I want to suggest using authentic opportunities to allow this student to write and incorporate patterns through language experience. Knowing each student learns differently, you have to do what Jennifer said, "Build confidence" in the student. From what I know about emergent writers, they are so afraid to spell things wrong. I have to train them to use what they know about language and sounds in order to help their spelling. Spelling can be difficult because more than 60% of the English language doesn't follow the rules! HOW DO YOU TEACH THAT?
Debbie Hopp Kindergarten Seneca Elementary Baltimore County -----Original Message----- From: Palmer, Jennifer <jennifer.pal...@hcps.org> To: Mosaic: A Reading Comprehension Strategies Email Group <mosaic@literacyworkshop.org> Sent: Thu, Oct 24, 2013 2:11 pm Subject: Re: [MOSAIC] spelling For me, this is all about diagnosis. What other patterns are there in her reading development? What is the child's attitude toward writing and spelling? Her effort? Her attendance?(Not blaming the child here, but if a child has given up, the first intervention needs to be to help her build her confidence and "can do" attitude...) How does she learn best and are we taking advantages of her best learning modalities? What has been the quality of her instruction (has she been given small group instruction at her level or has she had to learn spelling words that are above the within word level?) What sound/letter patterns are tripping her up specifically? Usually there is more than one root cause for a problem like this and effective intervention takes into account all of these factors. Jennifer -----Original Message----- From: Mosaic [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Heaney Carolyn Sent: Thursday, October 24, 2013 1:57 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] spelling Hi Debra, Sorry for not being clear. I am the Reading Specialist/ Reading Recovery Teacher at my building. I work primarily with the little ones. I attended our Intervention and Referral Services team meeting and this child came up. The teachers have been using WTW with this child, with almost no progress since the beginning of 3rd grade. I have given all my best suggestions but I don't feel like they are good enough. I do not actually work with her for writing and spelling, but would like to help the classroom teacher out better. I suggested activities from Pat Cunningham's work, including Month-byMonth Phonics and Making Words: Lessons for Home and School. Does anybody have any other thoughts? Thank you, Carolyn _______________________________________________ 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 _______________________________________________ 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
