초등학생을 위한 스펙타클러 스펠링 1부

***I'm taking a sabbatical from teaching until the Fall 2024 to recharge and pursue some personal projects. I'm looking forward to returning refreshed and energized.*** 


This is a full spelling curriculum that is divided into two parts.🐝 This course is Part 1 which addresses individual letter sounds, letter recognition, and improving reading accuracy.🐝Part 2 covers all of the content from Quick Fix: Middle School Students and Quick Fix: High School Students. Students may enroll at any time.

This course is a version of my Quick Fix: Middle School and Quick Fix: High School courses that has been adapted to an elementary audience. I model how to do everything I am asking 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.

If your student is more advanced than their peers and would rather take this course in a 1:1 setting, click the following link here: https://outschool.com/classes/11-quick-fix-spelling-for-middle-school-students-wpMyFNY4?usid=4X6leedf&signup=true&utm_campaign=share_activity_link

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. 
Students will improve spelling performance and more easily identify spelling errors within a text.

CCSS.ELA-LITERACY.L.1.2.D
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

CCSS.ELA-LITERACY.L.1.2.E
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Fun and bubbly teacher promotes laughter and encourages quick thinking. Game type atmosphere where almost any answer is welcome as long as it is appropriate. Students will improve public speaking skills and build confidence while speaking with others. This is a social class to  allows students to become comfortable talking and sharing ideas in a group setting. This class meets on the same day and time each week for your particular session. If you wanted your student to further work on public speaking and confidence, I am open to having your student join on multiple days. They would be able to present new information than they did earlier in the week. 

We discuss a new area of spelling and the alphabet during each class. I model idea generating techniques, getting ready to speak (planning), and how to share ideas in a group setting. I will have slides ready for students to present their completed task during class. This will help with public speaking and confidence while presenting. Students are able to discuss anything as long as the conversation stays on the topic of the day for that class.  A countdown timer allows students to talk for only brief moments of time to keep ideas flowing. Class topics repeat after we go through all 30 lessons.

Students are be able to join or leave at any time. 

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 pre-quiz after class.
If the student is unwilling to write or participate, the course will not work at all. 
This is not a lecture-style course.
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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 26 meetings in succession. I do suggest students meet with me for all 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 26 class meetings at initial enrollment. Teacher has no control over whether a parent has enrolled for one class or all 26.

*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 26 meetings in succession. I do suggest students meet with me for all weeks to reach optimum progress.

🐝Topics Addressed in Part 1  🐝

Week Jan 7th    Topic  The letter A, big A, little a, even cursive Aa

Week Jan 14th    Topic  The letter B, big b, little b, even cursive Bb

Week Jan 15th    Topic  The letter C, big C, little c, even cursive Cc

Week Jan 22nd     Topic  The letter D, big D, little d, even cursive Dd

Week Jan 29th     Topic  The letter E, big E, little e, even cursive Ee

Week Feb 4th       Topic  The letter F, big F, little f, even cursive Ff

Week Feb 11th     Topic  The letter G, big G, little g, even cursive Gg

Week Feb 18th  Topic  The letter H, big H, little h, even cursive Hh

Week Feb 25th    Topic  The letter I, big I, little i, even cursive Ii

Week Mar 3rd   Topic  The letter J, big J, little j, even cursive Jj

Week Mar 10th     Topic  The letter K, big K, little k, even cursive Kk

Week Mar 17th    Topic  The letter L, big L, little l, even cursive Ll

Week Mar 24th   Topic  The letter M, big M, little m, even cursive Mm

Week Mar 31st    Topic  The letter N, big N, little n, even cursive Nn

Week Apr 7th    Topic  The letter O, big O, little o , even cursive Oo

Week Apr 14th    Topic  The letter P, big P, little p, even cursive Pp

Week Apr 21st    Topic  The letter Q, big Q, little q, even cursive Qq

Week Apr 28th    Topic  The letter R, big R, little r, even cursive Rr

Week May 5th    Topic  The letter S, big S, little s, even cursive Ss

Week May 12th    Topic  The letter T, big T, little t, even cursive Tt

Week May 19th    Topic  The letter U, big U, little u, even cursive Uu

Week May 26th   Topic  The letter V, big V, little v, even cursive Vv

Week June 2nd  Topic  The letter W, big W, little w, even cursive Ww

Week June 9th    Topic  The letter X, big X, little x, even cursive Xx

Week June 16th   Topic The letter Y, big Y, little y, even cursive Yy

Week June 23rd    Topic  The letter Z, big Z, little z, even cursive Zz

****Topics Repeat****



*****
🐞Topics Addressed in Part 2🐞

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
Spelling Boot Camp Part 1
Phonetic Cards 1-35
Pre-Quiz Part 1 Challenging Words (Pre-Quiz Part 1 & Part 2 covers a wide array of vowel and consonant sounds)

Class Session 11
Spelling Boot Camp Part 2
Phonetic Cards 36-70
Pre-Quiz 8 More Challenging Words (Pre-Quiz Part 1 & Part 2 covers a wide array of vowel and consonant sounds)

Class Session 12
Review of All Spelling Rules from Lessons 1-11
Review of Latin & Greek Roots
Review of Affixes: Prefixes & Suffixes
Culminating Lengthy Spelling Bamboozle Game