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