Re: [MOSAIC] spelling
I'm wondering what the routines are like for this child in terms of what she does when "working with words?" Does she work with these words for homework as well? If the teachers have been using Words Their Way with fidelity, and other researched based practices have been used over the course of the last three years, I wonder if it has something to do with genetics. I did some research into this after my daughter, who has always appeared to have a learning disability when it comes to spelling, yet is now applying to medical school, read about a form of spelling dyslexia. If you read the following article, you'll see that there is some recent studies associating spelling difficulties with DNA. Good luck! http://www.dys-add.com/resources/RecentResearch/SpellingGene.pdf From: Heaney Carolyn To: mosaic@literacyworkshop.org Sent: Thursday, October 24, 2013 12:57 PM 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
Re: [MOSAIC] spelling
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 To: Mosaic: A Reading Comprehension Strategies Email Group 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
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
Re: [MOSAIC] spelling
Hi Carolyn, I'm wondering if you are looking for help with how to use Words Their Way or if you have been using it already for the past year and seeing no progress with this 4th grader? Debra From: Heaney Carolyn To: mosaic@literacyworkshop.org Sent: Tuesday, October 22, 2013 11:36 AM Subject: [MOSAIC] spelling Hello Friends! I used to be a listserv member, but have not been participating in many years. I was called to subscribe once again after attending a meeting with colleagues where we discussed a child who is an extremely poor speller. She is in 4th grade. She received a score of 34-- within word spelling pattern-- on the DSI. She has made almost no progress in spelling over the last year and she does not seem to hold onto spelling patterns, relying instead on hearing and recording sounds in words. I am at a loss, as I have not instructed spelling for years ( I am out of the classroom), and I work primarily with the little ones. Can you share your most brilliant suggestions with me? I am MOST grateful! 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
Re: [MOSAIC] spelling
email system and my new email is dm...@sweethomeschools.org Thank you, Dina Mann Reading Specialist Sweet Home Middle School ___ 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
Re: [MOSAIC] Spelling research
I don't have any research to help, but my school uses Zaner Bloser for spelling through fifth grade (although we use the 6th grade book for 5th) which is very, very low prep for teachers but packs in a good bit of information. On Sun, Feb 3, 2013 at 5:03 PM, Stacy E wrote: > Hello, > I am a Reading Specialist at a 5-8 middle school. We're looking at > selecting a spelling program and I was wondering if anyone could let me > know what programs they have found to be successful. I've also had > difficulty finding research do spelling and word study at the Middle School > level. I personally use a mixture of commonly used "spelling demons" and a > watered down Words Their Way in my 7th grade class. Is there anyone else > out there who has made WTW work at the Middle School level? The fifth > grade teachers really want something that requires the least amount of prep > on their part and something with Workbooks. I know there are workbooks for > WTW. Could anyone give me feedback on these? I'd appreciate any feedback > and research you could offer. > > Thanks, > Stacy > > Sent from my iPad > ___ > 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
Re: [MOSAIC] spelling
Pam Williams Carroll County Schools Elementary Instructional Supervisor 502-732-7070 Sent from my iPad On Oct 17, 2012, at 7:43 PM, "Sue and Paul Therrien" wrote: > I do Word Study in the form of contracts which then encompasses activities > that > reinforce the words but also practice other items, such as ABC order. Kids > work > with those within their group. Contracts can last one to two weeks, depending > on > the child. I set 20-5 minutes daily because I believe that kids need to be > know > sounds and patterns so they can chunk words in their reading. Particularly > important as they move up levels are prefixes and suffixes. Grade 5 Sue > > > > > > From: Renee G > To: Mosaic: A Reading Comprehension Strategies Email Group > > Sent: Tue, October 16, 2012 12:36:34 PM > Subject: Re: [MOSAIC] spelling > > In my multiage 2/3 class, about 20 minutes once a week. Everything else was > integrated into individualized reading/writing during workshop time. > > Renee (retired now) > > On Oct 15, 2012, at 8:55 PM, Linda Rightmire wrote: > >> At the risk of confusing the issue -- >> >> could I just ask some people to suggest what kind of time they allot to >> actual spelling learning (intro, practise, 'sorts', etc.)? I know sometimes >> people argue that we should be spending much more time in "real reading and >> real writing" so while 'word study' is clearly a crucial part of the whole >> program, I am curious about time allotments. Of course, different at >> various grades, and some classes needing more and so on. >> >> Thanks, >> Linda Rightmire >> SD #73, Kamloops, BC >> ___ >> 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 >> >> > > "When you learn, teach. When you get, give." > ~ Maya Angelou > > > > ___ > 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
Re: [MOSAIC] spelling
I do Word Study in the form of contracts which then encompasses activities that reinforce the words but also practice other items, such as ABC order. Kids work with those within their group. Contracts can last one to two weeks, depending on the child. I set 20-5 minutes daily because I believe that kids need to be know sounds and patterns so they can chunk words in their reading. Particularly important as they move up levels are prefixes and suffixes. Grade 5 Sue From: Renee G To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Tue, October 16, 2012 12:36:34 PM Subject: Re: [MOSAIC] spelling In my multiage 2/3 class, about 20 minutes once a week. Everything else was integrated into individualized reading/writing during workshop time. Renee (retired now) On Oct 15, 2012, at 8:55 PM, Linda Rightmire wrote: > At the risk of confusing the issue -- > > could I just ask some people to suggest what kind of time they allot to > actual spelling learning (intro, practise, 'sorts', etc.)? I know sometimes > people argue that we should be spending much more time in "real reading and > real writing" so while 'word study' is clearly a crucial part of the whole > program, I am curious about time allotments. Of course, different at > various grades, and some classes needing more and so on. > > Thanks, > Linda Rightmire > SD #73, Kamloops, BC > ___ > 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 > > "When you learn, teach. When you get, give." ~ Maya Angelou ___ 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
Re: [MOSAIC] spelling
15-20 min 4 days a week - 3rd and 4th grade. We had 1hr 30 min. Language Arts time and a 45 minute writing time. Jan You do not really understand something unless you can explain it to your grandmother.-Albert Einstein What lies behind us and what lies before us are tiny matters compared to what lies within us. -Ralph Waldo Emerson Nothing is as strong as gentleness, and nothing is so gentle as real strength. If at first the idea is not absurd, then there is no hope for it. ~ Albert Einstein On Mon, Oct 15, 2012 at 8:55 PM, Linda Rightmire wrote: > At the risk of confusing the issue -- > > could I just ask some people to suggest what kind of time they allot to > actual spelling learning (intro, practise, 'sorts', etc.)? I know sometimes > people argue that we should be spending much more time in "real reading and > real writing" so while 'word study' is clearly a crucial part of the whole > program, I am curious about time allotments. Of course, different at > various grades, and some classes needing more and so on. > > Thanks, > Linda Rightmire > SD #73, Kamloops, BC > ___ > 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
Re: [MOSAIC] spelling
In my multiage 2/3 class, about 20 minutes once a week. Everything else was integrated into individualized reading/writing during workshop time. Renee (retired now) On Oct 15, 2012, at 8:55 PM, Linda Rightmire wrote: At the risk of confusing the issue -- could I just ask some people to suggest what kind of time they allot to actual spelling learning (intro, practise, 'sorts', etc.)? I know sometimes people argue that we should be spending much more time in "real reading and real writing" so while 'word study' is clearly a crucial part of the whole program, I am curious about time allotments. Of course, different at various grades, and some classes needing more and so on. Thanks, Linda Rightmire SD #73, Kamloops, BC ___ 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 "When you learn, teach. When you get, give." ~ Maya Angelou ___ 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
Re: [MOSAIC] spelling
At the risk of confusing the issue -- could I just ask some people to suggest what kind of time they allot to actual spelling learning (intro, practise, 'sorts', etc.)? I know sometimes people argue that we should be spending much more time in "real reading and real writing" so while 'word study' is clearly a crucial part of the whole program, I am curious about time allotments. Of course, different at various grades, and some classes needing more and so on. Thanks, Linda Rightmire SD #73, Kamloops, BC ___ 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
Re: [MOSAIC] spelling
Jeff I meant nothing more or less than what you said... I certainly am not suggesting that phonics alone will teach a kid to read... as it is... first graders by very nature are not rule makers however, when combined with the wonderful activities that WTW provides the phonics becomes more illuminated I know that WTW is a framework; not a program... what I said is that I see many teachers using it as a stand alone spelling program and not supplementing with phonics or anything... for example some of the teachers in my district are using one book from WTW for an entire class... period! I think Donald Bear would cringe. -Original Message- From: jayhawkrtroy fredde To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sun, Oct 14, 2012 1:21 pm Subject: Re: [MOSAIC] spelling Agree with you, a phonics program and spelling program are 2 different things. Also phonics alone does not teach tkids to read, not even Orton Gillingham. Words Their Way has never been promoted as a reading program or phonics program but can compliment any reading or phonics program with proven researched results, just take the time to look it up. On Sat, Oct 13, 2012 at 11:14 AM, Kukonis wrote: > I am reading with interest the posts about spelling... I teach first > grade. I have used WTW and differentiated it in my class so that there were > actually three groups... Book A. Book B and Book C. I am going to offer a > slightly different viewpoint... so here goes First let me say that the > activities (open sort, blind sort, making words, word hunt and the > gazillion others Donald Baer offers are wonderful)... but I do not believe > this is a phonics program rather it is a word study program and the two > are very different. The scope and sequence especially at the earliest > levels Book K and book A will never get a first grader to read. They don't > even see a long vowel team until the middle of book B.And I believe that > spelling and reading are the inverse of each other. Secondly at the early > levels WTW introduces consonants, blends, and digraphs... before vowels > ...so kids are not using patterns to spell. Third... WTW uses lots of > picture cards in the early books so emphasis is on the sound and not the > spelling of words... and the management of those little cards can be a > nightmare. > > Now if you are steeped in phonics instruction... you can structure WTW > lessons with specific phonics skills that are key to why the patterns > presented work. However, I do not see teachers at early levels > supplementing these activities with a systematic and sequential approach. > What I do see is kids matching words with the same letters and not knowing > the reason why they are pasting those little cards in a particular sort... > they are just matching... once the headers of the sorts are taken away... > the pattern is lost and there can be no transfer to new and unfamiliar > words.That's because patterns without phonics support are empty > placeholders if you will. > > That much said... I am using Orton Gillingham's scope and sequence and > pulling activities (sorts) from WTW, This is like writing curriculum while > you are teaching. I have not yet to date found a program that does it all > but teachers need to versed in many programs and approaches to pull from. > If you look on Scholastic's webiste there is a blog from Beth Newinghouse > (? actually not sure of her name) who shows you how to differentiate and > individualize spelling using many, many approaches I am working hard to > duplicate... but even with her plan... kids need to be independent and > accountable which is not always the nature of little ones... love the > discussion... keep it going. > Pam > > > > > > > > -Original Message- > From: Lynn Stanley > To: Mosaic: A Reading Comprehension Strategies Email Group < > mosaic@literacyworkshop.org> > Sent: Thu, Oct 11, 2012 6:41 pm > Subject: Re: [MOSAIC] spelling > > > You might want to consider Word Journeys by Kathy Ganske. She did her > work at > UVA where Words Their Way was developed and I think this was her > dissertation. > It works beautifully with WTW, but I think it is much easier to use > diagnostically. It has a feature analysis that allows the teacher to very > specifically identify which features the student needs. The teacher can > then > start instruction at the ZPD. There are a number of activities, as well > as an > extensive word list in the back. It's a bit pricey, but well worth every > penny. > I use both resources. > Lynn Stanley > > -Original Message- > From: mosaic-bounces+lstanley=wcps.k12.va...@literacyworkshop.org > [mailto:mosaic-bounces+lstanley=wcps.k
Re: [MOSAIC] spelling
Hey Mary I use a sequence taken from a 1990's OG manual... I have also used a sequence from recipe for reading which is OG based... but personally I like the sequence from the 1990's manual better I do color coding... sort of my own thing but it works... red for vowels... black for consonants blue for blends and green for digraphs... then when we are working the patterns ... the kids see what CVC means (blends are considered a one consonant sound so even though two letters are colored blue... the kids know that the blend is one sound and so fits with the CVC pattern/cat/ is CVC and so is /flat/ considered a cvc pattern) The kids also see that digraphs work in the cvcc pattern. For example /bath/ the th is green because it is an "h brother" (digraph) and so it counts as two consonants hence /bath/ is a cvcc pattern. I always tell kids to clap out a word (to find the syllables) and box the syllables accordingly... then kids spell within each clap or syllable... so if they know short vowels and some blends they can transfer the rhyme / at/ to /bat /and /flat/, and /splat/ and later even /habitat /and /thermostat/ because all we are using are the short vowels, some blends, and the rhyme /at./ I also tell silly phonics stories to implant some phonics rules in the word thermostat... there is a vowel controlled by r i call them the wolf sounds and have a puppet of a wolf growling out /er/ir/ and /ur/ so my kids would be able to transfer /at/ to /thermostat/ because they know wolf sounds and they also know that if a lonely vowel is at the end of a clap (syllable) like the /o/ in /thermostat/ then it will say its long name. I know how confusing this may all sound... but I use my walls, tell stories, use morning messages , and infuse this phonics teaching all through the day... word study (WTW) is just a bit of the spelling process. -Original Message- From: Conner-Righter, Mary To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sun, Oct 14, 2012 1:43 pm 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. Mary On Sat, Oct 13, 2012 at 12:14 PM, Kukonis wrote: > I am reading with interest the posts about spelling... I teach first > grade. I have used WTW and differentiated it in my class so that there were > actually three groups... Book A. Book B and Book C. I am going to offer a > slightly different viewpoint... so here goes First let me say that the > activities (open sort, blind sort, making words, word hunt and the > gazillion others Donald Baer offers are wonderful)... but I do not believe > this is a phonics program rather it is a word study program and the two > are very different. The scope and sequence especially at the earliest > levels Book K and book A will never get a first grader to read. They don't > even see a long vowel team until the middle of book B.And I believe that > spelling and reading are the inverse of each other. Secondly at the early > levels WTW introduces consonants, blends, and digraphs... before vowels > ...so kids are not using patterns to spell. Third... WTW uses lots of > picture cards in the early books so emphasis is on the sound and not the > spelling of words... and the management of those little cards can be a > nightmare. > > Now if you are steeped in phonics instruction... you can structure WTW > lessons with specific phonics skills that are key to why the patterns > presented work. However, I do not see teachers at early levels > supplementing these activities with a systematic and sequential approach. > What I do see is kids matching words with the same letters and not knowing > the reason why they are pasting those little cards in a particular sort... > they are just matching... once the headers of the sorts are taken away... > the pattern is lost and there can be no transfer to new and unfamiliar > words.That's because patterns without phonics support are empty > placeholders if you will. > > That much said... I am using Orton Gillingham's scope and sequence and > pulling activities (sorts) from WTW, This is like writing curriculum while > you are teaching. I have not yet to date found a progr
