April 1990:Reading and Spelling

Question: How do reading and spelling differ?

Answer/Quote: “While reading and spelling share common elements, they also differ. Reading does not always demand the exact control over word form that spelling requires. Readers can use contextual cues in combination with letter -sound information to identify words. They may completely skip some unknown words without an appreciable loss of comprehension. Spelling requires more precision, and the speller’s errors are embedded in the glaring permanency of print.” P. 608. Jerry Zutell, Ohio State University.

Comment: In other words, you can read successfully without being a good speller, but you can’t spell correctly without being a good speller and proofreader.

In my book, Teaching English, How To… (Xlibris, 2004), I have included a chapter on spelling. I make very clear that mistakes in spelling can hurt and can have some serious consequences. I also make clear that when words are misspelled, students might not have learned how to break multi-syllable words down. Another reason for misspelling is the indefinite vowel which is not clearly pronounced; it could be a, e, i, o, or u, as in “secretary” which is pronounced by many people as “sec-ra-tary.” The solution to this problem is to teach students how to visualize the spelling. Finally, I list words that are likely to be misspelled and suggest a method for almost guaranteeing spelling success. I plan to reprint this chapter on spelling in my next several blogs. RayS.

Title: “Reading-Spelling Links.” Kathleen Stumpf Jongsma. Reading Teacher (April 1990),608-610.

April 1990: Whole Language

Questions: What is the philosophy behind the whole language approach to literacy? What is the role of the teacher in a whole language classroom?

Answer/Quotes: “Do children really learn to read by reading and to write by writing? Is it enough to create an existing and literate environment (sic.) in the classroom bringing children and print together?” p. 548.

“Successful whole literacy teachers do not simply arrange an environment and allow the acquisition of literacy to happen. They mediate the learning process in often subtle, yet definite ways.” P. 551.

“Ms. Janzen had created the environment. She had filled her classroom with good literature—including books authored by children, meaningful print, hands-on projects, and exciting science experiments. She provided time daily for shared reading, for individual reading, for reading aloud to children, and for writing. She had created an environment in which she could kidwatch (Goodman, 19985) and mediate.” P. 548.

“Her entire concentration on this sound lasted less than 10 seconds. Edelsky (1987) has termed this type of information FYIs—For Your Information. An FYI is information presented briefly at a time when it is relevant to the needs of the children.” P. 549.

Comment: Well, there you have it—the rationale for whole language which, in the late 1980s and early1990s became the runaway wildfire reform for teaching reading without the basal reader. You will excuse me if it sounds to one who was not an early elementary teacher, chaotic, frenetic and unsystematic. The role of the teacher in the whole literacy classroom is to “kidwatch” and to use FYIs when needed by the young students. Record keeping of just what had been taught to whom, not to mention recognizing the need for reinforcement, had to tax the strength and endurance of already frazzled elementary teachers. RayS.

Title: “Teacher Mediation in One Whole Literacy Classroom.” Claire F. Staab. Reading Teacher (April 1990),pp. 548-552.

May 1990: Theme

Question: What are some common themes in children’s literature?

Answer/Quote: “Common themes in children’s literature include the following: giving, jealousy, determination, friendship, survival, courage, responsibility, good is rewarded and evil is punished, beauty is only skin deep, home is best, don’t try to be something you aren’t and faithfulness.”  P. 701.

Title: “Teaching Theme to Elementary Students.” Edna K. Smit. Reading Teacher (May 1990), 699-701.

October 1985: Writing Assignments--Persuasive

Question: How can teachers  prepare students for writing narrative, descriptive and persuasive assignments?

Answer: Heuristics are a series of questions that help students to prepare for a writing assignment. They are helpful in that students can learn from them how to think through a writing assignment. In short, they are models for one approach to pre-writing. Heuristics are a kind of directed brainstorm RayS.

Persuasive Writing

What is the issue?

What are some words that specifically describe this controversy? Where did this controversy take place? What are some words that describe this place?

When did this controversy take place?

What are some words that specifically describe the context in which this controversy took place? Who was involved in this controversy?

How did the people involved in this controversy cause or help cause it? What words would you use to describe these people? What relationship did you have with these people? Why is this issue important to you?

Could this controversy have been prevented? If so, how.

OR

Would you want this controversy to occur again? If so, why? How has this issue added to what you now know that you did not know before? How does what you now know affect your decisions and relations with others?

Title: “The Effects of Writing Ability and Mode of Discourse on Cognitive Capacity Engagement.” WM Reed, JK Burton and PP Kelly. Research in the Teaching of English (October 1985), 283-297.

October 1985: Writing Assignments--Descriptive

Question: How can teachers  prepare students for writing narrative, descriptive and persuasive assignments?

Answer: Heuristics are a series of questions that help students to prepare for a writing assignment. They are helpful in that students can learn from them how to think through a writing assignment. In short, they are models for one approach to pre-writing. Heuristics are a kind of directed brainstorm RayS.

Descriptive Writing

Who is this person or what is this place? What are some words that specifically describe this person or place? Where is this person or place?

What are some words that describe the setting in which this person or place is? When was this person or place involved in drinking? What are some words that specifically describe the context in which this drinking took place? Who else was involved with this person or place?

How did these other people contribute to the person or place involved in drinking? What words would you use to describe these people? What relationship did you have with these people? Why is this person and/or place involved in drinking important to you?

Could this development have been prevented? If so, how?

OR

Would you want this development to occur again? If so, why? How has this person and/or place added to what you now know that you did not know before? How does what you now know affect your decisions and relations with others?

Title: “The Effects of Writing Ability and Mode of Discourse on Cognitive Capacity Engagement.” WM Reed, JK Burton and PP Kelly. Research in the Teaching of English (October 1985), 283-297.

Next Blog: Heuristics for persuasive writing.