I too read this post with great interest. Now to make it even more helpful I would love to have some of you write up short examples of how you are or have been applying some of those points. Let me start with this:
When I read part of B and G that both speak of the value of retrieval I thought of something I began doing in connection with spelling several weeks ago. After the students had worked with their spelling words a couple days, I handed them a blank piece of paper (without any previous warning) and asked them write all the spelling words they remembered in the next two minutes. (I believe the first time I did it I paired them to make it less intimidating.) Some were shocked by how few they remembered. I was too! The following day (without warning again) we repeated it and there was great improvement! The only real difference was the focused attention given to the words. Since then I do it 1-2 times each week (on random days) and have seen them consistently doing much better; even if I do it on Monday, after only one day of working with the words, they do quite well.
Another story that could (almost) go with the G point is what I began doing with spelling words missed on the test. Each word misspelled is written five times, but then rather than throwing them to the wind after that, if a child missed two or more on the test, the student copies each of those words once a day and then they are included in the next week’s test. It has worked well.
Now your turn.