First Spelling List

Last month Ryan became an author! Well, that's the how the Spell to Read and Write (SWR) teacher's guide instructs educators to teach it. Ryan absolutely loved it! Ever since he became an "author" he's been telling everyone about it. The Primary Learning Log is the book he's authoring. Basically, it's where he records  rules for spelling and grammar and spelling lists. He looks forward to writing in the log because he's the author.

The first page to complete is the Consonants & Vowels page. This is a reference page for Ryan. For instance, if I ask Ryan how many consonants have more than one sound, he can look in his book to figure it out - they are notated by the red marks. The vowels are broken up by most common vowel sounds with a sample word divided by syllables and marked with red pencil.

This is Ryan's first spelling list which he wrote in his Primary Learning Log. After I dictated the spelling list as described in The W.I.S.E. Guide for Spelling. I love the way method:
1) First you say the word.
2) Use it in a sentence (either make your own or use the one suggested in the book).
3) Repeat the word and ask the student how many syllables the word has.
4) Break apart the word in sounds using your fingers to count the sounds.
5) Write the word (both student and teacher) - we use individual white boards and markers.
6) When the student is done writing, have the student check work with the teacher's board.

After going through the list, I created cards for the twenty spelling list words. One side of the card had the word in uppercase and the other side was in lowercase. Then Ryan had to create a sentence. This is not very easy. I was very impressed with his sentence.... Six red cat(s) all ran but my bed did not run. When I did this exercise at my training, my sentence was, "My cat is red." So I really think Ryan's sentence was better.