Re: [MOSAIC] spelling
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 To: Mosaic: A Reading Comprehension Strategies Email Group 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
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
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. Mary On Sat, Oct 13, 2012 at 12:14 PM, Kukonis wrote: > I am reading with interest the posts about spelling... I teach first > grade. I have used WTW and differentiated it in my class so that there were > actually three groups... Book A. Book B and Book C. I am going to offer a > slightly different viewpoint... so here goes First let me say that the > activities (open sort, blind sort, making words, word hunt and the > gazillion others Donald Baer offers are wonderful)... but I do not believe > this is a phonics program rather it is a word study program and the two > are very different. The scope and sequence especially at the earliest > levels Book K and book A will never get a first grader to read. They don't > even see a long vowel team until the middle of book B.And I believe that > spelling and reading are the inverse of each other. Secondly at the early > levels WTW introduces consonants, blends, and digraphs... before vowels > ...so kids are not using patterns to spell. Third... WTW uses lots of > picture cards in the early books so emphasis is on the sound and not the > spelling of words... and the management of those little cards can be a > nightmare. > > Now if you are steeped in phonics instruction... you can structure WTW > lessons with specific phonics skills that are key to why the patterns > presented work. However, I do not see teachers at early levels > supplementing these activities with a systematic and sequential approach. > What I do see is kids matching words with the same letters and not knowing > the reason why they are pasting those little cards in a particular sort... > they are just matching... once the headers of the sorts are taken away... > the pattern is lost and there can be no transfer to new and unfamiliar > words.That's because patterns without phonics support are empty > placeholders if you will. > > That much said... I am using Orton Gillingham's scope and sequence and > pulling activities (sorts) from WTW, This is like writing curriculum while > you are teaching. I have not yet to date found a program that does it all > but teachers need to versed in many programs and approaches to pull from. > If you look on Scholastic's webiste there is a blog from Beth Newinghouse > (? actually not sure of her name) who shows you how to differentiate and > individualize spelling using many, many approaches I am working hard to > duplicate... but even with her plan... kids need to be independent and > accountable which is not always the nature of little ones... love the > discussion... keep it going. > Pam > > > > > > > > -Original Message----- > From: Lynn Stanley > To: Mosaic: A Reading Comprehension Strategies Email Group < > mosaic@literacyworkshop.org> > Sent: Thu, Oct 11, 2012 6:41 pm > Subject: Re: [MOSAIC] spelling > > > You might want to consider Word Journeys by Kathy Ganske. She did her > work at > UVA where Words Their Way was developed and I think this was her > dissertation. > It works beautifully with WTW, but I think it is much easier to use > diagnostically. It has a feature analysis that allows the teacher to very > specifically identify which features the student needs. The teacher can > then > start instruction at the ZPD. There are a number of activities, as well > as an > extensive word list in the back. It's a bit pricey, but well worth every > penny. > I use both resources. > Lynn Stanley > > -Original Message- > From: mosaic-bounces+lstanley=wcps.k12.va...@literacyworkshop.org > [mailto:mosaic-bounces+lstanley=wcps.k12.va...@literacyworkshop.org] On > Behalf > Of Tammy Hubbart > Sent: Wednesday, October 10, 2012 11:15 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] spelling > > There is a mixup in the post. My name made it on someone else's post. I > have a > very differentiated class. I have two kiddos that are beginning second > grade in > reading. Therefore their spelling is about that as well. I also have 3rd > /4th > grade level, 5th grade
Re: [MOSAIC] spelling
Agree with you, a phonics program and spelling program are 2 different things. Also phonics alone does not teach tkids to read, not even Orton Gillingham. Words Their Way has never been promoted as a reading program or phonics program but can compliment any reading or phonics program with proven researched results, just take the time to look it up. On Sat, Oct 13, 2012 at 11:14 AM, Kukonis wrote: > I am reading with interest the posts about spelling... I teach first > grade. I have used WTW and differentiated it in my class so that there were > actually three groups... Book A. Book B and Book C. I am going to offer a > slightly different viewpoint... so here goes First let me say that the > activities (open sort, blind sort, making words, word hunt and the > gazillion others Donald Baer offers are wonderful)... but I do not believe > this is a phonics program rather it is a word study program and the two > are very different. The scope and sequence especially at the earliest > levels Book K and book A will never get a first grader to read. They don't > even see a long vowel team until the middle of book B.And I believe that > spelling and reading are the inverse of each other. Secondly at the early > levels WTW introduces consonants, blends, and digraphs... before vowels > ...so kids are not using patterns to spell. Third... WTW uses lots of > picture cards in the early books so emphasis is on the sound and not the > spelling of words... and the management of those little cards can be a > nightmare. > > Now if you are steeped in phonics instruction... you can structure WTW > lessons with specific phonics skills that are key to why the patterns > presented work. However, I do not see teachers at early levels > supplementing these activities with a systematic and sequential approach. > What I do see is kids matching words with the same letters and not knowing > the reason why they are pasting those little cards in a particular sort... > they are just matching... once the headers of the sorts are taken away... > the pattern is lost and there can be no transfer to new and unfamiliar > words.That's because patterns without phonics support are empty > placeholders if you will. > > That much said... I am using Orton Gillingham's scope and sequence and > pulling activities (sorts) from WTW, This is like writing curriculum while > you are teaching. I have not yet to date found a program that does it all > but teachers need to versed in many programs and approaches to pull from. > If you look on Scholastic's webiste there is a blog from Beth Newinghouse > (? actually not sure of her name) who shows you how to differentiate and > individualize spelling using many, many approaches I am working hard to > duplicate... but even with her plan... kids need to be independent and > accountable which is not always the nature of little ones... love the > discussion... keep it going. > Pam > > > > > > > > -Original Message- > From: Lynn Stanley > To: Mosaic: A Reading Comprehension Strategies Email Group < > mosaic@literacyworkshop.org> > Sent: Thu, Oct 11, 2012 6:41 pm > Subject: Re: [MOSAIC] spelling > > > You might want to consider Word Journeys by Kathy Ganske. She did her > work at > UVA where Words Their Way was developed and I think this was her > dissertation. > It works beautifully with WTW, but I think it is much easier to use > diagnostically. It has a feature analysis that allows the teacher to very > specifically identify which features the student needs. The teacher can > then > start instruction at the ZPD. There are a number of activities, as well > as an > extensive word list in the back. It's a bit pricey, but well worth every > penny. > I use both resources. > Lynn Stanley > > -Original Message- > From: mosaic-bounces+lstanley=wcps.k12.va...@literacyworkshop.org > [mailto:mosaic-bounces+lstanley=wcps.k12.va...@literacyworkshop.org] On > Behalf > Of Tammy Hubbart > Sent: Wednesday, October 10, 2012 11:15 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] spelling > > There is a mixup in the post. My name made it on someone else's post. I > have a > very differentiated class. I have two kiddos that are beginning second > grade in > reading. Therefore their spelling is about that as well. I also have 3rd > /4th > grade level, 5th grade level and a sprinkling of great spellers. I teach > a 5th > grade classroom but have all title and resource kiddos. I'm looking for a > program to fit all those needs. I have heard nothing but good things about > Words > Their Way I have purchased the main book but am looking to s
Re: [MOSAIC] spelling
I am reading with interest the posts about spelling... I teach first grade. I have used WTW and differentiated it in my class so that there were actually three groups... Book A. Book B and Book C. I am going to offer a slightly different viewpoint... so here goes First let me say that the activities (open sort, blind sort, making words, word hunt and the gazillion others Donald Baer offers are wonderful)... but I do not believe this is a phonics program rather it is a word study program and the two are very different. The scope and sequence especially at the earliest levels Book K and book A will never get a first grader to read. They don't even see a long vowel team until the middle of book B.And I believe that spelling and reading are the inverse of each other. Secondly at the early levels WTW introduces consonants, blends, and digraphs... before vowels ...so kids are not using patterns to spell. Third... WTW uses lots of picture cards in the early books so emphasis is on the sound and not the spelling of words... and the management of those little cards can be a nightmare. Now if you are steeped in phonics instruction... you can structure WTW lessons with specific phonics skills that are key to why the patterns presented work. However, I do not see teachers at early levels supplementing these activities with a systematic and sequential approach. What I do see is kids matching words with the same letters and not knowing the reason why they are pasting those little cards in a particular sort... they are just matching... once the headers of the sorts are taken away... the pattern is lost and there can be no transfer to new and unfamiliar words.That's because patterns without phonics support are empty placeholders if you will. That much said... I am using Orton Gillingham's scope and sequence and pulling activities (sorts) from WTW, This is like writing curriculum while you are teaching. I have not yet to date found a program that does it all but teachers need to versed in many programs and approaches to pull from. If you look on Scholastic's webiste there is a blog from Beth Newinghouse (? actually not sure of her name) who shows you how to differentiate and individualize spelling using many, many approaches I am working hard to duplicate... but even with her plan... kids need to be independent and accountable which is not always the nature of little ones... love the discussion... keep it going. Pam -Original Message- From: Lynn Stanley To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Thu, Oct 11, 2012 6:41 pm Subject: Re: [MOSAIC] spelling You might want to consider Word Journeys by Kathy Ganske. She did her work at UVA where Words Their Way was developed and I think this was her dissertation. It works beautifully with WTW, but I think it is much easier to use diagnostically. It has a feature analysis that allows the teacher to very specifically identify which features the student needs. The teacher can then start instruction at the ZPD. There are a number of activities, as well as an extensive word list in the back. It's a bit pricey, but well worth every penny. I use both resources. Lynn Stanley -Original Message- From: mosaic-bounces+lstanley=wcps.k12.va...@literacyworkshop.org [mailto:mosaic-bounces+lstanley=wcps.k12.va...@literacyworkshop.org] On Behalf Of Tammy Hubbart Sent: Wednesday, October 10, 2012 11:15 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] spelling There is a mixup in the post. My name made it on someone else's post. I have a very differentiated class. I have two kiddos that are beginning second grade in reading. Therefore their spelling is about that as well. I also have 3rd /4th grade level, 5th grade level and a sprinkling of great spellers. I teach a 5th grade classroom but have all title and resource kiddos. I'm looking for a program to fit all those needs. I have heard nothing but good things about Words Their Way I have purchased the main book but am looking to see what other resources anyone knows about that works with it. I will appreciate any suggestions. ___ 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
Re: [MOSAIC] spelling
Our third grade team uses Words Their Way and differentiates for the entire grade by leveling spelling groups. We purchased the different level books with the spelling sorts/lists. They are a great time saver! Brenda Third Grade Teacher Rootstown Elementary School From: Tammy Hubbart To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Wednesday, October 10, 2012 11:14 PM Subject: Re: [MOSAIC] spelling There is a mixup in the post. My name made it on someone else's post. I have a very differentiated class. I have two kiddos that are beginning second grade in reading. Therefore their spelling is about that as well. I also have 3rd /4th grade level, 5th grade level and a sprinkling of great spellers. I teach a 5th grade classroom but have all title and resource kiddos. I'm looking for a program to fit all those needs. I have heard nothing but good things about Words Their Way I have purchased the main book but am looking to see what other resources anyone knows about that works with it. I will appreciate any suggestions. Sent from my iPad On Oct 9, 2012, at 9:08 AM, Renee G wrote: > I'm confused. If your class is filled with super spellers, then why waste > time *doing* spelling at all? Why not do something more interesting? > > Renee > > On Oct 8, 2012, at 8:12 PM, Livingston, Marie wrote: > >> My reading class this year is filled with super spellers. I teach a 5th >> grade beyond level reading class. My spelling program is Sitton spelling >> for 6th grade and I think it's too easy for them. I want to make spelling a >> meaningful activity as opposed to a waste of their time and my teaching >> time. Any suggestions? Places I should look >> >> Thanks! >> >> Marie >> >> Marie Livingston >> 5th Grade Teacher >> Tualatin Elementary School >> 503-431-4764 >> ___ >> 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 > > "El fin de toda educacion debe ser seguramente el servicio a otros." > ~ Cesar Chavez > > > > ___ > 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
Re: [MOSAIC] spelling
I agree Words Their Way On Oct 9, 2012 12:54 AM, "Livingston, Marie" wrote: > My reading class this year is filled with super spellers. I teach a 5th > grade beyond level reading class. My spelling program is Sitton spelling > for 6th grade and I think it's too easy for them. I want to make spelling > a meaningful activity as opposed to a waste of their time and my teaching > time. Any suggestions? Places I should look > > Thanks! > > Marie > > Marie Livingston > 5th Grade Teacher > Tualatin Elementary School > 503-431-4764 > ___ > 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
Re: [MOSAIC] spelling
You might want to consider Word Journeys by Kathy Ganske. She did her work at UVA where Words Their Way was developed and I think this was her dissertation. It works beautifully with WTW, but I think it is much easier to use diagnostically. It has a feature analysis that allows the teacher to very specifically identify which features the student needs. The teacher can then start instruction at the ZPD. There are a number of activities, as well as an extensive word list in the back. It's a bit pricey, but well worth every penny. I use both resources. Lynn Stanley -Original Message- From: mosaic-bounces+lstanley=wcps.k12.va...@literacyworkshop.org [mailto:mosaic-bounces+lstanley=wcps.k12.va...@literacyworkshop.org] On Behalf Of Tammy Hubbart Sent: Wednesday, October 10, 2012 11:15 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] spelling There is a mixup in the post. My name made it on someone else's post. I have a very differentiated class. I have two kiddos that are beginning second grade in reading. Therefore their spelling is about that as well. I also have 3rd /4th grade level, 5th grade level and a sprinkling of great spellers. I teach a 5th grade classroom but have all title and resource kiddos. I'm looking for a program to fit all those needs. I have heard nothing but good things about Words Their Way I have purchased the main book but am looking to see what other resources anyone knows about that works with it. I will appreciate any suggestions. ___ 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
Re: [MOSAIC] spelling
