Introduction
(found in the Teacher's Manuals) The
McRuffy Spelling and Word Study program builds spelling skills and related word
study skills. We have used the term word study as a catch-all phrase to
include phonetic structure, usage in sentences, adding suffixes, semantics (word
meaning), and many other skills. Level A is appropriate for first grade or
advanced kindergarten. Level B is appropriate for first grade or second grade.
The word lists are based on the list from the McRuffy Phonics and Reading program
with some changes, such as doubling the length of the list. It is not necessarily
intended to be used with our phonics program. The lists in our phonics series
tend to be more advanced than most grade level programs. In the context of the
entire phonics program, words are reinforced with reading, phonics, and handwriting
activities, so mastery of more difficult words can be attained. The word lists
are based on the list from the McRuffy Phonics and Reading program with some changes,
such as lengthening the word lists. It is not necessarily intended to be used
with our phonics program. The lists in our phonics series tend to be more advanced
than most grade level programs. In the context of the entire phonics program,
words are reinforced with reading, phonics, and handwriting activities, so mastery
of more difficult words can be attained. We realized more advanced lists could
be a disadvantage in a stand-alone spelling program, so we added flexibility in
the titles by labeling the levels with letters instead of numbers. This gives
teachers the flexibility to determine which level would be most appropriate for
their students. For many students encoding (spelling) is a more advanced skill
than decoding. In general, we would recommend Level A for first grade and Level
B for second grade. Special Formatting in
the Lesson Plans Words in bold print can be read directly
to students for instruction. Answers to questions asked during instruction
are in parenthesis. Parenthesis in workbook directions are generally not intended
to be read, but can be if students are unsure about a picture or if you need to
simplify the exercise. Hyphens in words such as c-a-t indicate that the words
should be spelled rather than pronounced. C-a-t would be read as see a tee.
Italics are used to indicate that a word, not its meaning is being emphasized.
For example: Use the word over in a sentence. The sentence is indicating
that the student should make up a sentence that contains the word over, rather
than use a word one more time. Italics are also used to indicate that a letter
or blend should be pronounced, rather than named. For example, the short a sound
says a. You will pronounce the a sound as in cat. A capitalized and
italicized vowel indicates that the long vowel sound should be pronounced. For
example, pronounce A as the long a sound you hear in the word cake.
Spelling Lists in workbooks are presented in traditional and modern fonts
to match common handwriting styles. Types
of Activities Lessons are arranged in weeks. There are four pages
of workbook activities per week and the last day is set aside for the spelling
test. A variety of exercises are used throughout the curriculum. Below is a partial
list with descriptions. Introduction activities: The first day of each
week features workbook activities that require students to write each word at
least once. The main objective is for students to become familiar with the words
and the spelling patterns. Students do a variety of activities such as sorting
words by word characteristics such as vowel sounds, sorting rhyming words, matching
pictures, and unscrambling words. Adding and using suffixes: Students
will learn spelling rules for adding ing and ed. A few other suffixes are covered
such as adding s and y. Although the rules are reviewed many times to apply the
rules, not necessarily to quote them. Visual discrimination activities:
The program uses a variety of activities where students are asked to find a correctly
spelled word among choices that are incorrect. Proofreading: Students
will find and correct misspelled words in sentences and add ending punctuation
(periods or question marks). Change a letter: Some exercises ask students
to add, subtract, or change a letter in a given word to make a new word. Sometimes
students will change a spelling word. Other times, students will change a word
into a spelling word. This helps emphasize similarities among words, the functions
of vowels, and the effect of consonants. Writing questions: Students
will rearrange words in sentences to change them into sentences or take a question
and turn it into a statement. Cloze Activities: Students will complete
sentences by inserting spelling words in blanks. These exercises emphasize sentences
structure, using words in context, and semantics. Embedded words: Students
will look at larger words for common spelling patterns. For example, the word
kit is a part of the word kitchen. Codes: Students will
be given a code key to decode spelling words. For example, a square is a, a circle
is b, a triangle is t, so a circle, square, and triangle is decoded as bat. In
addition to spelling practice, letter patterns and the symbolic nature of letters
are emphasized. Grid Boxes: This exercise is looks like a crossword
puzzle, without semantic clues. This exercise uses logic and emphasizes relationships
between words. Clues: Students will match clues to spelling words. For
example: Something made by a spider (web). This exercise emphasizes semantics.
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