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Word Power

Here's a cooperative spelling activity that seems like a game to the kids, but it's actually very task-oriented.

You'll need to seat the kids in teams of four students. Number the students from 1 to 4. Make a set of four "task cards" for each team. Each card should contain one number and the corresponding task below. Laminate the cards for future use.

• Read the word aloud.
• Spell the word.
• Use the word in a sentence.
• Define the word.

• Person #1 chooses a word card and reads it to the team.
• Person #2 attempts to spell it correctly. If correct, he or she takes a bean from the cup.
• Person #3 tries to use the word in a sentence and earns a bean if he or she responds correctly.
• Finally, Person #4 tries to define the word and earns a bean for a correct answer.

For the next round, each person passes his or her task card to the left. The new Person #1 draws a word card and the game is repeated. When the time is up, beans are tallied to see who is the "winner." However, I tell the students that they are all winners because they had fun studying their spelling and vocabulary words instead of having to do book work! They always agree!

Contributed by Laura



As American as apple pie, the weekly spelling list is a "cornerstone" of education! Admit it or not, we all use lists (by choice or by administrative mandate!), and drilling and practicing for Friday's test can be pretty boring! The following are two ideas I use.

Activities and Procedures:

1. The whole class stands in a huge circle around the room. Pronounce a word, then point to a student who is to say the first letter, the next student (moving left or right) says the second letter, the third student says the third letter and so on, moving around the circle. If someone "goofs", that student is out and returns to his/her seat. Repeat the word, then continue with the next student in the circle. The idea is to go as quickly as possible. Other ways of "getting out" may include taking too much time, repeating out loud what has already been said, or asking for the word to be repeated. It is a good idea to reward the final person standing with a small prize.
   
2. With students in groups of four, give each student a number: 1, 2, 3, or 4. Before the activity begins, write each team's name across the blackboard. Also have four popsicle sticks with the number 1, 2, 3, or 4 written on one end placed in a cup with the numbers down. Pronounce the spelling word, then allow the teams 15-30 seconds to practice spelling the word within the team, making sure each member can spell the word. Say stop when the time is up and bring everyone to silence. Repeat the word and randomly choose a stick from the cup. If the stick has, for example, a "2" on it, then all the 2's from each team come to the board and write the word below their team name large enough to be read, but small enough to be covered with their hand. Walk along and peek under each cupped hand, awarding a point to each team whose member has correctly spelled the word. By drilling each other, everyone learns to spell the word. By not know who from their team will be called on to spell the word, each person makes sure all of their fellow team members can spell the word.

Contributed by Vicki


Student Dictionaries

This is especially good for lower grades or for students with low English or spelling skills. You will want to make a sample first, both to really learn how to do it and to have an example for the students to know what they are working towards. You may be familiar with something like it if you have a telephone book with tabs and a spring on it that flips open to the right place.

1. Get a composition notebook, marking pen, ruler, pencil and scissors.

2. Open up the composition notebook to the first page and, using your marking pen, write a capital letter A on the first line. Turn the page. Write a capital letter B on the second line. Turn the page. Continue until you reach the end of the alphabet or the end of the lines. (If you reach the end of the lines first, turn the page and put the next letter of the alphabet on the top line of the next line.) Continue until the end of the alphabet.
Note: This is easier if, after you are finished writing the letter you slide the paper only a little way to the left. You can then easily see which line should be used next.

3. Using the marking pen, draw lines about 3/8 of an inch in from the open ends of the book along both the top and bottom of the book, or however wide your largest letter is.

4. Using these lines (the dots of which should show through on both the bottom and top of each page) place the ruler from top dot to bottom dot. Using a pencil, draw a line from the line the letter A is on to the the bottom of the page. Turn to the letter B. Repeat the procedure. Continue until the book is complete.

5. Cut the line under each letter in to the pencil line you have drawn.

6. Cut up each page to the cut you have made in from the edge of the page.
Note: The last letter in the first series of letters (it might be a S or T) will probably appear above only a half space. If this is the case, go ahead and cut the page up to the bottom of that letter. It is then easier to find where the next set of letters are.

7. You now have a book with tabs on it so the students can easily find the letter they are looking for.

Procedure for use: Anytime a student needs to ask you to spell a word he is to bring you his student dictionary (open to the correct page) and a pencil. You will then either tell him how to write it or--and this is faster--write it in yourself. He then has his own personal dictionary, and you will only have to spell a word for him once.

Contributed by Avis