WTW has supplemental books as well. I bought 3 of them and would tell you the titles, but my high school teachers have them. The three I have go along with the three types of spellers, one of them being derivational. Hope that helps! Ann Davidson Literacy Coach Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young. Henry Ford From: mosaic-bounces+ann.davidson=bourbon.kyschools...@literacyworkshop.org [mosaic-bounces+ann.davidson=bourbon.kyschools...@literacyworkshop.org] on behalf of Tammy Hubbart [thubb...@usd205.com] Sent: Thursday, October 11, 2012 3:14 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] spelling There is a mixup in the post. My name made it on someone else's post. I have a very differentiated class. I have two kiddos that are beginning second grade in reading. Therefore their spelling is about that as well. I also have 3rd /4th grade level, 5th grade level and a sprinkling of great spellers. I teach a 5th grade classroom but have all title and resource kiddos. I'm looking for a program to fit all those needs. I have heard nothing but good things about Words Their Way I have purchased the main book but am looking to see what other resources anyone knows about that works with it. I will appreciate any suggestions. Sent from my iPad On Oct 9, 2012, at 9:08 AM, Renee G wrote: > I'm confused. If your class is filled with super spellers, then why waste > time *doing* spelling at all? Why not do something more interesting? > > Renee > > On Oct 8, 2012, at 8:12 PM, Livingston, Marie wrote: > >> My reading class this year is filled with super spellers. I teach a 5th >> grade beyond level reading class. My spelling program is Sitton spelling >> for 6th grade and I think it's too easy for them. I want to make spelling a >> meaningful activity as opposed to a waste of their time and my teaching >> time. Any suggestions? Places I should look >> >> Thanks! >> >> Marie >> >> Marie Livingston >> 5th Grade Teacher >> Tualatin Elementary School >> 503-431-4764 >> ___ >> 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 > > "El fin de toda educacion debe ser seguramente el servicio a otros." > ~ Cesar Chavez > > > > ___ > 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
Re: [MOSAIC] spelling
I can't imagine that you would need another resource because WTW (especially the newest edition) has many activities and different types of sorts. If you are looking for something else I would suggest making Words, How much time are you able to devote to word study? In my district we only get 10-15 minutes a day. . Sent from my iPhone On Oct 10, 2012, at 11:42 PM, "Tammy Hubbart" wrote: > There is a mixup in the post. My name made it on someone else's post. I have > a very differentiated class. I have two kiddos that are beginning second > grade in reading. Therefore their spelling is about that as well. I also have > 3rd /4th grade level, 5th grade level and a sprinkling of great spellers. I > teach a 5th grade classroom but have all title and resource kiddos. I'm > looking for a program to fit all those needs. I have heard nothing but good > things about Words Their Way I have purchased the main book but am looking to > see what other resources anyone knows about that works with it. I will > appreciate any suggestions. > > Sent from my iPad > > On Oct 9, 2012, at 9:08 AM, Renee G wrote: > >> I'm confused. If your class is filled with super spellers, then why waste >> time *doing* spelling at all? Why not do something more interesting? >> >> Renee >> >> On Oct 8, 2012, at 8:12 PM, Livingston, Marie wrote: >> >>> My reading class this year is filled with super spellers. I teach a 5th >>> grade beyond level reading class. My spelling program is Sitton spelling >>> for 6th grade and I think it's too easy for them. I want to make spelling >>> a meaningful activity as opposed to a waste of their time and my teaching >>> time. Any suggestions? Places I should look >>> >>> Thanks! >>> >>> Marie >>> >>> Marie Livingston >>> 5th Grade Teacher >>> Tualatin Elementary School >>> 503-431-4764 >>> ___ >>> 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 >> >> "El fin de toda educacion debe ser seguramente el servicio a otros." >> ~ Cesar Chavez >> >> >> >> ___ >> 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
Re: [MOSAIC] spelling
There is a mixup in the post. My name made it on someone else's post. I have a very differentiated class. I have two kiddos that are beginning second grade in reading. Therefore their spelling is about that as well. I also have 3rd /4th grade level, 5th grade level and a sprinkling of great spellers. I teach a 5th grade classroom but have all title and resource kiddos. I'm looking for a program to fit all those needs. I have heard nothing but good things about Words Their Way I have purchased the main book but am looking to see what other resources anyone knows about that works with it. I will appreciate any suggestions. Sent from my iPad On Oct 9, 2012, at 9:08 AM, Renee G wrote: > I'm confused. If your class is filled with super spellers, then why waste > time *doing* spelling at all? Why not do something more interesting? > > Renee > > On Oct 8, 2012, at 8:12 PM, Livingston, Marie wrote: > >> My reading class this year is filled with super spellers. I teach a 5th >> grade beyond level reading class. My spelling program is Sitton spelling >> for 6th grade and I think it's too easy for them. I want to make spelling a >> meaningful activity as opposed to a waste of their time and my teaching >> time. Any suggestions? Places I should look >> >> Thanks! >> >> Marie >> >> Marie Livingston >> 5th Grade Teacher >> Tualatin Elementary School >> 503-431-4764 >> ___ >> 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 > > "El fin de toda educacion debe ser seguramente el servicio a otros." > ~ Cesar Chavez > > > > ___ > 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
Re: [MOSAIC] spelling
I'm confused. If your class is filled with super spellers, then why waste time *doing* spelling at all? Why not do something more interesting? Renee On Oct 8, 2012, at 8:12 PM, Livingston, Marie wrote: My reading class this year is filled with super spellers. I teach a 5th grade beyond level reading class. My spelling program is Sitton spelling for 6th grade and I think it's too easy for them. I want to make spelling a meaningful activity as opposed to a waste of their time and my teaching time. Any suggestions? Places I should look Thanks! Marie Marie Livingston 5th Grade Teacher Tualatin Elementary School 503-431-4764 ___ 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 "El fin de toda educacion debe ser seguramente el servicio a otros." ~ Cesar Chavez ___ 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
Re: [MOSAIC] Spelling
I have found a book called Spelling Power by Beverly L. Adams-Gordon to be great. It is organized by phonetic principles and spelling rules. At the beginning of the year, I use Sitton to pretest all students. The ones they miss from the grade level list becomes their personal spelling list. Then I can use Spelling Power for the rest of the year. You can teach the same rule to the class but differentiate the lists. Spelling city has helped tremendously on the management of this. On Tue, Oct 9, 2012 at 9:23 AM, Tammy Hubbart wrote: > > My reading class this year is filled with super spellers. I teach a 5th > grade beyond level reading class. My spelling program is Sitton spelling > for 6th grade and I think it's too easy for them. I want to make spelling > a meaningful activity as opposed to a waste of their time and my teaching > time. Any suggestions? Places I should look > Sent from my iPad > > Tammy Hubbart > 5th grade > ___ > 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
Re: [MOSAIC] Spelling
I love Words Their Way which offers differentiation for all levels of word study. It is hands-on with research-based assessments included. I especially find it helpful to meet needs of higher leveled readers and writers. On Tue, Oct 9, 2012 at 9:23 AM, Tammy Hubbart wrote: > > My reading class this year is filled with super spellers. I teach a 5th > grade beyond level reading class. My spelling program is Sitton spelling > for 6th grade and I think it's too easy for them. I want to make spelling > a meaningful activity as opposed to a waste of their time and my teaching > time. Any suggestions? Places I should look > Sent from my iPad > > Tammy Hubbart > 5th grade > ___ > 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 > > -- Jackie Brownell District Literacy Coach Fountain Woods School 601 Fountain Avenue Burlington, NJ 08016 (609) 387-1799 ext. 3336 jbrown...@burltwpsch.org www.burltwpsch.org BTSD - All Students Achieving Standard Confidentiality Statement CONFIDENTIALITY NOTICE: This email is the property of the Burlington Township Board of Education and is intended solely for the designated recipient(s). The information contained in this email may be privileged and confidential or may be subject to public disclosure. If you are not an intended recipient of this email, the reading, dissemination, distribution, copying or use of the information contained in this email is strictly prohibited. If you have received this email message in error, please email the sender and delete this email message which you have mistakenly received. ___ 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
Re: [MOSAIC] spelling
Words Their Way is what I started using this year. So far I really like it. I am still looking for ideas and other resources to go with it. If anyone has any suggestions let me know. Sent from my iPad On Oct 8, 2012, at 10:12 PM, "Livingston, Marie" wrote: > My reading class this year is filled with super spellers. I teach a 5th > grade beyond level reading class. My spelling program is Sitton spelling for > 6th grade and I think it's too easy for them. I want to make spelling a > meaningful activity as opposed to a waste of their time and my teaching time. > Any suggestions? Places I should look > > Thanks! > > Marie > > Marie Livingston > 5th Grade Teacher > Tualatin Elementary School > 503-431-4764 > ___ > 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
Re: [MOSAIC] spelling
I have a 4-5 combo and I'm using my Pearson words but am using SpellingCity.com on the computer. The kids love it. There are lots of games for them to play and practice plus they take their spelling test online using headphones. I have all 33 spelling tests done and graded in less than 15 minutes on Fridays. The free version offers about 27 games but I upgraded to the premium version so that I can print reports. You should try it. http://www.spellingcity.com/ On Oct 8, 2012, at 8:12 PM, Livingston, Marie wrote: > My reading class this year is filled with super spellers. I teach a 5th > grade beyond level reading class. My spelling program is Sitton spelling for > 6th grade and I think it's too easy for them. I want to make spelling a > meaningful activity as opposed to a waste of their time and my teaching time. > Any suggestions? Places I should look > > Thanks! > > Marie > > Marie Livingston > 5th Grade Teacher > Tualatin Elementary School > 503-431-4764 > ___ > 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
Re: [MOSAIC] spelling
Without a doubt try Words Their Way Sent from my iPhone On Oct 8, 2012, at 11:41 PM, "Livingston, Marie" wrote: > My reading class this year is filled with super spellers. I teach a 5th > grade beyond level reading class. My spelling program is Sitton spelling for > 6th grade and I think it's too easy for them. I want to make spelling a > meaningful activity as opposed to a waste of their time and my teaching time. > Any suggestions? Places I should look > > Thanks! > > Marie > > Marie Livingston > 5th Grade Teacher > Tualatin Elementary School > 503-431-4764 > ___ > 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
Re: [MOSAIC] spelling
Start with an assessment to find the appropriate level. I'd use the Words Their Way inventory... Then Words Their Way has great activities that gets kids thinking about how words work. Sent from my iPhone On Oct 9, 2012, at 1:39 AM, "Livingston, Marie" wrote: > My reading class this year is filled with super spellers. I teach a 5th > grade beyond level reading class. My spelling program is Sitton spelling for > 6th grade and I think it's too easy for them. I want to make spelling a > meaningful activity as opposed to a waste of their time and my teaching time. > Any suggestions? Places I should look > > Thanks! > > Marie > > Marie Livingston > 5th Grade Teacher > Tualatin Elementary School > 503-431-4764 > ___ > 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
Re: [MOSAIC] Spelling and Grammar
We use Write Source as a book to check when several people are confused about grammar issues or when the children want to tackle a certain type of writing. It is a resource and guide not a bible. Pat Kimathi On Mar 12, 2010, at 6:54 PM, Patricia Kimathi wrote: I love Write Source for grammar PatK On Mar 12, 2010, at 5:13 PM, Beverlee Paul wrote: LOVE Linda Hoyt's grammar materials and Rebecca Sitton's spelling. On Thu, Mar 11, 2010 at 7:32 PM, wrote: Hi Everyone, We are the process of revamping our spelling and grammar curriculum in grades 1-5. We would like to have consistency from grade to grade with a program/process that does not involve canned textbooks. Any ideas? Thanks, Marianne ___ 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. -- "There is nothing so unequal as equal treatment of unequals." Chief Justice Oliver Wendell Holmes ___ 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.
Re: [MOSAIC] Spelling and Grammar
I love Jeff Anderson!! When I say use a style guide, I don't mean to imply a rigid, text-based program of study, but that writers use style guides to help them clarify writing decisions. I just think it is good prep for those days of college writing to come. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > Date: Sat, 13 Mar 2010 16:33:31 + > From: jvma...@comcast.net > To: mosaic@literacyworkshop.org > Subject: Re: [MOSAIC] Spelling and Grammar > > I agree, Lori, that conventions need to be taught. I use many sources (Vicki > Spandel is coming out with new grade level kits from Write Source and I'm > looking forward to getting my hands on one), but right now my 5th graders are > learning about that very comma you discuss. We're using Jeff Anderson's > Everyday Editing. He teaches through kids noticing (a model), imitating, and > sharing. This works reasonably well for me and seems to have more transfer > than traditional grammar programs. > Judy > > > > > - Original Message - > From: "EDWARD JACKSON" > To: mosaic@literacyworkshop.org > Sent: Saturday, March 13, 2010 5:09:49 AM GMT -08:00 US/Canada Pacific > Subject: Re: [MOSAIC] Spelling and Grammar > > > I don't know what Write Source looks like as an instructional program, but I > strongly believe writer's from about fourth grade and up need to start using > a style guide of some kind. They also need to know that sometimes grammar > conventions change, depending on the grammar guide and the purpose for > publication. Just had a rather amazing conversation (for the seriousness of > it) with some fourth graders. I was subbing and helping them with a lesson on > list sentences. My question was simply this: How do you feel about the comma > before the 'and'? I don't use it, and didn't want to lead them astray. Turns > out they did use it, but were really reflective as they explained how it is > correct both ways. > > > Lori Jackson M.Ed.Reading Specialist > Broken Bow, NE > > > > > > > EMAILING FOR THE GREATER GOOD > Join me > > > From: pkima...@earthlink.net > > To: mosaic@literacyworkshop.org > > Date: Fri, 12 Mar 2010 18:54:47 -0800 > > Subject: Re: [MOSAIC] Spelling and Grammar > > > > I love Write Source for grammar > > PatK > > On Mar 12, 2010, at 5:13 PM, Beverlee Paul wrote: > > > > > LOVE Linda Hoyt's grammar materials and Rebecca Sitton's spelling. > > > > > > On Thu, Mar 11, 2010 at 7:32 PM, wrote: > > > > > >> > > >> Hi Everyone, > > >>> > > >> We are the process of revamping our spelling and grammar curriculum > > >> in > > >> grades 1-5. We would like to have consistency from grade to grade > > >> with a > > >> program/process that does not involve canned textbooks. Any ideas? > > >> Thanks, > > >> Marianne > > >> > > >> > > >>> ___ > > >>> 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. > > >> > > >> > > > > > > > > > -- > > > "There is n
Re: [MOSAIC] Spelling and Grammar
I agree, Lori, that conventions need to be taught. I use many sources (Vicki Spandel is coming out with new grade level kits from Write Source and I'm looking forward to getting my hands on one), but right now my 5th graders are learning about that very comma you discuss. We're using Jeff Anderson's Everyday Editing. He teaches through kids noticing (a model), imitating, and sharing. This works reasonably well for me and seems to have more transfer than traditional grammar programs. Judy - Original Message - From: "EDWARD JACKSON" To: mosaic@literacyworkshop.org Sent: Saturday, March 13, 2010 5:09:49 AM GMT -08:00 US/Canada Pacific Subject: Re: [MOSAIC] Spelling and Grammar I don't know what Write Source looks like as an instructional program, but I strongly believe writer's from about fourth grade and up need to start using a style guide of some kind. They also need to know that sometimes grammar conventions change, depending on the grammar guide and the purpose for publication. Just had a rather amazing conversation (for the seriousness of it) with some fourth graders. I was subbing and helping them with a lesson on list sentences. My question was simply this: How do you feel about the comma before the 'and'? I don't use it, and didn't want to lead them astray. Turns out they did use it, but were really reflective as they explained how it is correct both ways. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > From: pkima...@earthlink.net > To: mosaic@literacyworkshop.org > Date: Fri, 12 Mar 2010 18:54:47 -0800 > Subject: Re: [MOSAIC] Spelling and Grammar > > I love Write Source for grammar > PatK > On Mar 12, 2010, at 5:13 PM, Beverlee Paul wrote: > > > LOVE Linda Hoyt's grammar materials and Rebecca Sitton's spelling. > > > > On Thu, Mar 11, 2010 at 7:32 PM, wrote: > > > >> > >> Hi Everyone, > >>> > >> We are the process of revamping our spelling and grammar curriculum > >> in > >> grades 1-5. We would like to have consistency from grade to grade > >> with a > >> program/process that does not involve canned textbooks. Any ideas? > >> Thanks, > >> Marianne > >> > >> > >>> ___ > >>> 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. > >> > >> > > > > > > -- > > "There is nothing so unequal as equal treatment of unequals." Chief > > Justice Oliver Wendell Holmes > > ___ > > 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. ___ 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.
