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Spelling Test

Subjects: Arts & Humanities: Language Arts

Grades: K-2, 3-5, 6-8

Brief Description

Students participate in whiteboard spelling activities substituted for more-traditional weekly spelling activities.


Students use a variety of whiteboard activities as practice for weekly spelling tests.


bee, dictionary, game, spelling, whiteboard, words

Materials Needed

Individual student whiteboards -- see Whiteboards Stimulate Student Learning for instructions.

Lesson Plan

Replace a traditional (boring?!) weekly spelling lesson with an active whiteboard lesson. Following are a few possibilities for using whiteboards to keep students actively interested in their weekly spelling lists.

  • Whiteboard ABC: For each spelling list word, read aloud a sentence in which the spelling word has been replaced by a blank space. Example: We walked ___ the park on the way to my aunt's house. Read the sentence to see whether students can identify the spelling word that belongs in the blank. Then give the students three possible spellings of the missing word. Example: a. though, b. thru, or c. through. Prepare a chart or overhead transparency ahead of time with the choices, or write them on the chalkboard as you do the activity. Have students write the correct spelling of the word on their whiteboards and hold them up. Students who make the wrong choice can correct their work. When all students have written the correct spelling of the missing word, go on to the next sentence.
  • Whiteboard Pre-Test: Use the whiteboard on pre-test day. Say each spelling word. Have students hold up their whiteboards after writing the word. Because this is a pre-test, students can have multiple opportunities to correctly spell the words. Encourage students who misspell words to record misspelled words on a separate piece of paper. That sheet can serve as the list of words that will require a little extra study time.
  • Whiteboard Spelling Bee: Use words from previous spelling tests in an all-class whiteboard spelling bee. With students in their seats, say a spelling word, give them 30 seconds to write it, and have them hold up their boards. Students who misspell the word are removed from the game -- temporarily -- and stand along one classroom wall. Next, say the second word. Give all students -- including those against the wall -- 30 seconds to spell that word. If a student in the group against the wall spells the word correctly, that student can take his or her seat. Those who cannot spell the word remain along the wall, where they will be joined by the students who misspell the second word. As the number of seated players shrinks to less than half the class, you might focus the game of elimination on the seated players only. Continue until one student remains seated.


Students should correctly spell at least eight of the ten words on the final spelling test.

Lesson Plan Source

Education World

Submitted By

Gary Hopkins

National Standards