Recently, I posted the recovery process for Spellchecks in my class.  These are usually related to Spellchecks which are the "classic" or "old school" (as is the cliche these days) spelling tests.  Most of us remember the process of which I am writing:  the word is called, it is used in a sentence, it is recalled; students list the word on their paper. 

The idea behind such recovery methods is to get kids to practice the words again and to take the initiative to correct their work. 

These days, with "Writing Across the Curriculum" being required in Cobb County Schools, knowledge of spelling is more than just memorizing word forms to repeat back to an instructor on ruled paper.  Spelling is more related to language acquisition as a concept.  With that in mind, we've begun using the Spellchecks that evaluate the meaning of the word, usage, and also the knowledge of word forms relating to the words on the lists. 

Because of this, the Spellcheck Recovery which was first posted is not the most effective in improving students' knowledge of the word.  Instead, I believe it is important for the students to correct their mistakes on a seperate paper so that they correct their thinking and not just the misspellings.  With that in mind, I am now posting the Assessment Recovery Process that would initiate this correction of thought:

    In the event that students are not prepared adequately for the assessments they are given, they may earn back partial credit by making corrections in the proper way. 

*  Answers must NOT be erased and rewritten.

*  Any assessments where the original answers have been tampered with will not be considered for recovery points.

My recovery policy is the following: 

1.  Using ruled notebook paper, properly headed, number the problems/parts of the assessment which were incorrectly answered or exhibited (you may number as you go).

2.  Include the correct answer to the problem/part in sentence form.

3.  Give an explanation as to why the correct answer is the correct answer. 

4.  Make sure that these corrections are in proper sentence form and that they are legible (readable). 

5.  Staple this(these) ruled page(s) to the back of the assessment. 

6.  Place this corrected packet in the orange drawer (at the top of the drawer box in room 402). 

Though it is more involved than the previous method, it is designed to make the student who is interested in repairing their earned score identify how the correct answer is correct.  Student who learn to adequately prepare for their assessments will also see the benefit of thinking about why words have meaning.  It also prepares them for the responsibility of communicating clearly with their words of choice. 

Printed copies of this Assessment Recovery Policy are always available.  I often staple them to students' papers when grading them. 

Thanks again for reading my blog.

Sincerely,

Alex McGill

For the Spellchecks we have had for the last four weeks, the work is a little more involved with language arts study.  In one section, students are expected to match the word with its definition.  Another section has students choose between two list words to complete sentences.  The final section has them choose from the words in the beginning section to compose original sentences using a form of the word they chose. 

This last section has proven to be the most challenging part of the Spellcheck.  It requires that the student have ownership of the word's meaning, its part of speech, and its proper use.  Such ownership is daunting for the high-achieving student who avoids the more (seemingly) mundane tasks of daily practice with the words.  In reality, the practice determines the performance. 

When your child's Spellcheck comes home for you to review and/or sign, really look over it with them if you can.  Ask them if they understand how they earned the points they did on the last portion especially.  Ownership of one's authorship takes time, but it can empower not only the writing skills of a young person, but also their thinking skills.  How many of us in adult work life have the luxury of working without having to defend our results or methods?  I would imagine few of us could say "yes" to that question. 

Getting kids to look for the reasons behind their responses is key to having them understand their own daily questions and problems. 

Thanks for reading this blog!

Sincerely,

Alex McGill

    When students do not perform at their best on a Spellcheck, I have a procedure in place by which they may earn back partial credit (usually half of what was lost).  Some papers this year have had this stapled to them, but in order to refresh people's memories and clarify the expectations, I am posted the process again here:

 Students whose preparation is not adequate to earn the full number of points on their Spellchecks may earn back partial credit for taking the time to correct their thinking. 

1.  Using ruled paper, put on the proper heading for the corrections (Name, Date, #, and Spellcheck with Sort #).

2.  Numbering as you go, rewrite the correct spelling of the words misspelled three times each. 

3.  Check to see that the words rewritten thrice are spelled correctly and neatly.  Illegible work will not be evaluated further. 

4.  This ruled paper should be stapled to the back of the Spellcheck and turned in to Mr. McGill's orange corrections drawer.

    Additionally, words which are chosen (multiple choice, choose the best answer, matching, etc.) that are incorrect need to have the correct answers listed on the ruled paper (numbered) with an explanation of why the correct answer is correct. 

Thanks for your time.

Sincerely,

Alex McGill

Students in Ms. DeLass's and Mr. McGill's Language Arts classes (groups 1-4) will have a Spellcheck over the Sort 10 words from Words Their Way on Monday, January 23.  We have had these words assigned since Friday, January 13. 

The sort is related to base words which have the suffix -ation added to them (base words which end both with consonants and silent e).  This set of words helps to demonstrate how base words which are verbs can be made into nouns by adding suffixes.  We have been working on the spelling and the usage of these words in writing.  Homework has been assigned nightly, and all of it is due on Monday once we begin the Spellcheck.

More practice in this area can be found on the Garrison Mill Web Links Notebook. 

Ms. Delass's Assessment over World War I will occur tomorrow, December 21, 2011. Please go to her blog and view the Jeopardy game preparation for the assessment.

The Weekly Reader News, "Cub Cams" issue is due tomorrow to Mr. McGill as well.

We are working up until we leave for the Winter Break, so please be present in mind and body!

Mr. McGill's Language Arts group will be having the Spellcheck for Sort 9 on Tuesday, December 20, 2011.  All homework assigned for this sort will be due on the day of the Spellcheck.  Pages 37 and 38 in the Words Their Way book need to be completed and ready for grading by this day as well. 

The "Cub Cams" issue of Weekly Reader News will be due Wednesday, December 21, 2011.  The back page needs to be completed for this assignment.  The issue is to be turned in to Mr. McGill's Reading drawer by the end of this day. 

The area of problem solving is one which teachers recognize as pervasive in all academic pursuits. When meeting as a team, the fifth grade teachers agreed that Math is not the only subject area where consideration of facts, recall of processes, and application of knowledge is important. In all subjects, problem solving is necessary.

One method for improving a child's skill at solving any problem, is to have them practice. The Garrison Mill Web Links Notebook offers countless opportunities to hone one's skills. Ms. Schulman has taken an enormous amount of information and put it at students' fingertips. The material can be searched by subject, grade level, or search engine. In addition to this, links to sites which have been purchased by the PTA and the GM Foundation are located here as well.

This resource is one which can be of great benefit to both the parent and the learner. On the day that your child comes home and says they are struggling with a concept, the Web Links Notebook is a terrific resource to find clarifying activities and reteaching strategies. For the student who wishes to extend what they learned in class or within their peer group, it is a place to explore the safe sites which have been compiled for student use.

Consider adding some time weekly to have your child work from the Web Links Notebook. It is here for our support, and it is excellent!