Re: [MOSAIC] Spelling and Grammar
I don't know what Write Source looks like as an instructional program, but I strongly believe writer's from about fourth grade and up need to start using a style guide of some kind. They also need to know that sometimes grammar conventions change, depending on the grammar guide and the purpose for publication. Just had a rather amazing conversation (for the seriousness of it) with some fourth graders. I was subbing and helping them with a lesson on list sentences. My question was simply this: How do you feel about the comma before the 'and'? I don't use it, and didn't want to lead them astray. Turns out they did use it, but were really reflective as they explained how it is correct both ways. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > From: pkima...@earthlink.net > To: mosaic@literacyworkshop.org > Date: Fri, 12 Mar 2010 18:54:47 -0800 > Subject: Re: [MOSAIC] Spelling and Grammar > > I love Write Source for grammar > PatK > On Mar 12, 2010, at 5:13 PM, Beverlee Paul wrote: > > > LOVE Linda Hoyt's grammar materials and Rebecca Sitton's spelling. > > > > On Thu, Mar 11, 2010 at 7:32 PM, wrote: > > > >> > >> Hi Everyone, > >>> > >> We are the process of revamping our spelling and grammar curriculum > >> in > >> grades 1-5. We would like to have consistency from grade to grade > >> with a > >> program/process that does not involve canned textbooks. Any ideas? > >> Thanks, > >> Marianne > >> > >> > >>> ___ > >>> 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. > >> > >> > > > > > > -- > > "There is nothing so unequal as equal treatment of unequals."Chief > > Justice Oliver Wendell Holmes > > ___ > > 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.
Re: [MOSAIC] Spelling and Grammar
I love Write Source for grammar PatK On Mar 12, 2010, at 5:13 PM, Beverlee Paul wrote: LOVE Linda Hoyt's grammar materials and Rebecca Sitton's spelling. On Thu, Mar 11, 2010 at 7:32 PM, wrote: Hi Everyone, We are the process of revamping our spelling and grammar curriculum in grades 1-5. We would like to have consistency from grade to grade with a program/process that does not involve canned textbooks. Any ideas? Thanks, Marianne ___ 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. -- "There is nothing so unequal as equal treatment of unequals."Chief Justice Oliver Wendell Holmes ___ 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.
Re: [MOSAIC] Spelling and Grammar
LOVE Linda Hoyt's grammar materials and Rebecca Sitton's spelling. On Thu, Mar 11, 2010 at 7:32 PM, wrote: > > Hi Everyone, >> > We are the process of revamping our spelling and grammar curriculum in > grades 1-5. We would like to have consistency from grade to grade with a > program/process that does not involve canned textbooks. Any ideas? > Thanks, > Marianne > > >> ___ >> 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. > > -- "There is nothing so unequal as equal treatment of unequals."Chief Justice Oliver Wendell Holmes ___ 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.
Re: [MOSAIC] Spelling and Grammar
We use Words Their Way (Pearson). It teaches spelling, vocabulary, and phonics based on the student's level. They progress through a continum of spelling stages. The teachers do words sorts and 'making words' activities for 15 minutes daily. We have seen a HUGE improvement in our students, and they are retaining the information through repeated practice instead of memorizing a list and forgetting it the next week. Michaela Keener Reading Specialist Southside Academy 2200 Onondaga Creek Blvd. Syracuse, NY 13207 From: mosaic-bounces+44.mkeener=heritageacademies@literacyworkshop.org [mosaic-bounces+44.mkeener=heritageacademies@literacyworkshop.org] On Behalf Of bmw2...@aol.com [bmw2...@aol.com] Sent: Thursday, March 11, 2010 9:32 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] Spelling and Grammar >Hi Everyone, We are the process of revamping our spelling and grammar curriculum in grades 1-5. We would like to have consistency from grade to grade with a program/process that does not involve canned textbooks. Any ideas? Thanks, Marianne > > ___ > 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. ___ 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.
Re: [MOSAIC] Spelling
Sure. My master list is on my home computer. I'll send it from home! :) - Original Message - From: Lacey Chimienti To: mosaic@literacyworkshop.org Sent: Wed, 3 Feb 2010 23:43:36 + (UTC) Subject: Re: [MOSAIC] Spelling do you have a list of the 500 words you could email me in an attachment? I would love to see them! :) Thanks so much, Lacey :) > Date: Wed, 3 Feb 2010 22:05:14 + > From: jefjar...@comcast.net > To: mosaic@literacyworkshop.org > Subject: Re: [MOSAIC] Spelling > > Hi, > This my third year teaching first grade. My first grade team has a > spreadsheet of all 500 high frequency words. We start with the first hundred > (first grade curriculum) in the beginning of the year (reading AND spelling). > That is our starting point. Each week the students get six new words. They > write them on 3X5 index cards. The cards go back and forth every day and it > is their job to practice reading and spelling them every night. They also use > them during the day to do word work. For example, on Thursdays, they need to > pick 10 words and write them in Alphabetical order. Wednesdays is write six > words, then pick two to write in a sentence - illustrate the sentences with > quick sketches. (I also teach Lucy Calkins Writing Workshop in my class). Our > school has no writing curriculum so that is what I do. > > > On Friday they get with a partner and trade cards. Partner A writes 6 of > partner B's words down and vice versa. They then take turns giving each other > a "spell check" They say their partners word and their partner writes it > down... etc. Like a mini spelling test, but you never know what words your > partner will pick for you, so you have to know your words. It holds them > accountable. > > > There is more to the way it works, so if you think you have more questions > email me and I would be happy to clarify anything for you. > > > :) It's taco night and the kids are calling!! > Camille > > - Original Message - > From: "Amy Tisinger" > To: "Mosaic: A Reading Comprehension Strategies Email Group" > Sent: Monday, February 1, 2010 7:21:33 PM GMT -05:00 US/Canada Eastern > Subject: [MOSAIC] Spelling > > I am in my 7th year of teaching, and am trying to start up an individualized > spelling program for my 2nd graders, starting with the 2nd semester next > week. I've done some research, but am interested in some practical thought > and advice based on experience! Also, I would be interested in any theories > or ideas behind giving spelling tests. I ditched them a few years ago > because I found my 1st graders were either struggling through the entire > thing (becoming frustrated, and not learning anything in the process), or > were acing every test because they already knew the words or were memorizing > them and not transferring to writing. I've also recognized this could have > been due to my poor implementation; I am a writer's workshop teacher through > and through, and wasn't devoting a lot of time to it. > > So, please offer up your thoughts and advice! > > Thank you, > Amy Tisinger > 2nd Grade Teacher > Rainbow Bridge International School > Shanghai, China > ___ > 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. > _ Hotmail: Free, trusted and rich email service. http://clk.atdmt.com/GBL/go/201469228/direct/01/ ___ 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.
Re: [MOSAIC] Spelling
I teach intervention classes at the high school level and wish with all my heart that my students' previous teachers would have taught them spelling based upon syllable types. Many of my struggling spellers come to me not understanding that there are different ways to make a vowel say a long sound - not just throwing an "e" after everything! Heather Waymouth EMAILING FOR THE GREATER GOOD Join me > Date: Thu, 4 Feb 2010 19:10:18 -0500 > From: t3te...@gmail.com > To: mosaic@literacyworkshop.org > Subject: Re: [MOSAIC] Spelling > > I use a spelling list that has 15 words in order from easy to > difficult. Students take a pretest on Friday of the first 10 words. If they > pass a word, they don't have it. This sound difficult but I use a sheet with > all the words listed in the left column. The center column has 10 blank > lines and the right column has all 15 lines. This sheet is placed in a file > folder with the top lid cut into 3 leaves. For the pretest, they have the > center flap up with the other two papercliped down. I give the first 10 > words only. The last 5 are called enrichment words. When I correct it, I > use a highlighter to highlight the words in the first column I want them to > learn and the numbers of the same words in the third column. I cut off the > first column and give it to them to learn. This way I can give different > students different words and number of words. I have many ELL students plus > high students. This seems to do the best job of meeting their needs. On > Friday, I give the entire list but students know that they are only > responsible for the ones that are highlighted. I teach third grade and they > seem to be able to understand this method. > > Terry Tabat > Lexington, NC > > On Mon, Feb 1, 2010 at 7:21 PM, Amy Tisinger wrote: > > > I am in my 7th year of teaching, and am trying to start up an > > individualized > > spelling program for my 2nd graders, starting with the 2nd semester next > > week. I've done some research, but am interested in some practical thought > > and advice based on experience! Also, I would be interested in any theories > > or ideas behind giving spelling tests. I ditched them a few years ago > > because I found my 1st graders were either struggling through the entire > > thing (becoming frustrated, and not learning anything in the process), or > > were acing every test because they already knew the words or were > > memorizing > > them and not transferring to writing. I've also recognized this could have > > been due to my poor implementation; I am a writer's workshop teacher > > through > > and through, and wasn't devoting a lot of time to it. > > > > So, please offer up your thoughts and advice! > > > > Thank you, > > Amy Tisinger > > 2nd Grade Teacher > > Rainbow Bridge International School > > Shanghai, China > > ___ > > 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.
Re: [MOSAIC] Spelling
I use a spelling list that has 15 words in order from easy to difficult. Students take a pretest on Friday of the first 10 words. If they pass a word, they don't have it. This sound difficult but I use a sheet with all the words listed in the left column. The center column has 10 blank lines and the right column has all 15 lines. This sheet is placed in a file folder with the top lid cut into 3 leaves. For the pretest, they have the center flap up with the other two papercliped down. I give the first 10 words only. The last 5 are called enrichment words. When I correct it, I use a highlighter to highlight the words in the first column I want them to learn and the numbers of the same words in the third column. I cut off the first column and give it to them to learn. This way I can give different students different words and number of words. I have many ELL students plus high students. This seems to do the best job of meeting their needs. On Friday, I give the entire list but students know that they are only responsible for the ones that are highlighted. I teach third grade and they seem to be able to understand this method. Terry Tabat Lexington, NC On Mon, Feb 1, 2010 at 7:21 PM, Amy Tisinger wrote: > I am in my 7th year of teaching, and am trying to start up an > individualized > spelling program for my 2nd graders, starting with the 2nd semester next > week. I've done some research, but am interested in some practical thought > and advice based on experience! Also, I would be interested in any theories > or ideas behind giving spelling tests. I ditched them a few years ago > because I found my 1st graders were either struggling through the entire > thing (becoming frustrated, and not learning anything in the process), or > were acing every test because they already knew the words or were > memorizing > them and not transferring to writing. I've also recognized this could have > been due to my poor implementation; I am a writer's workshop teacher > through > and through, and wasn't devoting a lot of time to it. > > So, please offer up your thoughts and advice! > > Thank you, > Amy Tisinger > 2nd Grade Teacher > Rainbow Bridge International School > Shanghai, China > ___ > 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.
Re: [MOSAIC] Spelling
do you have a list of the 500 words you could email me in an attachment? I would love to see them! :) Thanks so much, Lacey :) > Date: Wed, 3 Feb 2010 22:05:14 + > From: jefjar...@comcast.net > To: mosaic@literacyworkshop.org > Subject: Re: [MOSAIC] Spelling > > Hi, > This my third year teaching first grade. My first grade team has a > spreadsheet of all 500 high frequency words. We start with the first hundred > (first grade curriculum) in the beginning of the year (reading AND spelling). > That is our starting point. Each week the students get six new words. They > write them on 3X5 index cards. The cards go back and forth every day and it > is their job to practice reading and spelling them every night. They also use > them during the day to do word work. For example, on Thursdays, they need to > pick 10 words and write them in Alphabetical order. Wednesdays is write six > words, then pick two to write in a sentence - illustrate the sentences with > quick sketches. (I also teach Lucy Calkins Writing Workshop in my class). Our > school has no writing curriculum so that is what I do. > > > On Friday they get with a partner and trade cards. Partner A writes 6 of > partner B's words down and vice versa. They then take turns giving each other > a "spell check" They say their partners word and their partner writes it > down... etc. Like a mini spelling test, but you never know what words your > partner will pick for you, so you have to know your words. It holds them > accountable. > > > There is more to the way it works, so if you think you have more questions > email me and I would be happy to clarify anything for you. > > > :) It's taco night and the kids are calling!! > Camille > > - Original Message - > From: "Amy Tisinger" > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Sent: Monday, February 1, 2010 7:21:33 PM GMT -05:00 US/Canada Eastern > Subject: [MOSAIC] Spelling > > I am in my 7th year of teaching, and am trying to start up an individualized > spelling program for my 2nd graders, starting with the 2nd semester next > week. I've done some research, but am interested in some practical thought > and advice based on experience! Also, I would be interested in any theories > or ideas behind giving spelling tests. I ditched them a few years ago > because I found my 1st graders were either struggling through the entire > thing (becoming frustrated, and not learning anything in the process), or > were acing every test because they already knew the words or were memorizing > them and not transferring to writing. I've also recognized this could have > been due to my poor implementation; I am a writer's workshop teacher through > and through, and wasn't devoting a lot of time to it. > > So, please offer up your thoughts and advice! > > Thank you, > Amy Tisinger > 2nd Grade Teacher > Rainbow Bridge International School > Shanghai, China > ___ > 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. > _ Hotmail: Free, trusted and rich email service. http://clk.atdmt.com/GBL/go/201469228/direct/01/ ___ 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.
Re: [MOSAIC] Spelling
Hi, This my third year teaching first grade. My first grade team has a spreadsheet of all 500 high frequency words. We start with the first hundred (first grade curriculum) in the beginning of the year (reading AND spelling). That is our starting point. Each week the students get six new words. They write them on 3X5 index cards. The cards go back and forth every day and it is their job to practice reading and spelling them every night. They also use them during the day to do word work. For example, on Thursdays, they need to pick 10 words and write them in Alphabetical order. Wednesdays is write six words, then pick two to write in a sentence - illustrate the sentences with quick sketches. (I also teach Lucy Calkins Writing Workshop in my class). Our school has no writing curriculum so that is what I do. On Friday they get with a partner and trade cards. Partner A writes 6 of partner B's words down and vice versa. They then take turns giving each other a "spell check" They say their partners word and their partner writes it down... etc. Like a mini spelling test, but you never know what words your partner will pick for you, so you have to know your words. It holds them accountable. There is more to the way it works, so if you think you have more questions email me and I would be happy to clarify anything for you. :) It's taco night and the kids are calling!! Camille - Original Message - From: "Amy Tisinger" To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Monday, February 1, 2010 7:21:33 PM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] Spelling I am in my 7th year of teaching, and am trying to start up an individualized spelling program for my 2nd graders, starting with the 2nd semester next week. I've done some research, but am interested in some practical thought and advice based on experience! Also, I would be interested in any theories or ideas behind giving spelling tests. I ditched them a few years ago because I found my 1st graders were either struggling through the entire thing (becoming frustrated, and not learning anything in the process), or were acing every test because they already knew the words or were memorizing them and not transferring to writing. I've also recognized this could have been due to my poor implementation; I am a writer's workshop teacher through and through, and wasn't devoting a lot of time to it. So, please offer up your thoughts and advice! Thank you, Amy Tisinger 2nd Grade Teacher Rainbow Bridge International School Shanghai, China ___ 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.
