During their partner sort, I was excited to hear the students distinguishing between week and weak. Their knowledge of homophones is increasing. They were very successful remembering ee, ea, short e spelling patterns without looking at the words. This should increase their spelling abilities. Partners correct each other if the other is incorrect. Becca asked me how to read the words team and teach. I don't know why. She is perfectly capable. I think that she didn't want to take the time to think about how the spelling is related to the sound. I have noticed this in her reading as well. Overall, the partners were all engaged and focused on the task at hand.
It will be interesting to see if the knowledge of homophones actually improves the students' performance on spelling assessments. It is also interesting that Becca isn't taking time to do the work independently. Does she meet grade level reading expectations?
ReplyDeleteWere the kids sitting back to back so they would not see each others words? I was just noticing how they were sitting during their partner sort and was wondering exactly how it worked. I think kids love working in partners and it does seem to be a great way for them to further practice whatever skill they are working on.
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