Spelling


 * SPELLING **


 * November 2004 Curriculum Council minutes**:

Michael [Bessette] and Bill [Carozza] gave an update on the new Spelling program at the elementary level. Grades K-2 are using //Phonics: Letters, Words, and How They Work// by Fountas and Pinnell. This program focuses on early literacy and phonics strategies and less on memorized word lists. In grades 3-6, Rebecca Sitton's //Spelling Sourcebook// is being used. This provides an individualized approach to spelling within the context of writing. [Note: Second grade currently uses the Rebecca Sitton Program].


 * February 2009 Curriculum Council minutes:**

Results of Spelling Survey - Bridget Christie • Bridget reviewed history of selection process for current Rebecca Sitton program (see handout with Philosophy Statement and Research Criteria questions); Rebecca Sitton answered all six of Research Criteria questions; the fact that the program allowed teachers to choose various components to use, and it incorporated writing/literacy (as opposed to being an isolated program) were major factors in its selection [Handouts - Rebecca Sitton Survey - Fourth Year Evaluation; Condensed Analysis of Researched Spelling Programs] ** Action: ** Recommended to Leadership Team that Spelling Committee be formed to look at results of spelling survey - decide what elements are non-negotiable; what data do we need to tell if the program is working; what further training is needed?
 * First year implementation was great (included teacher training workshops; conference call with Rebecca Sitton; parent informational meetings); second year also good- students were familiar with program and terminology, which allowed the focus to be on content skills
 * This is fourth year with Rebecca Sitton - concern about variation in teacher implementation of the program prompted the survey (Fall 2008)
 * For results of survey see Observations from handout “Rebecca Sitton Survey Four Year Evaluation” [[file:SpellingSurvey2008.pdf]]
 * If teachers did all of Sitton, it would be very time consuming; it’s designed for teachers to pick and choose; however, survey indicated a need to come to some basic agreements to provide more consistency in implementation
 * Bridget felt that the priority words have made a significant change in students’ spelling; students are being held accountable for their “no excuse” words
 * Need to look at where students get their words for their “Words to Learn List”; how often priority checks are done; how much time spent on spelling; forms of assessment; also need some longitudinal data to see if the Rebecca Sitton program is helping our students to become better spellersMight be a need for further training; several teachers have changed grade levels - received training at a different grade level than what they are currently teaching
 * Question was raised - Are we stuck in an old paradigm when it comes to spelling? In light of technology, context is different (e.g. texting)
 * Discussion: We write for a purpose for an audience; finished product needs to come out well; kids need to learn the rules of spelling; society has bias that associates misspelling with lack of intelligence; we need to keep students accountable for basic words
 * Also need to keep in perspective - Where is spelling on the continuum of importance?


 * May 2009 Curriculum Council minutes: **

<span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Formation of Spelling Committee - Deidre Smith • Spelling committee has been formed to address some of the issues that have <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif;">been raised (see February minutes) • Biggest issue seems to be the way the program is implemented - drastically <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif;">different among staff members • Spelling committee will need to decide the non-negotiables - the parts of the <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif;">program that will be implemented by every teacher • Phonics piece (which grade levels teach phonics) will be a bigger challenge <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif;">because of philosophical differences among staff • Need to reevaluate the Fontas & Pinnell phonics program • Impossible to tell if our students are spelling better because of variations in <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif;">implementation; committee needs to decide which measurement tool will be <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif;">used consistently throughout grade levels • Would like to get a representative from each grade level for Summer <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Curriculum work <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">** Action: ** Recommended that Leadership Team approve Summer Curriculum work for Spelling

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">**Rebecca Sitton Spelling Program in SAU #66 Guidelines** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">