Re: [MOSAIC] Spelling - Apologies
My apologies. That response to Rachel was only intended for her email. The mosaic address wasn't deleted as I thought. Sent from my iPhone Hi Rachel, I am moving into a 1/2 classroom for the first time next year and love the idea of individual spelling lists. Would you be able to send me anything you have that you think might help me get started? I would really appreciate it! Janet Sent from my iPhone On Feb 1, 2010, at 9:34 PM, rworthing...@ms.k12.il.us wrote: Amy. As you know, I to am a writers workshop advocate! I have jumped back into individualized spelling lists and activities. The students create their list of words from either their writing or reading, once in awhile, if I see the majority of the students need support in a certain area, I will generate words. The students have a reading and writing binder in which they use a "word collector" work sheet within the binder to compile a list of words. I use the binder during my reading and writing conference and check in on how they are using the "collector". Then I have a two column list that they use to create their weekly list one half they keep and the other half is turned into me. I keep my half on a ring placed in the front of my room. After they choose their words they choose the activities they will complete (I.e. Word sort is worth 20 points, ABC order is worth 10) they must complete a total of 50 points a week. Some of my students this is too much so they have a sp! elling book they work from. At the end of the week the kids buddy up and give each other the test. What they get wrong goes in the list for the next week. I feel this places them in charge of their learning. And after all, are we not trying to create life long learners? I know you are. I will send you everything. I miss the daily PDs. Hope that helps... Email me when you get a chance. Rachel. Sent from my Verizon Wireless BlackBerry -Original Message- From: Amy Tisinger Date: Tue, 2 Feb 2010 08:21:33 To: Mosaic: A Reading Comprehension Strategies Email Group> Subject: [MOSAIC] Spelling I am in my 7th year of teaching, and am trying to start up an individualized spelling program for my 2nd graders, starting with the 2nd semester next week. I've done some research, but am interested in some practical thought and advice based on experience! Also, I would be interested in any theories or ideas behind giving spelling tests. I ditched them a few years ago because I found my 1st graders were either struggling through the entire thing (becoming frustrated, and not learning anything in the process), or were acing every test because they already knew the words or were memorizing them and not transferring to writing. I've also recognized this could have been due to my poor implementation; I am a writer's workshop teacher through and through, and wasn't devoting a lot of time to it. So, please offer up your thoughts and advice! Thank you, Amy Tisinger 2nd Grade Teacher Rainbow Bridge International School Shanghai, China ___ 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. ___ 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.
Re: [MOSAIC] Spelling
Hi Rachel, I am moving into a 1/2 classroom for the first time next year and love the idea of individual spelling lists. Would you be able to send me anything you have that you think might help me get started? I would really appreciate it! Janet Sent from my iPhone On Feb 1, 2010, at 9:34 PM, rworthing...@ms.k12.il.us wrote: Amy. As you know, I to am a writers workshop advocate! I have jumped back into individualized spelling lists and activities. The students create their list of words from either their writing or reading, once in awhile, if I see the majority of the students need support in a certain area, I will generate words. The students have a reading and writing binder in which they use a "word collector" work sheet within the binder to compile a list of words. I use the binder during my reading and writing conference and check in on how they are using the "collector". Then I have a two column list that they use to create their weekly list one half they keep and the other half is turned into me. I keep my half on a ring placed in the front of my room. After they choose their words they choose the activities they will complete (I.e. Word sort is worth 20 points, ABC order is worth 10) they must complete a total of 50 points a week. Some of my students this is too much so they have a sp! elling book they work from. At the end of the week the kids buddy up and give each other the test. What they get wrong goes in the list for the next week. I feel this places them in charge of their learning. And after all, are we not trying to create life long learners? I know you are. I will send you everything. I miss the daily PDs. Hope that helps... Email me when you get a chance. Rachel. Sent from my Verizon Wireless BlackBerry -Original Message- From: Amy Tisinger Date: Tue, 2 Feb 2010 08:21:33 To: Mosaic: A Reading Comprehension Strategies Email Group> Subject: [MOSAIC] Spelling I am in my 7th year of teaching, and am trying to start up an individualized spelling program for my 2nd graders, starting with the 2nd semester next week. I've done some research, but am interested in some practical thought and advice based on experience! Also, I would be interested in any theories or ideas behind giving spelling tests. I ditched them a few years ago because I found my 1st graders were either struggling through the entire thing (becoming frustrated, and not learning anything in the process), or were acing every test because they already knew the words or were memorizing them and not transferring to writing. I've also recognized this could have been due to my poor implementation; I am a writer's workshop teacher through and through, and wasn't devoting a lot of time to it. So, please offer up your thoughts and advice! Thank you, Amy Tisinger 2nd Grade Teacher Rainbow Bridge International School Shanghai, China ___ 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.
Re: [MOSAIC] Spelling
There are excellent explanations on the site for Sitton materials. There is a video available that you will love and need to see. The results are terrific for this approach. On Tue, Feb 2, 2010 at 8:11 AM, Andrea Jenkins wrote: > Look at Sitton Spelling. It has more of a word study approach. > > > - Original Message - > From: "Kelly Andrews-Babcock" > To: "Mosaic: A Reading Comprehension Strategies Email Group" < > mosaic@literacyworkshop.org> > Sent: Tuesday, February 2, 2010 7:12:41 AM GMT -06:00 US/Canada Central > Subject: Re: [MOSAIC] Spelling > > I am in my 7th year of teaching, and am trying to start up an > individualized > spelling program for my 2nd graders, starting with the 2nd semester next > week. > > Have you looked at Ganske's work with "Word Journeys" and "Word Sorts..."? > It follows closely to "Words Their Way" as well. It will provide you with > theory, inventories, ideas for lessons and guidance of what to do. Highly > recommend it. > Kelly AB > ___ > 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. > > -- "There is nothing so unequal as equal treatment of unequals."Chief Justice Oliver Wendell Holmes ___ 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.
Re: [MOSAIC] Spelling
Look at Sitton Spelling. It has more of a word study approach. - Original Message - From: "Kelly Andrews-Babcock" To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Tuesday, February 2, 2010 7:12:41 AM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] Spelling I am in my 7th year of teaching, and am trying to start up an individualized spelling program for my 2nd graders, starting with the 2nd semester next week. Have you looked at Ganske's work with "Word Journeys" and "Word Sorts..."? It follows closely to "Words Their Way" as well. It will provide you with theory, inventories, ideas for lessons and guidance of what to do. Highly recommend it. Kelly AB ___ 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.
Re: [MOSAIC] Spelling
You might also read Teaching and Assessing Spelling by Mary Jo Fresch. I heard her speak at the IRA conference. She has information about how to teach students to spell and about the development continuum and individualization of spelling. On Feb 2, 2010, at 7:12 AM, Kelly Andrews-Babcock wrote: I am in my 7th year of teaching, and am trying to start up an individualized spelling program for my 2nd graders, starting with the 2nd semester next week. Have you looked at Ganske's work with "Word Journeys" and "Word Sorts..."? It follows closely to "Words Their Way" as well. It will provide you with theory, inventories, ideas for lessons and guidance of what to do. Highly recommend it. Kelly AB ___ 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. Kris Morris Literacy Coach kmor...@mail.wccards.k12.mo.us ___ 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.
Re: [MOSAIC] Spelling
I am in my 7th year of teaching, and am trying to start up an individualized spelling program for my 2nd graders, starting with the 2nd semester next week. Have you looked at Ganske's work with "Word Journeys" and "Word Sorts..."? It follows closely to "Words Their Way" as well. It will provide you with theory, inventories, ideas for lessons and guidance of what to do. Highly recommend it. Kelly AB ___ 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.
Re: [MOSAIC] Spelling
Great idea! The book Words Their Way is an excellent resource to provide teacher background on developmental spelling, has a qualitative spelling inventories, and ideas for word sorts. And cost-effective! You might check into that, Amy. It also has a companion book for English Language Learners to be used once a teacher has an understanding of the basic book. Happy word-learning to you. Sue Wilson Colorado From: mosaic-bounces+suwilson=jeffco.k12.co...@literacyworkshop.org on behalf of hutch1...@juno.com Sent: Mon 2/1/2010 7:04 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Spelling Have you considered word study instead? Norma Baker, M.Ed. Reading Specialist Grafton Elementary School Grafton, MA "Death is not the greatest loss in life. The greatest loss is what dies inside us while we live." -- Original Message -- From: Amy Tisinger To: "Mosaic: A Reading Comprehension Strategies Email Group" Subject: [MOSAIC] Spelling Date: Tue, 2 Feb 2010 08:21:33 +0800 I am in my 7th year of teaching, and am trying to start up an individualized spelling program for my 2nd graders, starting with the 2nd semester next week. I've done some research, but am interested in some practical thought and advice based on experience! Also, I would be interested in any theories or ideas behind giving spelling tests. I ditched them a few years ago because I found my 1st graders were either struggling through the entire thing (becoming frustrated, and not learning anything in the process), or were acing every test because they already knew the words or were memorizing them and not transferring to writing. I've also recognized this could have been due to my poor implementation; I am a writer's workshop teacher through and through, and wasn't devoting a lot of time to it. So, please offer up your thoughts and advice! Thank you, Amy Tisinger 2nd Grade Teacher Rainbow Bridge International School Shanghai, China ___ 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. Banking Click here to find the perfect banking opportunity! http://thirdpartyoffers.juno.com/TGL2131/c?cp=dhJWaMZYUFmNSO7_pdNSaQAAJz1RZyvLSDbNg1QwuFrBBUaOAAYAAADNAAAXeAA= ___ 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.
Re: [MOSAIC] Spelling
Amy. As you know, I to am a writers workshop advocate! I have jumped back into individualized spelling lists and activities. The students create their list of words from either their writing or reading, once in awhile, if I see the majority of the students need support in a certain area, I will generate words. The students have a reading and writing binder in which they use a "word collector" work sheet within the binder to compile a list of words. I use the binder during my reading and writing conference and check in on how they are using the "collector". Then I have a two column list that they use to create their weekly list one half they keep and the other half is turned into me. I keep my half on a ring placed in the front of my room. After they choose their words they choose the activities they will complete (I.e. Word sort is worth 20 points, ABC order is worth 10) they must complete a total of 50 points a week. Some of my students this is too much so they have a spelling book they work from. At the end of the week the kids buddy up and give each other the test. What they get wrong goes in the list for the next week. I feel this places them in charge of their learning. And after all, are we not trying to create life long learners? I know you are. I will send you everything. I miss the daily PDs. Hope that helps... Email me when you get a chance. Rachel. Sent from my Verizon Wireless BlackBerry -Original Message- From: Amy Tisinger Date: Tue, 2 Feb 2010 08:21:33 To: Mosaic: A Reading Comprehension Strategies Email Group Subject: [MOSAIC] Spelling I am in my 7th year of teaching, and am trying to start up an individualized spelling program for my 2nd graders, starting with the 2nd semester next week. I've done some research, but am interested in some practical thought and advice based on experience! Also, I would be interested in any theories or ideas behind giving spelling tests. I ditched them a few years ago because I found my 1st graders were either struggling through the entire thing (becoming frustrated, and not learning anything in the process), or were acing every test because they already knew the words or were memorizing them and not transferring to writing. I've also recognized this could have been due to my poor implementation; I am a writer's workshop teacher through and through, and wasn't devoting a lot of time to it. So, please offer up your thoughts and advice! Thank you, Amy Tisinger 2nd Grade Teacher Rainbow Bridge International School Shanghai, China ___ 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.
Re: [MOSAIC] Spelling
Have you considered word study instead? Norma Baker, M.Ed. Reading Specialist Grafton Elementary School Grafton, MA “Death is not the greatest loss in life. The greatest loss is what dies inside us while we live.” -- Original Message -- From: Amy Tisinger To: "Mosaic: A Reading Comprehension Strategies Email Group" Subject: [MOSAIC] Spelling Date: Tue, 2 Feb 2010 08:21:33 +0800 I am in my 7th year of teaching, and am trying to start up an individualized spelling program for my 2nd graders, starting with the 2nd semester next week. I've done some research, but am interested in some practical thought and advice based on experience! Also, I would be interested in any theories or ideas behind giving spelling tests. I ditched them a few years ago because I found my 1st graders were either struggling through the entire thing (becoming frustrated, and not learning anything in the process), or were acing every test because they already knew the words or were memorizing them and not transferring to writing. I've also recognized this could have been due to my poor implementation; I am a writer's workshop teacher through and through, and wasn't devoting a lot of time to it. So, please offer up your thoughts and advice! Thank you, Amy Tisinger 2nd Grade Teacher Rainbow Bridge International School Shanghai, China ___ 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. Banking Click here to find the perfect banking opportunity! http://thirdpartyoffers.juno.com/TGL2131/c?cp=dhJWaMZYUFmNSO7_pdNSaQAAJz1RZyvLSDbNg1QwuFrBBUaOAAYAAADNAAAXeAA= ___ 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.
