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SRA SPELLING MASTERY OVERVIEW
WHAT DOES SPELLING MASTERY TEACH?
Phonemic skills
Graphemes
Whole word
Spelling rules
Morphographs
Editing skills
HOW IS S.M TAUGHT? (THE 3 ‘DS’)
Design, Delivery & Documentation
Scripted lessons Grades 1 - 6
Indicate what you say & how students
respond
New skills are taught in tracks not
isolation
Ongoing review = long term retention and
transference to writing
WHO IS IT FOR?
Due to the design SM is suitable for all
students
Research proven effective with ESL,
Indigenous, Special Needs and main
stream
Placement test determines correct level
Individuals, small groups or whole class
WHAT DOES A LESSON LOOK LIKE?
15-20 minutes a lesson
Student Work book for each student
1 Teacher Manual per class/level
contains active, ready to-go lessons that
make the teacher the expert.
Teachers present each exercise, listen to
student responses, then provide
immediate feedback.
LESSON 106 OBJECTIVESExercise 1 When identifying the sounds that compose words, students now work with long-vowel sounds and a variety of consonant blends.
Exercise 2 students review a previously taught phonemic generalization—the sound /a/ is usually spelled ay when it occurs at the end of a word. Students then spell words that follow this generalization. After considerable practice, students will spell these words automatically, without conscious reference to the generalization.
Exercise 3 Students write two sentences from dictation. Both sentences are made of words students have spelled many times before. This activity, which occurs almost daily, serves both as a spelling review and as a model for how common words are used.
Exercise 4 Students are introduced to a new model sentence, one that includes words that are significantly more difficult than those introduced in Level A model sentence exercises. A pair of commonly confused words, thought and through, are taught in the same sentence. The context of the sentence prevents students from confusing the two words.
Exercise 5 Students write a series of words from dictation. This exercise is a straightforward review of words taught previously.
Exercise 6 Students refer to the picture and write a sentence that tells what the girl could be saying. The purpose of cartoon exercises is to facilitate the transition from spelling words in isolation to spelling them in sentence writing. Students are prompted to use words they have learned in previous lessons to compose the sentences.
TEACHER MANUAL LEVEL B
STUDENT WORK BOOK LEVEL B
WHY USE SPELLING MASTERY?
Research based, success well
documented
Unambiguous instruction
Students learn at the correct level for
each individual
Time saving
Students love it because they succeed!
RESEARCH
OVER 50 INDEPENDENT RESEARCH STUDIES
https://www.mheonline.com/assets/sra_download/ReadingMasterySignatureEdition/MoreInfo/ResearchAndValid_DILang06_web.pdf
SCOPE
TIME AND LESSON
Level Grade Number of Lessons
Instruction TimePre-lesson
Level A 1 60 15 minutes
Level B 2 120 15 minutes
Level C 3 120 15 minutes
Level D 4 120 20 minutes
Level E 5 120 20 minutes
Level F 6 120 20 minutes
COST
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