SK>My children's teachers (grades 3 and 5...but also over the last two
SK>years as well, so really grades 1, 2, 3 for a 
SK>second child, and 4 as
SK>well) have given spelling lists. These lists did not come from a
SK>spelling book. 
 DT> I'd say this sound pretty good.  And for some 
 DT> children, spelling lists 
I used (when I was in elementary) spelling lists, however I would also let 
students that scored 90+ opt out of the Friday test. I also included bonus 
words that only counted if 85% or higher was scored.  I would let students 
retake the test if they scored out on the pretest. My real object on testing 
was not to evaluate the students, but my teaching on the "inbetween things" 
as you stated. During the last five years of my stint in 5th grade--I took 
what I could see as workable and usable from WL and worked it into spelling 
and anything else I could.  I also tried to encourage a high quality in 
student's work.  Most of the time, I could depend on all of the class scoring 
85% or above--except for my limited English students and SPED, I made 
individual lists for them.  I was not afraid to throw out scores if they 
didn't measure up to high standards--that was my responsibility. We would 
move on, and that list would be covered as bonus words.
--- Maximus 2.02
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