Re: [MOSAIC] spelling in personal writing
I tend to agree with you Lori. They certainly can find the tricky word if the line where the error occurs is marked and actually your response has made me feel much better prompts are the deal in first grade... I was just hoping more "automaticity " would follow but when you think about the muti-steps of writing for content... perhaps it is just not realistic that all that heavy work would go on without support in first grade. In a message dated 4/19/2009 9:10:14 A.M. Eastern Daylight Time, ljack...@gwtc.net writes: Our district has a No Excuse word list, which is not terribly long. Words on this list are expected to spelled correctly once introduced. Obviously, these are some basic sight words, so not really the kind of transfer issue you describe. I have to say, that prompted transfer is probably a more realistic expectation in a workshop with first graders. I think it lies it lots and lots of ongoing talk, "Look at this word here, I think you meant to write... It looks like a word you know, ..." Kids this age are often good at highlighting words that are obviously misspelled (to them)--that might be a place to start. Just knowing if they are identifying some of the spelling problems would tell you much. Lori On 4/18/09 2:45 PM, "Felicia Barra" wrote: > How about using a rubric with their editing with a question like "I used my > word wall words to help with my spelling" or something like that. I use > simple rubrics with smiley, straight face and sad face evaluations at the > bottom. It doesn't always kick in with all students, but it does help some. > > > -Original Message- > From: mosaic-boun...@literacyworkshop.org > [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of kuko...@aol.com > Sent: Saturday, April 18, 2009 1:56 PM > To: mosaic@literacyworkshop.org > Subject: [MOSAIC] spelling in personal writing > > Hi all, > I am shouting out to primary teachers and especially those who work with > first graders I am noticing this year in particular the children do > > a great job with www assessments which include transfers of word wall > words as well as adding endings... Our curriculum is heavily loaded with > phonics > as well as sight words, and family words we do word sorts and making > words... the whole kit and kaboodle and the assessments of isolated > lists and dictation show the proof of our labor... however...I > do > not see the kids readily using their understandings in their personal > writing. Even Pat Cunningham admits that kids know a lot more about word > power > then they may demonstrate... and my experience in the past also tells me to > > some degree that this has proved true. BUT this year in particular I see > kids "proofing" for intent rather than contentwith little regard for > spelling conventions. We use a writer's workshop approach and follow > Calkin's > units of study but I do not see the editing in terms of mechanics.. kicking > > in even though they show they can do it... I am frustrated; not > because I think it is the most important part of their writing but more > because > of the casual stance they take to their presentation of some rather > wonderfully creative ideas. Any suggestions? > **Check all of your email inboxes from anywhere on the web. > Try the new Email Toolbar now! > (http://toolbar.aol.com/mail/download.html?ncid=txtlnkusdown0027) > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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. **A Good Credit Score is 700 or Above. See yours in just 2 easy steps! (http://pr.atwola.com/promoclk/100126575x1220814852x1201410738/aol?redir=http:%2F%2Fwww.freecreditreport.com%2Fpm%2Fdefault.aspx%3Fsc%3D668072%26 hmpgID%3D62%26bcd%3DAprilfooter419NO62) ___ Mosaic
Re: [MOSAIC] spelling in personal writing
Our district has a No Excuse word list, which is not terribly long. Words on this list are expected to spelled correctly once introduced. Obviously, these are some basic sight words, so not really the kind of transfer issue you describe. I have to say, that prompted transfer is probably a more realistic expectation in a workshop with first graders. I think it lies it lots and lots of ongoing talk, "Look at this word here, I think you meant to write... It looks like a word you know, ..." Kids this age are often good at highlighting words that are obviously misspelled (to them)--that might be a place to start. Just knowing if they are identifying some of the spelling problems would tell you much. Lori On 4/18/09 2:45 PM, "Felicia Barra" wrote: > How about using a rubric with their editing with a question like "I used my > word wall words to help with my spelling" or something like that. I use > simple rubrics with smiley, straight face and sad face evaluations at the > bottom. It doesn't always kick in with all students, but it does help some. > > > -Original Message- > From: mosaic-boun...@literacyworkshop.org > [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of kuko...@aol.com > Sent: Saturday, April 18, 2009 1:56 PM > To: mosaic@literacyworkshop.org > Subject: [MOSAIC] spelling in personal writing > > Hi all, > I am shouting out to primary teachers and especially those who work with > first graders I am noticing this year in particular the children do > > a great job with www assessments which include transfers of word wall > words as well as adding endings... Our curriculum is heavily loaded with > phonics > as well as sight words, and family words we do word sorts and making > words... the whole kit and kaboodle and the assessments of isolated > lists and dictation show the proof of our labor... however...I > do > not see the kids readily using their understandings in their personal > writing. Even Pat Cunningham admits that kids know a lot more about word > power > then they may demonstrate... and my experience in the past also tells me to > > some degree that this has proved true. BUT this year in particular I see > kids "proofing" for intent rather than contentwith little regard for > spelling conventions. We use a writer's workshop approach and follow > Calkin's > units of study but I do not see the editing in terms of mechanics.. kicking > > in even though they show they can do it... I am frustrated; not > because I think it is the most important part of their writing but more > because > of the casual stance they take to their presentation of some rather > wonderfully creative ideas. Any suggestions? > **Check all of your email inboxes from anywhere on the web. > Try the new Email Toolbar now! > (http://toolbar.aol.com/mail/download.html?ncid=txtlnkusdown0027) > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] spelling in personal writing
How about using a rubric with their editing with a question like "I used my word wall words to help with my spelling" or something like that. I use simple rubrics with smiley, straight face and sad face evaluations at the bottom. It doesn't always kick in with all students, but it does help some. -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of kuko...@aol.com Sent: Saturday, April 18, 2009 1:56 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] spelling in personal writing Hi all, I am shouting out to primary teachers and especially those who work with first graders I am noticing this year in particular the children do a great job with www assessments which include transfers of word wall words as well as adding endings... Our curriculum is heavily loaded with phonics as well as sight words, and family words we do word sorts and making words... the whole kit and kaboodle and the assessments of isolated lists and dictation show the proof of our labor... however...I do not see the kids readily using their understandings in their personal writing. Even Pat Cunningham admits that kids know a lot more about word power then they may demonstrate... and my experience in the past also tells me to some degree that this has proved true. BUT this year in particular I see kids "proofing" for intent rather than contentwith little regard for spelling conventions. We use a writer's workshop approach and follow Calkin's units of study but I do not see the editing in terms of mechanics.. kicking in even though they show they can do it... I am frustrated; not because I think it is the most important part of their writing but more because of the casual stance they take to their presentation of some rather wonderfully creative ideas. Any suggestions? **Check all of your email inboxes from anywhere on the web. Try the new Email Toolbar now! (http://toolbar.aol.com/mail/download.html?ncid=txtlnkusdown0027) ___ 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.
Re: [MOSAIC] spelling
Please describe this process and why the research says it makes a difference Pat K "to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting." e.e. cummings On Nov 20, 2007, at 1:30 PM, Beverlee Paul wrote: > This sounds a lot like the Rebecca Sitton spelling program published > by Curriculum Associates. > >>> Our district shares that spelling research says a pretest makes a >>> difference AND the way you grade it is significant. We are told to >>> have students self-grade...letter by letter by putting a dot above >>> the letter if it is correct, or crossing out the error and adding >>> the correct letter above. > ___ > 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.
Re: [MOSAIC] spelling
This sounds a lot like the Rebecca Sitton spelling program published by Curriculum Associates. > > Our district shares that spelling research says a pretest makes a > > difference AND the way you grade it is significant. We are told to have > > students self-grade...letter by letter by putting a dot above the letter if > > it is correct, or crossing out the error and adding the correct letter > > above. ___ 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.
Re: [MOSAIC] spelling
Our district shares that spelling research says a pretest makes a difference AND the way you grade it is significant. We are told to have students self-grade...letter by letter by putting a dot above the letter if it is correct, or crossing out the error and adding the correct letter above. _ You keep typing, we keep giving. Download Messenger and join the i’m Initiative now. http://im.live.com/messenger/im/home/?source=TAGLM ___ 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.
Re: [MOSAIC] spelling lists
Thanks, Lori! This is great. It is just what I needed to get going with the spelling/word work of the Daily 5 that I am implementing in my classroom. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada There are some more ideas about midway down on the page: http://www.tcsdk12.org/literacy/Writing/Primary%20Word%20Study.html ___ 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.
Re: [MOSAIC] spelling lists- Word Chunks
Is there a good site that teaches someone that is not sure how to do word chunks . how to do it?? Thanks Carol P ljackson <[EMAIL PROTECTED]> wrote: We studied word chunks in first grade, so that their 'spelling test' consisted on my dictating words with their chunks. The worked on their chunks, not on specific words. They also had three high utility words (word wall words). Using chunk study got my parents doing great things at home, because the old fashioned write it five times didn't accomplish much. In second grade we spent half the year reviewing the common chunks taught in first grade the remainder of the year using Make Words (Hall and Cunningham). I am no longer a classroom teacher, but you can imagine my delight and amusement when I was working in a school were several of my previous kiddos were enrolled and was told, "Your kids are such marvelous spellers. We need to know what program you used..." They were looking for a workbook series to purchase and it felt just plain good to be able to explain what I did do and comment that, "Programs don't teach children, teachers do." Lori On 9/29/07 11:32 PM, "Waingort Jimenez, Elisa" wrote: > What Renee describes below is also how I do spelling in my class. When I > taught first grade my students had no more than 5 words on their individual > spelling lists. Now, that I'm teaching grade 2 I think I will top it off at 7 > unless, as Renee says, some of the more efficient kids can handle a couple > more. I also had a contract and the kids had choices for activities they > could do to practice their words. I think I had 7 choices and they could do > all 7 during the week if they had time. On Friday they paired up with someone > and gave each other a test. The words the student spelled correctly went on > their personal must-spell list. Any words missed would be carried on to the > next week. > Elisa > > Elisa Waingort > Grade 2 Spanish Bilingual > Dalhousie Elementary > Calgary, Canada > > First of all, just because your colleague says something, especially > when it's an opinion, that doesn't mean you have to follow along. :-) > > When I taught third grade, I had individual spelling lists that the > kids kept in their reading/writing folders on an index card. The words > that went on there were words from their own writing that were common > or phonetic words that I felt they should know how to spell. When they > got to a certain number of words, they made a spelling contract that > lasted a week. They wrote the words on the contract and I kept the > index card. Students gave each other their spelling tests. The number > of words depended on the students. "Higher" students had about 12 > words, while "lower" students had about 8 or so words. Was it > confusing? Yes and no. I had a special calendar that was ONLY for > spelling with kids' names on it and at the end of each day I reminded > those who had a spelling test the next day. > > When I stopped doing individual spelling lists, I started doing words > with patterns. I think this had something to do with either Rebecca > Sitton or Diane Snowball. I don't remember any more. But I would take > word parts (i.e., "igh" and as a class we would make word lists with > these parts (i.e., bright, light, fright, night, high, sigh, sight, > frightful, delightful, brightness, etc) and then what I would do is > assign about eight of these words for everyone and let kids choose four > or six more for themselves. > > Renee > > "The test of a good teacher is not how many questions he can asks his > pupils that they will answer readily, but how many questions he > inspires them to ask which he finds hard to answer." > ~ Alice Wellington Rollins > > > > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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. Hugs, Carol P. AIM iammamapie Giga iammamapie - Be a better Heartthrob. Get better relationship answers from someone who knows. Yahoo! Answers - Check it out. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacy
Re: [MOSAIC] spelling lists
Or ... for the same reason some folks think it helps children learn problem-solving to give them 4 "story problems" which are identically set-up multiplication problems at the end of a lesson on multiplication. Easy to score (nearly all get it correct), easy to record, and no "reteaching" necessary. (which, of course, implies there was teaching???) > Date: Sat, 29 Sep 2007 23:31:12 -0600> From: [EMAIL PROTECTED]> To: > mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] spelling lists> > It makes > her look smart?> Elisa> > Elisa Waingort> Grade 2 Spanish Bilingual> > Dalhousie Elementary> Calgary, Canada> > > > > My question is: My colleague > emphatically believes that a spelling list > MUST have a phonics rule. Why?> > Rosie> > > ___ 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.
Re: [MOSAIC] spelling lists
There are some more ideas about midway down on the page: http://www.tcsdk12.org/literacy/Writing/Primary%20Word%20Study.html On 9/30/07 2:45 PM, "Waingort Jimenez, Elisa" <[EMAIL PROTECTED]> wrote: > Yes, I do remember that from her book and I've been working with kids in > reading on identifying chunks. > Elisa > > Elisa Waingort > Grade 2 Spanish Bilingual > Dalhousie Elementary > Calgary, Canada > > > Taberksi talks about the 37 most common chunks in On Solid Ground and these > same chunks (or phonograms) come up on web seraches. > > Loir > > > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] spelling lists
Yes, I do remember that from her book and I've been working with kids in reading on identifying chunks. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada Taberksi talks about the 37 most common chunks in On Solid Ground and these same chunks (or phonograms) come up on web seraches. Loir ___ 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.
Re: [MOSAIC] spelling lists
Taberksi talks about the 37 most common chunks in On Solid Ground and these same chunks (or phonograms) come up on web seraches. Loir - Original message - From: Waingort Jimenez, Elisa <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Date: Sunday, 2007, 30 Of September 10:07 Subject: Re: [MOSAIC] spelling lists > I refer to chunking words as a strategy when kids are trying to read > unfamiliar words. Never thought of using it explicitly for spelling but it > makes sense. > Elisa > > Elisa Waingort > Grade 2 Spanish Bilingual > Dalhousie Elementary > Calgary, Canada > > > We studied word chunks in first grade, so that their 'spelling test' > consisted on my dictating words with their chunks. The worked on their > chunks, not on specific words. They also had three high utility words (word > wall words). Using chunk study got my parents doing great things at home, > because the old fashioned write it five times didn't accomplish much. > > > Lori > > > > > > ___ > 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.
Re: [MOSAIC] spelling lists
I refer to chunking words as a strategy when kids are trying to read unfamiliar words. Never thought of using it explicitly for spelling but it makes sense. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada We studied word chunks in first grade, so that their 'spelling test' consisted on my dictating words with their chunks. The worked on their chunks, not on specific words. They also had three high utility words (word wall words). Using chunk study got my parents doing great things at home, because the old fashioned write it five times didn't accomplish much. Lori ___ 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.
Re: [MOSAIC] spelling lists
We studied word chunks in first grade, so that their 'spelling test' consisted on my dictating words with their chunks. The worked on their chunks, not on specific words. They also had three high utility words (word wall words). Using chunk study got my parents doing great things at home, because the old fashioned write it five times didn't accomplish much. In second grade we spent half the year reviewing the common chunks taught in first grade the remainder of the year using Make Words (Hall and Cunningham). I am no longer a classroom teacher, but you can imagine my delight and amusement when I was working in a school were several of my previous kiddos were enrolled and was told, "Your kids are such marvelous spellers. We need to know what program you used..." They were looking for a workbook series to purchase and it felt just plain good to be able to explain what I did do and comment that, "Programs don't teach children, teachers do." Lori On 9/29/07 11:32 PM, "Waingort Jimenez, Elisa" <[EMAIL PROTECTED]> wrote: > What Renee describes below is also how I do spelling in my class. When I > taught first grade my students had no more than 5 words on their individual > spelling lists. Now, that I'm teaching grade 2 I think I will top it off at 7 > unless, as Renee says, some of the more efficient kids can handle a couple > more. I also had a contract and the kids had choices for activities they > could do to practice their words. I think I had 7 choices and they could do > all 7 during the week if they had time. On Friday they paired up with someone > and gave each other a test. The words the student spelled correctly went on > their personal must-spell list. Any words missed would be carried on to the > next week. > Elisa > > Elisa Waingort > Grade 2 Spanish Bilingual > Dalhousie Elementary > Calgary, Canada > > First of all, just because your colleague says something, especially > when it's an opinion, that doesn't mean you have to follow along. :-) > > When I taught third grade, I had individual spelling lists that the > kids kept in their reading/writing folders on an index card. The words > that went on there were words from their own writing that were common > or phonetic words that I felt they should know how to spell. When they > got to a certain number of words, they made a spelling contract that > lasted a week. They wrote the words on the contract and I kept the > index card. Students gave each other their spelling tests. The number > of words depended on the students. "Higher" students had about 12 > words, while "lower" students had about 8 or so words. Was it > confusing? Yes and no. I had a special calendar that was ONLY for > spelling with kids' names on it and at the end of each day I reminded > those who had a spelling test the next day. > > When I stopped doing individual spelling lists, I started doing words > with patterns. I think this had something to do with either Rebecca > Sitton or Diane Snowball. I don't remember any more. But I would take > word parts (i.e., "igh" and as a class we would make word lists with > these parts (i.e., bright, light, fright, night, high, sigh, sight, > frightful, delightful, brightness, etc) and then what I would do is > assign about eight of these words for everyone and let kids choose four > or six more for themselves. > > Renee > > "The test of a good teacher is not how many questions he can asks his > pupils that they will answer readily, but how many questions he > inspires them to ask which he finds hard to answer." > ~ Alice Wellington Rollins > > > > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] spelling lists
It makes her look smart? Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada My question is: My colleague emphatically believes that a spelling list MUST have a phonics rule. Why? Rosie ___ 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.
Re: [MOSAIC] spelling lists
What Renee describes below is also how I do spelling in my class. When I taught first grade my students had no more than 5 words on their individual spelling lists. Now, that I'm teaching grade 2 I think I will top it off at 7 unless, as Renee says, some of the more efficient kids can handle a couple more. I also had a contract and the kids had choices for activities they could do to practice their words. I think I had 7 choices and they could do all 7 during the week if they had time. On Friday they paired up with someone and gave each other a test. The words the student spelled correctly went on their personal must-spell list. Any words missed would be carried on to the next week. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada First of all, just because your colleague says something, especially when it's an opinion, that doesn't mean you have to follow along. :-) When I taught third grade, I had individual spelling lists that the kids kept in their reading/writing folders on an index card. The words that went on there were words from their own writing that were common or phonetic words that I felt they should know how to spell. When they got to a certain number of words, they made a spelling contract that lasted a week. They wrote the words on the contract and I kept the index card. Students gave each other their spelling tests. The number of words depended on the students. "Higher" students had about 12 words, while "lower" students had about 8 or so words. Was it confusing? Yes and no. I had a special calendar that was ONLY for spelling with kids' names on it and at the end of each day I reminded those who had a spelling test the next day. When I stopped doing individual spelling lists, I started doing words with patterns. I think this had something to do with either Rebecca Sitton or Diane Snowball. I don't remember any more. But I would take word parts (i.e., "igh" and as a class we would make word lists with these parts (i.e., bright, light, fright, night, high, sigh, sight, frightful, delightful, brightness, etc) and then what I would do is assign about eight of these words for everyone and let kids choose four or six more for themselves. Renee "The test of a good teacher is not how many questions he can asks his pupils that they will answer readily, but how many questions he inspires them to ask which he finds hard to answer." ~ Alice Wellington Rollins ___ 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.
