The Instructional Level Spelling Program

To become proficient spellers, students must construct an understanding of the English spelling system. They need to study words appropriate to their instructional spelling levels, participate in word study experiences, acquire strategies for spelling difficult words, and develop spelling consciousness when writing. For long-term learning to take place, spelling instruction must be integrated across the language arts through involvement in meaningful activities.

A basic premise of Instructional Level Spelling is that students bring varying degrees of spelling proficiency to classroom instruction and, as such, they should spend their time exploring, writing, and learning to spell words that are appropriate to their knowledge base. To ensure proper placement, a Spelling Inventory is administered to determine students’ instructional spelling levels. Instructional groups are formed of students who are at similar levels in the development of spelling proficiency.

Instructional groups within a classroom work on lists of words that share a common feature (such as r-controlled vowels, plural forms, or abbreviations), but differ in level of spelling difficulty. On a weekly basis, there is the opportunity for whole class word study, guided practice, and meaningful activities built around the common feature. As students move through the elementary grades, they explore the same structural aspects of the English spelling system at increasingly higher levels of difficulty.

The 25 Word Lists emphasize sound elements during the first half of the year and structural elements during the second half of the year. The Word Lists include a Word Sort, Guided Practice Chart, and Dictation Paragraph for each of the 25 Word Lists for each level in the program. Assessment Sentences for Pre and Post Assessment are included for classroom use.

Teacher Notes is the handbook for Instructional Level Spelling. The comprehensive introduction (Dr. Rolfe’s “Getting Started” workshop on paper) provides the theoretical and practical information needed to implement a developmental spelling program. Teacher Notes includes background information, a word study lesson and suggested activities involving vocabulary, word structure, writing, and word memorization for each of the 25 Word Lists.

The Word Lists plus Teacher Notes function as a flexible framework within which teachers can develop a differentiated spelling program. This dynamic approach meets the instructional needs of a broad spectrum of learners while providing the active involvement in word study that is so often missing in spelling instruction. Once students approach spelling through an integrated program of word study rather than simply word memorization, the meaningful connections for reading and writing grow and grow!