[JayDee]

What do you have students who get 100% on spelling pretests do for the remainder of the week's lessons? I've been having them do the rest of the work from a menu like everyone else but that seems silly because they already have proven that they know how to spell the words. Some of the menu choices are vocabulary-oriented, like use the word in a sentence, write antonyms/synonyms, but some are the "write the consonants in blue, vowels in red" and "rainbow words" type of activities... Those 100% students are rewarded by not taking the final test but it seems that they should be getting more along the lines on enrichment for that week. TIA

[MrsDriver]

have mine do the menu thing. I have the sentences, definitions, and consonant/vowel things as well. I also put write a story using the words, make their own vocabulary test, make a puzzle, and other things like that. So they still get what I consider more important, like the correct usage of the word and what they mean. My kids, even the 100% kids, love to do the menu.

[luvmickey]

We give the students challenge words that they will test on Friday. They use those words when doing the activities for the week. On Friday, they take the challenge test. These words do not count against them but they can get bonus points. We try to choose words from our science, math, or social studies for the week.

[nanaof4]

write the words in cursive. I give 5 challenge words every week, too. Most of the kids do well. The way I feel is that spelling is an area where almost all students can excel, unless there is a learnign issue. Then I adjust my teaching. For instance, some students who struggle with spelling do not have to learn the challenge words.

[imacacher]

Not to start a debate, but why, if they got a 100%, are you making them practice the words? Why not give them a differentiated list?

We don't make our students study or practice any word that they spell correctly on the pretest. I have 22 students and 22 individual spelling lists based on the same phonics pattern.

[jmartell]

Would you be willing to provide details about how you go about doing this? I have tried this in the past and found I spent waaaaaaaaayyyy too much time preparing and following through with this. Where do you get the words from that follow the same phonics patterns? I have tested all of my students to find where they fall in terms of spelling development with Words Their Way, but then fall short after that...Also, how to you deal with the tests and correcting all of their different assignments? TIA (and sorry if I hijacked the op )

[JayDee]

no debate here. I'm trying to do AWAY with the practice of words students have demonstrated they know when they achieve 100% on the pretest. I was leaning toward using spelling time for vocabulary instruction for those students. Differentiating spelling lists would be great and obviously more appropriate than my vocabulary idea, but I have no idea where to start. The spelling lists I use now are from the basal. Any suggestions to give me direction?

[CheleOh]

My kids can miss 2/20 (90%) to test out for the week.

I have my kids buddy up and they create their own "bonus" list. Each pair picks 10 words to learn to spell and their meanings. On Fridays, they test each other. In the rare instance that I only have one test out, s/hecreates his own list and I find someone on Friday willing to give him the bonus test.

They automatically get 90% (since they showed mastery of that week's list) and if they "master" their bonus list, I bump it to 100%.

They are "excused" from the weekly work; they just have to *somehow* learn their 10 words.

I found that the "Challenge" needed to be something fun and "easy" to motivate those to test out. If it's "more" work - what's the point of testing out?

Chele :-)