Re: [MOSAIC] spelling lists
And, you know, sometimes you are hungrier for some things than others. And sometimes you may have a period that you just really need some roughage!> > I think we can teach phonics in a balanced approach to literacy instruction,> but need to think of it as a buffet--as long as no one is malnourished,> readers can pretty much select the dishes that work for them.> > Lori> > > On 9/24/07 5:16 PM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote:> > > > > I did not "get" phonics when I was learning to read...but I was a great reader> > anyway. I think that is why I don't see the point of insisting that all> > students learn through phonics. However, I have taught some students who> > needed the "rules" to learn to read. Keep in mind that it is a means to an> > end; it can be easily tested and mastered by most students. And then it is a> > valuable tool in learning to do "real" reading.> > > > > > > > But comprehension is not easily taught or mastered... it is a process... and> > it is more challenging to teach...and?to measure.> > > > > > > > Cathy> > > > K-5 > > > > DE> > > > > > -Original Message-> > From: Bill Roberts <[EMAIL PROTECTED]>> > To: Mosaic: A Reading Comprehension Strategies Email Group> > > > Sent: Sun, 23 Sep 2007 1:15 pm> > Subject: Re: [MOSAIC] spelling lists> > > > > > > > > > > >> In a message dated 9/20/2007 5:42:24 AM Eastern Daylight Time,> >> [EMAIL PROTECTED] writes:> >> > >> By the way, I hate phonics. Could that be because that is not how I was> >> taught? Or maybe because I moved ten times in six years and each school> >> district> >> did something different? Or maybe because it feels inauthentic?> >> > > > > Phonics is no different than any other skill. The problem is some people> > don't stop and think about when and where teaching these skills are> > appropriate or no longer needed. Phonics is great for K-3 for children> > learning to recognize words and word sounds, but once they've learned it,> > there's no need to beat a dead horse. Same can be said for just about> > anything:> > > > AR is great for a kid who doesn't read because it makes the kid readonce> > he or she finds an author or genre they enjoy, they should be left to> > discover for themselves the fun in readingnot forced to read for points.> > I'm teaching mostly advanced classes this year, but too many of them think> > reading is only about points. That's not a fault of the program, but a> > fault of the teaching.> > > > Fluency is important for someone who reads one word at a time because it> > teaches them to group words in patterns that make sense, once a child "gets> > it" there's no need to pound in their heads, but many teachers confuse the> > act with the skill. Too many teachers think fluency is about speed or AR is> > about points. They are about helping kids.> > > > The same thing happens with the reading strategies. Some teach, for> > example, "visualization" and will spend a few lessons on the concept, but> > that isn't teaching for visualization. Many teachers think that if they> > give the idea to the kids, the kids will asorb it somehow. That's that> > "empty vessel waiting to be filled" philosophy that has permeated education> > since the dawn of timethat's one of the few pluses of state tests and> > collecting datayou can gear instruction for individual needs and> > weaknesses; if you truly teach a strategy, then it will become second> > nature.> > > > The teaching materials / lessons / programs / etc. are only as good as the> > teacher> > > > Bill> > > > > > > > ___> > 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.> > > > > > > > > > Email and AIM finally together. You've gotta check out free AOL Mail! -> > http://mail.aol.com> > ___> > Mosaic mailing list> > Mosaic@li
Re: [MOSAIC] spelling lists
I believe phonics is a "avalueable tool" in learning how to spell. SOME of the rules do stick when you are trying to spell words, like...i before e except after c. "Real Reading", for me, means comprehending and deeper understanding of the written message. Over emphasis of phonics can create "word readers". These kiddos can decode words with ease, but have not a clue as to the meaning of what they have just read. I guess the term "mastered by most" is key. One size does not fit all. J. Hayden K-2 AK -Original Message- From: [EMAIL PROTECTED] on behalf of [EMAIL PROTECTED] Sent: Mon 9/24/2007 3:16 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] spelling lists I did not "get" phonics when I was learning to read...but I was a great reader anyway. I think that is why I don't see the point of insisting that all students learn through phonics. However, I have taught some students who needed the "rules" to learn to read. Keep in mind that it is a means to an end; it can be easily tested and mastered by most students. And then it is a valuable tool in learning to do "real" reading. But comprehension is not easily taught or mastered... it is a process... and it is more challenging to teach...and?to measure. Cathy K-5 DE -Original Message- From: Bill Roberts <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sun, 23 Sep 2007 1:15 pm Subject: Re: [MOSAIC] spelling lists > In a message dated 9/20/2007 5:42:24 AM Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > By the way, I hate phonics. Could that be because that is not how I was > taught? Or maybe because I moved ten times in six years and each school > district > did something different? Or maybe because it feels inauthentic? > Phonics is no different than any other skill. The problem is some people don't stop and think about when and where teaching these skills are appropriate or no longer needed. Phonics is great for K-3 for children learning to recognize words and word sounds, but once they've learned it, there's no need to beat a dead horse. Same can be said for just about anything: AR is great for a kid who doesn't read because it makes the kid readonce he or she finds an author or genre they enjoy, they should be left to discover for themselves the fun in readingnot forced to read for points. I'm teaching mostly advanced classes this year, but too many of them think reading is only about points. That's not a fault of the program, but a fault of the teaching. Fluency is important for someone who reads one word at a time because it teaches them to group words in patterns that make sense, once a child "gets it" there's no need to pound in their heads, but many teachers confuse the act with the skill. Too many teachers think fluency is about speed or AR is about points. They are about helping kids. The same thing happens with the reading strategies. Some teach, for example, "visualization" and will spend a few lessons on the concept, but that isn't teaching for visualization. Many teachers think that if they give the idea to the kids, the kids will asorb it somehow. That's that "empty vessel waiting to be filled" philosophy that has permeated education since the dawn of timethat's one of the few pluses of state tests and collecting datayou can gear instruction for individual needs and weaknesses; if you truly teach a strategy, then it will become second nature. The teaching materials / lessons / programs / etc. are only as good as the teacher Bill ___ 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. Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com ___ 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.
Re: [MOSAIC] spelling lists
I think we can teach phonics in a balanced approach to literacy instruction, but need to think of it as a buffet--as long as no one is malnourished, readers can pretty much select the dishes that work for them. Lori On 9/24/07 5:16 PM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > > I did not "get" phonics when I was learning to read...but I was a great reader > anyway. I think that is why I don't see the point of insisting that all > students learn through phonics. However, I have taught some students who > needed the "rules" to learn to read. Keep in mind that it is a means to an > end; it can be easily tested and mastered by most students. And then it is a > valuable tool in learning to do "real" reading. > > > > But comprehension is not easily taught or mastered... it is a process... and > it is more challenging to teach...and?to measure. > > > > Cathy > > K-5 > > DE > > > -Original Message- > From: Bill Roberts <[EMAIL PROTECTED]> > To: Mosaic: A Reading Comprehension Strategies Email Group > > Sent: Sun, 23 Sep 2007 1:15 pm > Subject: Re: [MOSAIC] spelling lists > > > > > >> In a message dated 9/20/2007 5:42:24 AM Eastern Daylight Time, >> [EMAIL PROTECTED] writes: >> >> By the way, I hate phonics. Could that be because that is not how I was >> taught? Or maybe because I moved ten times in six years and each school >> district >> did something different? Or maybe because it feels inauthentic? >> > > Phonics is no different than any other skill. The problem is some people > don't stop and think about when and where teaching these skills are > appropriate or no longer needed. Phonics is great for K-3 for children > learning to recognize words and word sounds, but once they've learned it, > there's no need to beat a dead horse. Same can be said for just about > anything: > > AR is great for a kid who doesn't read because it makes the kid readonce > he or she finds an author or genre they enjoy, they should be left to > discover for themselves the fun in readingnot forced to read for points. > I'm teaching mostly advanced classes this year, but too many of them think > reading is only about points. That's not a fault of the program, but a > fault of the teaching. > > Fluency is important for someone who reads one word at a time because it > teaches them to group words in patterns that make sense, once a child "gets > it" there's no need to pound in their heads, but many teachers confuse the > act with the skill. Too many teachers think fluency is about speed or AR is > about points. They are about helping kids. > > The same thing happens with the reading strategies. Some teach, for > example, "visualization" and will spend a few lessons on the concept, but > that isn't teaching for visualization. Many teachers think that if they > give the idea to the kids, the kids will asorb it somehow. That's that > "empty vessel waiting to be filled" philosophy that has permeated education > since the dawn of timethat's one of the few pluses of state tests and > collecting datayou can gear instruction for individual needs and > weaknesses; if you truly teach a strategy, then it will become second > nature. > > The teaching materials / lessons / programs / etc. are only as good as the > teacher > > Bill > > > > ___ > 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. > > > > > Email and AIM finally together. You've gotta check out free AOL Mail! - > http://mail.aol.com > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] spelling lists
I did not "get" phonics when I was learning to read...but I was a great reader anyway. I think that is why I don't see the point of insisting that all students learn through phonics. However, I have taught some students who needed the "rules" to learn to read. Keep in mind that it is a means to an end; it can be easily tested and mastered by most students. And then it is a valuable tool in learning to do "real" reading. But comprehension is not easily taught or mastered... it is a process... and it is more challenging to teach...and?to measure. Cathy K-5 DE -Original Message- From: Bill Roberts <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sun, 23 Sep 2007 1:15 pm Subject: Re: [MOSAIC] spelling lists > In a message dated 9/20/2007 5:42:24 AM Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > By the way, I hate phonics. Could that be because that is not how I was > taught? Or maybe because I moved ten times in six years and each school > district > did something different? Or maybe because it feels inauthentic? > Phonics is no different than any other skill. The problem is some people don't stop and think about when and where teaching these skills are appropriate or no longer needed. Phonics is great for K-3 for children learning to recognize words and word sounds, but once they've learned it, there's no need to beat a dead horse. Same can be said for just about anything: AR is great for a kid who doesn't read because it makes the kid readonce he or she finds an author or genre they enjoy, they should be left to discover for themselves the fun in readingnot forced to read for points. I'm teaching mostly advanced classes this year, but too many of them think reading is only about points. That's not a fault of the program, but a fault of the teaching. Fluency is important for someone who reads one word at a time because it teaches them to group words in patterns that make sense, once a child "gets it" there's no need to pound in their heads, but many teachers confuse the act with the skill. Too many teachers think fluency is about speed or AR is about points. They are about helping kids. The same thing happens with the reading strategies. Some teach, for example, "visualization" and will spend a few lessons on the concept, but that isn't teaching for visualization. Many teachers think that if they give the idea to the kids, the kids will asorb it somehow. That's that "empty vessel waiting to be filled" philosophy that has permeated education since the dawn of timethat's one of the few pluses of state tests and collecting datayou can gear instruction for individual needs and weaknesses; if you truly teach a strategy, then it will become second nature. The teaching materials / lessons / programs / etc. are only as good as the teacher Bill ___ 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. Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com ___ 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.
Re: [MOSAIC] spelling lists
What a great post!! Now how can we get the teachers' colleges to put this overview thinking into their teacher education programs?> Phonics is no different than any other skill. The problem is some people > don't stop and think about when and where teaching these skills are > appropriate or no longer needed. Phonics is great for K-3 for children > learning to recognize words and word sounds, but once they've learned it, > there's no need to beat a dead horse. Same can be said for just about > anything:> > AR is great for a kid who doesn't read because it makes the kid readonce > he or she finds an author or genre they enjoy, they should be left to > discover for themselves the fun in readingnot forced to read for points. > I'm teaching mostly advanced classes this year, but too many of them think > reading is only about points. That's not a fault of the program, but a > fault of the teaching.> > Fluency is important for someone who reads one word at a time because it > teaches them to group words in patterns that make sense, once a child "gets > it" there's no need to pound in their heads, but many teachers confuse the > act with the skill. Too many teachers think fluency is about speed or AR is > about points. They are about helping kids.> > The same thing happens with the reading strategies. Some teach, for > example, "visualization" and will spend a few lessons on the concept, but > that isn't teaching for visualization. Many teachers think that if they > give the idea to the kids, the kids will asorb it somehow. That's that > "empty vessel waiting to be filled" philosophy that has permeated education > since the dawn of timethat's one of the few pluses of state tests and > collecting datayou can gear instruction for individual needs and > weaknesses; if you truly teach a strategy, then it will become second > nature.> > The teaching materials / lessons / programs / etc. are only as good as the > teacher> > Bill> > > > ___> 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.
Re: [MOSAIC] spelling lists
If you haven't read Talking Drawing Writing yet, please do. You will LOVE it!!> > When I was teaching Kindergarten, I followed my sister's advice to do > shared writing every day. I am convinced that this practice, along with > opportunities to write on their own several times a week, was the main > reason my students knew most of their letter sounds, were comfortable > with writing, learned how to draw pictures that made sense, and were > able to apply their emerging knowledge of sounds to new words. As for > the plaid phonics books, I always thought their main value was for kids > to practice writing different letters on each page. :-)> > Renee> ___ 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.
Re: [MOSAIC] spelling lists
Amen to that. Phonics is another strategy that many children use and find very useful. It's not the end all and be all but I have several students that have had middle/inner ear problems as young children and phonics gives them clues to help them compensate for what many of us take for granted. ** See what's new at http://www.aol.com ___ 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.
Re: [MOSAIC] spelling lists
> In a message dated 9/20/2007 5:42:24 AM Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > By the way, I hate phonics. Could that be because that is not how I was > taught? Or maybe because I moved ten times in six years and each school > district > did something different? Or maybe because it feels inauthentic? > Phonics is no different than any other skill. The problem is some people don't stop and think about when and where teaching these skills are appropriate or no longer needed. Phonics is great for K-3 for children learning to recognize words and word sounds, but once they've learned it, there's no need to beat a dead horse. Same can be said for just about anything: AR is great for a kid who doesn't read because it makes the kid readonce he or she finds an author or genre they enjoy, they should be left to discover for themselves the fun in readingnot forced to read for points. I'm teaching mostly advanced classes this year, but too many of them think reading is only about points. That's not a fault of the program, but a fault of the teaching. Fluency is important for someone who reads one word at a time because it teaches them to group words in patterns that make sense, once a child "gets it" there's no need to pound in their heads, but many teachers confuse the act with the skill. Too many teachers think fluency is about speed or AR is about points. They are about helping kids. The same thing happens with the reading strategies. Some teach, for example, "visualization" and will spend a few lessons on the concept, but that isn't teaching for visualization. Many teachers think that if they give the idea to the kids, the kids will asorb it somehow. That's that "empty vessel waiting to be filled" philosophy that has permeated education since the dawn of timethat's one of the few pluses of state tests and collecting datayou can gear instruction for individual needs and weaknesses; if you truly teach a strategy, then it will become second nature. The teaching materials / lessons / programs / etc. are only as good as the teacher Bill ___ 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.
