Spelling Test

High school summer school is mostly about credit recovery. If a student fails a class, they need to repeat it to get the credits they need to graduate. 

Middle school is not like that. They generally get promoted whether they passed or failed their classes. So, summer school is generally not held for middle school students. 

But the district got money from the state (I think) to help those students who were "falling behind". They identified students who needed some extra academic help. They put together a program to work on those areas most needing attention. (They started this last school year. This is the second summer for the program.) 

The classes don't get traditional report cards. They get progress reports. So, to measure their progress, we were to start out the classes with some pre-assessments. 

First, we had them read a passage to measure fluency. Then they were given a spelling test. 

Ah, but this was no ordinary spelling test. This was a spelling test of nonsense words. 

On the first day of summer school, I informed them that they were taking a spelling test. 

I explained that the words weren't real. I explained that we wanted to see if they could figure out how these words should be spelled from the sounds of the syllables. And I told them not to sweat it too much. 

But still, I had way more fun with this thing than they did. Because the words...

Oh, the words were fun to say. They were mashed up syllables of recognizable words, changed just a bit so they had no meaning. (I think my favorite was grapherence.) 

It was an interesting little assessment. (I'd share more of the words, but we want to keep them off the internet as I'm sure they're going to use this assessment again.) I wonder who comes up with these things.

Where is Michigan?

7th grade English. The entire lesson plan consisted of going over the 20 words on their new spelling list. I was supposed to discuss the words' meanings with them.

For the most part, I asked them to come up with definitions. I figured that 7th graders should know what a penguin is. Language should also be a familiar word. And everyone volunteered to be the one to define guacamole.

(Other words weren't so familiar to them, like chauffeur, whirlpool, and exotic.)

Then we got to Michigan. I assumed they'd know it is a state, so instead I asked them to tell me where it is.

"In the USA."

Um, okay. Could you be a little more specific?

On the one hand, I'm glad that they didn't think it was in Africa. But it would have been nice if they had a better handle on where it is located. I resigned myself to being the one to give a better description for them (alas, no maps in the room).

Then 5th period walked in. I asked the same question, but this time I got a different answer.

"It's next to Ohio."

Nice. The rest of the class pointed out that the boy who provided that answer was born in Ohio. As if that somehow made the answer less right.

Unfortunately, 6th period gave the same answer as the rest of the day. Although, now they all have a much better idea of where Michigan is.

Anointment

...was one of the words on the 10th grade spelling test.  I gave them a few minutes to cram right before the test.  I never understood why anyone would bother--you're either ready or you're not.  But I needed time to take roll and input it into the computer, so they might as well use the time to "study".  

"Does anointment have two N's?"

Thus began a discussion on the correct spelling of anointment.  One boy scratched out that second N, only to check the dictionary and find that it was spelled right the first time.  They had had enough time, so I forced the start of the test.

If I ask a class if they're ready for the beginning of the spelling test, they aren't.  But at a certain point, it is time to start the thing.  If they're not getting ready, I just kind of have to begin and hope the stragglers catch up.  

Anointment was the third word.  I read it out.

"Anointment has three N's."

Another student helpfully announced this while they were taking the test.  

They had been good up until then.  They were good after this.  I figured that if they didn't already know where the N's go, then that announcement wouldn't help.  I continued on with the test.

The boy who made the announcement is the son of a teacher at that school.  I wonder if I should go and have a talk with his parent.  Then again, I did leave a description of the incident in the note.  That should be enough.

How Do You Spell...?

"Are there two M's in commitment?"

Since this was a spelling test, I did not answer.  I just gave the student a look. He relented, and the test continued.

You might be surprised how often that little maneuver turns up.  "How do you spell permit?" or "How do you spell number seven?"  Both were asked as I was reading out the words to them (in different periods).  Very funny.

The period continued on, and at some point (as all middle school classes do) they asked if I had written any names down.  I told them that the question about commitment went into the note.  Mistake.

The boy who had asked that question then tried to bargain with me.  "If I'm good for the rest of the period, will you erase my name?"  I said no.  He sulked for the rest of the period.  I passed his desk--he had not started the assignment (a different one after the test).  

Then after school he spent what seemed like ten minutes begging me not to leave his name for the teacher.  He offered to get down on his knees (I declined).  In the end all I agreed to was to think about it.  That's what got him to finally leave (with a polite, "Thank you for your consideration," after).  

I left the note.  I added that he had apologized for his stupid remark.  I don't know how hard the teacher is going to come down on him (by the amount of begging, I should think rather hard).  Maybe next time he'll think before he speaks.