How does your SWR week look like ?

[mom2moon2]

I'm continually changing and adjusting our SWR week to get the most of it without being bogged down with busy work which my son hates (like antonym activities).

So far, this is our week look like (we're doing 20/wk, all are new words):
Day 1: All 20 new word, then quiz. I also go through the meaning of each word and ask ds to make up sentences (orally) on words he has trouble comprehending.
Day 2:
-Make up sentence/sentences based on 6 spelling words, then write them down. If my ds made up sentences which are too hard for him to spell, I modified them so that he can write them down.
- Compound word activities (choose the very common words for his age).
Day 3:
- Make up sentence/sentences based on the next 6 spelling words, then write them down.
- Grammar activities.
Day 4:
- Make up sentence/sentences based on the next 8 spelling words, then write them down.
- Enrichment activities (oral).
Day 5:
- Test. I opt to dictate all 20 new words in form of sentences which means my sentences can be so forced (KWIM).

So how does your week look like ?

[annabanana1992]

day 1 - dictate 10 words, phongram review/quiz, spelling rule review
day 2 - dictate 10 words, have DD7 make up one sentence with as many spelling words as possible
day 3 - review words, dictate sentence or 2 loaded with spelling words
day 4 - pretest - she usually gets 100% on this so we don't take the test on Friday
day 5 - test, if needed

As you can see, we do very little with the enrichments or the writing. I use the program strictly for spelling.

[Kuovonne]

Here's my schedule for DD5 in kindergarten. We do about 10 words per week and are on section F.

Day 1: prelims.
Day 2: teach 5 new words, quiz those 5 new words plus 2-5 review words
Day 3: I dictate sentences using new words.
Day 4 - 9: repeat days 2-3 for the remaining 15 words in the list.

I don't do tests or enrichments.
Dictation sentences use only previously taught words. The number and length of sentences varies from day to day, as necessary to include all newly taught words.
If she misses any words on a quiz or sentence dictation, I have her write them 3 times.
We also orally review all phonograms daily via flashcards.
Days aren't aligned with days of the week at all.

After we are done with section G, I want to have DD try creating a sentence per section.
I also think that we need to start reviewing spelling rules. After we've introduce all 70 phonograms, I plan on alternating review of phonograms with review of spelling rules on different days.
I think that I'll also start doing a written quiz of phonograms on prelim days.

[joy]

4 day weeks
Quiz each day over last 20 words
Dictate 10 words per day
Assign 5 original sentences and one of three enrichment activites (Look and see/ post it notes, dry erase board)
We go over charts when they come up

I occasionally substitute enrichment activites found in the lesson

My kids are 3rd and 4th grades - you'd adapt for younger ones

[siloam]

Well does it count when I don't do the program the "right" way? :blush:

Ok here is my philosophy. I love the bones of SWR, but found it took too much time, and worked with words my kids already knew much of the time.

Here is what we do:

My oldest 2 have the phonograms memorized, and they review them once a month. Daily we work on Spelling Rules, which they have about half memorized. Honey Dew is still working on the phonograms, so on Monday she reviews the CD while writing out the letters and repeating them. Tuesday we go through the whole stack and I set aside those she knows and ignore them. :D The ones she struggled with we cover daily the rest of the week. Once my kids can go through the whole stack 4 weeks in a row without errors I consider them mastered. For actual spelling time, I give them 10 words cold. The ones they can spell I mark as completed and I don't cover them again. The ones they need help with we then mark up and discuss why they are spelled the way they are. Then we cover them daily until they can spell them correctly 3 days in a row. A week later I bring the word back and if they can still spell it correctly then I bring it back a month later. If at that point they still spell it right I consider it mastered. If they misspell it at any point we go back to marking it up and covering it daily.

I don't make log books and my kids hate the finger spelling, but they continue to spell above grade level and show a good grasp of phonics. It is not the ideal way to do SWR but it works here.

Heather