Re: [MOSAIC] spelling lists
When I was teaching Kindergarten, I followed my sister's advice to do shared writing every day. I am convinced that this practice, along with opportunities to write on their own several times a week, was the main reason my students knew most of their letter sounds, were comfortable with writing, learned how to draw pictures that made sense, and were able to apply their emerging knowledge of sounds to new words. As for the plaid phonics books, I always thought their main value was for kids to practice writing different letters on each page. :-) Renee On Sep 23, 2007, at 8:37 AM, ljackson wrote: > I cannot discount the role of phonics in the process of learning to > read, > but I can certainly discount much of the methodology adopted to teach > it. I > think that teachers who encourage much writing in the early grades and > are > able to effectively support emergent writers in moving from stretching > words > and hold those sounds to using spelling patterns and analogy do much to > build phonetic understanding in their students. When this is combined > with > word work that draw children from letter-by-letter analysis to using > chunks > and analogies to figure out those tricky words, I don't know that much > more > is needed. I am not sure I see a reason to use some of the of the > terminology (long vs. short vowels, for example), but if children are > aware > of patterns such as /ead/, with the knowing that sometimes it sounds > like > /eed/ and sometimes like /ed/, they can quickly combine this knowledge > with > meaning and semantics to quickly make informed judgment calls as they > read > and increasingly refined approximations when spelling unknown words. > This is > very different from those plaid phonics books, IMO, and I am thinking > most > upper grade teachers should be quite glad of teachers that establish > this > knowledge base. "Many persons have a wrong idea of what constitutes true happiness. It is not attained through self-gratification but through fidelity to a worthy purpose." ~Helen Keller ___ 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.
Re: [MOSAIC] spelling lists
I cannot discount the role of phonics in the process of learning to read, but I can certainly discount much of the methodology adopted to teach it. I think that teachers who encourage much writing in the early grades and are able to effectively support emergent writers in moving from stretching words and hold those sounds to using spelling patterns and analogy do much to build phonetic understanding in their students. When this is combined with word work that draw children from letter-by-letter analysis to using chunks and analogies to figure out those tricky words, I don't know that much more is needed. I am not sure I see a reason to use some of the of the terminology (long vs. short vowels, for example), but if children are aware of patterns such as /ead/, with the knowing that sometimes it sounds like /eed/ and sometimes like /ed/, they can quickly combine this knowledge with meaning and semantics to quickly make informed judgment calls as they read and increasingly refined approximations when spelling unknown words. This is very different from those plaid phonics books, IMO, and I am thinking most upper grade teachers should be quite glad of teachers that establish this knowledge base. Lori On 9/23/07 7:05 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > > In a message dated 9/22/2007 9:52:54 PM Eastern Daylight Time, [EMAIL > PROTECTED] > writes: > > Having said that, last year at my school we were > presented with a great deal of research that stated that it was essential > that > children in grades k-2 are explicitely taught phonics in a systematic way, > teaching each phoneme at a time. > > > Cami, > > This is exactly why I would never go below third grade. There is also some > researchers who believe that the only children who "get" phonics are those > that can already read. > > Rosie > > > > ** See what's new at http://www.aol.com > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] spelling lists
In a message dated 9/22/2007 9:52:54 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: Having said that, last year at my school we were presented with a great deal of research that stated that it was essential that children in grades k-2 are explicitely taught phonics in a systematic way, teaching each phoneme at a time. Cami, This is exactly why I would never go below third grade. There is also some researchers who believe that the only children who "get" phonics are those that can already read. Rosie ** See what's new at http://www.aol.com ___ 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.
Re: [MOSAIC] spelling lists
In a message dated 9/22/07 9:32:31 PM, [EMAIL PROTECTED] writes: > > In a message dated 9/20/2007 5:42:24 AM Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > By the way, I hate phonics. Could that be because that is not how I was > taught? Or maybe because I moved ten times in six years and each school > district > did something different? Or maybe because it feels inauthentic? > > > Joy, > > I totally agree. I just don't get phonics. This was obviously not the way > I was taught to read. I can spell the word, use it in a sentence, etc. > but > I have no clue what the long or short vowel sound is. There are so many > exceptions to a phonics rule that it doesn't really seem like a rule. > > Rosie > > I don't post much but i had to respond. When I was in grad school, we were never taught to teach phonics. We used to joke that it was the "p word" and it was to be avoided. Having said that, last year at my school we were presented with a great deal of research that stated that it was essential that children in grades k-2 are explicitely taught phonics in a systematic way, teaching each phoneme at a time. We were told that lessons should be whole group and should be taught through oral langauge games.We made up a phonics continuum from k-2 and started using it last November. From my experience, it was fantastic. It seemed to help my students tremendously. They were able to decode many difficult words quickly once they were explicitely taught phonemes such as /igh/ /dge/, and /tch/. Of course, many, many words we encounter to not follow the phonics rules. Phonics is not the end all and be all.It is just one more important part of teaching reading along with sight word recognition, decoding skills such as using the picture and monitering for meaning, shared reading, guided reading, and independent reading. Cami ** See what's new at http://www.aol.com ___ 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.
Re: [MOSAIC] spelling lists
In a message dated 9/20/2007 5:42:24 AM Eastern Daylight Time, [EMAIL PROTECTED] writes: By the way, I hate phonics. Could that be because that is not how I was taught? Or maybe because I moved ten times in six years and each school district did something different? Or maybe because it feels inauthentic? Joy, I totally agree. I just don't get phonics. This was obviously not the way I was taught to read. I can spell the word, use it in a sentence, etc. but I have no clue what the long or short vowel sound is. There are so many exceptions to a phonics rule that it doesn't really seem like a rule. Rosie ** See what's new at http://www.aol.com ___ 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.
Re: [MOSAIC] spelling lists
What list are you currently using? In the past I've used the list that came with the basal, the list from Four Blocks Month by Month Phonics, a list from the Evan Moor spelling book, and now I'm using Words Their Way. You need a phonics connection if you are teaching phonics. I liked the way Four Blocks does it, they usually have several phonics connections that you link your lessons to, depending on your children's skills. I'm still learning Words Their Way, and every lesson is arranged by phonics. By the way, I hate phonics. Could that be because that is not how I was taught? Or maybe because I moved ten times in six years and each school district did something different? Or maybe because it feels inauthentic? Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Yahoo! oneSearch: Finally, mobile search that gives answers, not web links. ___ 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.
Re: [MOSAIC] spelling lists
Check out the SPELLWELL program available through EPS. It is leveled, and it uses a phonics rule, prefixes, or etc. to group the words. There is a definite reason to the word groupings. It includes a pre-test on Monday and daily activities that are good for each other day of the week. It also has a built in challenge list for children who have already mastered the regular list. I recommend it as a great resource to save you time and build students' success with spelling. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Tuesday, September 18, 2007 7:59 PM To: mosaic@literacyworkshop.org Subject: [MOSAIC] spelling lists I hope this is not off topic, if so I apologize. I am required to give a weekly spelling test. Most of my students are getting a 100% on the pre-test each week so I am going to move them to a different list. My question is: My colleague emphatically believes that a spelling list MUST have a phonics rule. Why? What about prefixes and suffixes, root words, etc. Those aren't phonics rules. BTW, I teach third grade. I would love to hear what others have to say. Rosie ** See what's new at http://www.aol.com ___ 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.
Re: [MOSAIC] spelling lists
I believe that spelling words should pattern the 4 blocks framework: high frequency words and words with patterns. I would suggest pulling many words from the children's writing and aligning the phonics to the standards. Hope this helps. Carol >>> <[EMAIL PROTECTED]> 9/18/2007 7:58 PM >>> I hope this is not off topic, if so I apologize. I am required to give a weekly spelling test. Most of my students are getting a 100% on the pre-test each week so I am going to move them to a different list. My question is: My colleague emphatically believes that a spelling list MUST have a phonics rule. Why? What about prefixes and suffixes, root words, etc. Those aren't phonics rules. BTW, I teach third grade. I would love to hear what others have to say. Rosie ** See what's new at http://www.aol.com ___ 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. Carol A. Mauer BCSC Literacy Coach Lincoln School, Home Base (812) 376-4447 "It is not how much you do, but how much love you put in the doing." BEGIN:VCARD VERSION:2.1 X-GWTYPE:USER FN:Mauer, Carol EMAIL;WORK;PREF;NGW:[EMAIL PROTECTED] N:Mauer;Carol TITLE:Literacy Coach END:VCARD ___ 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.
Re: [MOSAIC] spelling lists
Phonics rules are represented in 65% of words used commonly in English. If the prefixes, suffixes and roots are taught as morphological units first with some instruction on how syllable division works with multi-sylllable words and then as spelling, it usually works. Now that may be true because I grew up in the south where every syllable is pronounced, but I have been success using that with older elementary dyslexic children in Pennsylvania. I teach them to elongate the pronunciation for spelling and shorten it for speech. By the way there is a great resource for pronouncing long words. It is very inexpensive and works beautifully for the child who is struggling. I used it several times with individual 5th and 6th graders and now use it with small classes. It could be used with a larger class. It is called Word Workout by Nancy K. Lewkowicz. She sells it from her own website: Word Workshop. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Carol Mauer Sent: Wednesday, September 19, 2007 8:43 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] spelling lists I believe that spelling words should pattern the 4 blocks framework: high frequency words and words with patterns. I would suggest pulling many words from the children's writing and aligning the phonics to the standards. Hope this helps. Carol >>> <[EMAIL PROTECTED]> 9/18/2007 7:58 PM >>> I hope this is not off topic, if so I apologize. I am required to give a weekly spelling test. Most of my students are getting a 100% on the pre-test each week so I am going to move them to a different list. My question is: My colleague emphatically believes that a spelling list MUST have a phonics rule. Why? What about prefixes and suffixes, root words, etc. Those aren't phonics rules. BTW, I teach third grade. I would love to hear what others have to say. Rosie ** See what's new at http://www.aol.com ___ 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. Carol A. Mauer BCSC Literacy Coach Lincoln School, Home Base (812) 376-4447 "It is not how much you do, but how much love you put in the doing." ___ 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.
Re: [MOSAIC] spelling lists
One thing I added this year was just TWO "personal words". Could you get away with that? I have my kids pick just two of their own words with SOME guidance from me and sometimes their parents. My "non-spellers" tend to pick the frequently misspelled sight words like friend or because, while my "super spellers" head straight for my college dictionaries and have chosen words like idiosyncrasies and jurisprudence (they have to be able to pronounce the word and tell me what it means when they present their choices to me on Monday morning.) Then when I get to the end of the regular list words on the Friday test, I simply say, "Okay, time to write your two personal words." Most kids remember them, but I do have a list with all of their names and their words printed next to them in case they happen to forget. BTW, we can "connect" this to reading strategies because several of the students pull their personal words from their independent reading as they QUESTION what a word is/means. :-) -Michelle TG/IA 5th This message sent from the home of Scott and Michelle TG www.mrstg.com -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Tuesday, September 18, 2007 7:30 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] spelling lists Unfortunately the third grade is expected to have the same set of words. I am going out on a limb using a different list-I am calling it the challenge list-I have the gifted cluster class so I feel that I am justified in having a different list. However, I would not be allowed to create an individual list for each student. My spelling list must be given to students on Fridays for the following week and is posted to our school's website. Thanks for the advice. I plan to use words that I see them missing frequently or that I feel they need to know. Rosie ** See what's new at http://www.aol.com ___ 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.
Re: [MOSAIC] spelling lists
Unfortunately the third grade is expected to have the same set of words. I am going out on a limb using a different list-I am calling it the challenge list-I have the gifted cluster class so I feel that I am justified in having a different list. However, I would not be allowed to create an individual list for each student. My spelling list must be given to students on Fridays for the following week and is posted to our school's website. Thanks for the advice. I plan to use words that I see them missing frequently or that I feel they need to know. Rosie ** See what's new at http://www.aol.com ___ 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.
Re: [MOSAIC] spelling lists
On Sep 18, 2007, at 4:58 PM, [EMAIL PROTECTED] wrote: > I hope this is not off topic, if so I apologize. I am required to > give a > weekly spelling test. Most of my students are getting a 100% on the > pre-test > each week so I am going to move them to a different list. > > My question is: My colleague emphatically believes that a spelling > list > MUST have a phonics rule. Why? > What about prefixes and suffixes, root words, etc. Those aren't > phonics > rules. BTW, I teach third grade. > I would love to hear what others have to say. First of all, just because your colleague says something, especially when it's an opinion, that doesn't mean you have to follow along. :-) When I taught third grade, I had individual spelling lists that the kids kept in their reading/writing folders on an index card. The words that went on there were words from their own writing that were common or phonetic words that I felt they should know how to spell. When they got to a certain number of words, they made a spelling contract that lasted a week. They wrote the words on the contract and I kept the index card. Students gave each other their spelling tests. The number of words depended on the students. "Higher" students had about 12 words, while "lower" students had about 8 or so words. Was it confusing? Yes and no. I had a special calendar that was ONLY for spelling with kids' names on it and at the end of each day I reminded those who had a spelling test the next day. When I stopped doing individual spelling lists, I started doing words with patterns. I think this had something to do with either Rebecca Sitton or Diane Snowball. I don't remember any more. But I would take word parts (i.e., "igh" and as a class we would make word lists with these parts (i.e., bright, light, fright, night, high, sigh, sight, frightful, delightful, brightness, etc) and then what I would do is assign about eight of these words for everyone and let kids choose four or six more for themselves. Renee "The test of a good teacher is not how many questions he can asks his pupils that they will answer readily, but how many questions he inspires them to ask which he finds hard to answer." ~ Alice Wellington Rollins ___ 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.
Re: [MOSAIC] spelling help
Janelle, I just spent my own money and purchased the fourth edition of Words Their Way. It comes with a DVD and CD. I've given my students the inventory, and plugged their info into the computer. On Monday I will begin teaching them the sorts. I can't weigh in on how good it is, although it looks good, and many teachers have reccomended it. If anyone has this and would like to chime in, I'd appreciate any comments or suggestions! Joy/NC/4 [EMAIL PROTECTED] How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org - Be a better Heartthrob. Get better relationship answers from someone who knows. Yahoo! Answers - Check it out. ___ 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.
Re: [MOSAIC] spelling help
Have you read SPELLING K-8 by Diane Snowball? Read anyting by RICHARD GENTRY WORDS THEIR WAY is another excellent resource FOUNTAS AND PINNELL'S Phonics and Word Study Progam address spelling as well Shelley Levy >-Original Message- >From: Janelle [mailto:[EMAIL PROTECTED] >Sent: Thursday, August 23, 2007 04:58 PM >To: 'Mosaic: A Reading Comprehension Strategies Email Group' >Subject: [MOSAIC] spelling help > >Hi group, >I've never posted and I am pretty new, but here I go with a question for you >allwhat do you do to teach spelling? I've been wanting to read Katie Wood >Ray's stuff, but have been working in the new mosaic and strategies. I'm a >third grade teacher. Any help would be great. My district has no "official" >spelling adoption, everyone does their own thing. Thanks in advance! >janelle >___ >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.
