Deb wrote:
Susan, I have heard, experienced, and read about this debate in schools for
many years as you have experienced too. Both sides can argue both sides
really well.
The advice I give is simple. If children are reading the writing to learn
to read, it should be in the correct form. For example, if a book is
'published' in a first grade classroom and other first graders are going to
read it, then the word w-e-n-t should be spelled correctly so that the other
kids can learn to read 'went.' Students already see too many opportunities
of a misspelled 'wint' or 'whent.' This book might be included in a self
selected reading opportunity.
OR
A piece of writing is 'published' and read only by the writer. For example,
the writer published the piece. The writer 'reads the writing' to the
class. The writer knows what was written so it is not a problem for anyone
that some of the words are misspelled or missing. This book should not be
part of another child's reading curriculum.
I don't claim to have the final word, this is simply how I have come to live
with publishing both ways. deb
Debra Renner Smith,
Author, Writing & Reading Consultant
Beyond Retelling Toward Higher Level Thinking and Big Ideas
Writing Mini-Lessons for Second Grade
[EMAIL PROTECTED]
www.debrennersmith.com (new lesson posted daily)
Question by Susan:
I am a Reading Recovery Teacher and my teacher-leader (from New
Zealand) was quite fanatical about the fact that everything on the walls
needed to be a perfect model because children would be the audience. Her
feeling was that if it was worthy of publishing or display it should be a
model for all who read it.
My colleagues and I have looked in various places to see if research
exists (either way) on this subject. I have ventured into most of Marie
Clay's work...this just isn't something that appears in the contents or
index. How do you feel about this? Is it an issue, or is it more important
for children to display whatever THEY think is worthy?
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