I appreciate Jennifer bringing this to the surface. I like WTW and other word attach strategies. My thoughts concerning this topic are more toward authenticity. Wouldn't students learn better through their own invented spelling and writing opportunities. Writing conferences and individualized dictionaries are a great way for students to connect their spelling to their own writing and to see their growth in this area. Debbie Hopp
-----Original Message----- From: Palmer, Jennifer <jennifer.pal...@hcps.org> To: Mosaic: A Reading Comprehension Strategies Email Group <mosaic@literacyworkshop.org> Sent: Sun, Oct 14, 2012 4:56 pm Subject: Re: [MOSAIC] spelling There is something that is not being considered in this discussion, and that is the relationship between encoding and decoding and the developmental nature of spelling. Remember that children understand language (Speech) before they can use it themselves...there is a hierarchy here. Babies understand the word "no" before they can say "no" and that hierarchy continues with phonics and spelling. Students can generally read words before they can spell them. Developmentally, students should NOT be learning to spell words that they are learning to read...in fact, when you read Words their Way, you realize that in word study they work with words that they can already read...and sometimes there are words the student can also spell already to help students make connections--compare/contrast words and spelling principles that are already known with the new idea that is being learned. It is through the word sorts that students are supposed to be given opportunities to experiment with sorts, talk to each other and develop their understandings of how words work. There are written sorts as well as those that the children read and sort words...and the written sorts reinforce the reading connection. Sorts really only work to develop spelling skills if they are using words that the students are ready to learn...(thus the developmental assessments provided by WTW), and the teacher uses already known words/spelling generalizations and contrasts them to the new generalization being studied. . Jennifer L. Palmer, Ed. D. Instructional Facilitator National Board Certified Teacher Magnolia Elementary (home school) 901 Trimble Road Joppa, MD 21085 410-612-1553 Fax 410-612-1576 "Reaching, Teaching, Changing Lives!!" Norrisville Elementary 5302 Norrisville Road White Hall, MD 21161 410-692-7810 Fax 410-692-7812 Where Bright Futures Begin!! ________________________________________ From: mosaic-bounces+jennifer.palmer=hcps....@literacyworkshop.org [mosaic-bounces+jennifer.palmer=hcps....@literacyworkshop.org] on behalf of Conner-Righter, Mary [mrigh...@pennsvalley.org] Sent: Sunday, October 14, 2012 10:42 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] spelling Pam, I am totally with you on this. I also use the OG approach, but try to assimilate it to the study the students are doing in class. (I'm a Title I Rdg Spec) There is a sequence with OG that really makes sense. We throw so much at students in the core programs - it is all over the map, bits and pieces, and this and that. There is usually no explanation as to why a particular phonogram is being used in a word, such as, -tch or -ck. Are you using the green OG manual for your lessons? Do you teach the students coding? WTW can certainly reinforce the skills, but reading and writing words are the best way to get students to master the patterns. _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
