


Class Session 9
Most Commonly Used:
Latin Roots 1,
Latin Roots 2,
Latin Roots 3,
Greek Roots 1,
Greek Roots 2,
Greek Roots 3,
Affixes: Prefixes & Suffixes

Class Session 10
Review of All Spelling Rules from Lessons 1-11
Review of Latin & Greek Roots
Review of Affixes: Prefixes & Suffixes
Culminating Lengthy Spelling Bamboozle Game 


No Class on Halloween evening or on Thanksgiving.