Does your child/student have trouble spelling? Do you think he is just lazy? Could the educational system be to blame because of its wacky acceptance of "invented" spelling? Would another workbook from Wal-Mart on spelling be the answer? What about playing endless games of Scrabble? Believe it or not, more than a few amazing Americans were notoriously poor spellers: Thomas Jefferson, F. Scott Fitzgerald, Woodrow Wilson and John Irving. Some people that are even considered geniuses are not strong spellers. The problem is our society judges too frequently on IQ being equated with great spelling. Not always true.
What to do? Rather than have your poor child pour hours over word lists, give him a few strategies to help him spell ALL words:
- Say the word slowly (aloud if possible). Slowing down the word will sometimes give support in hearing more sounds. Many children will not want to do this because it makes them attend to the sounds and becomes "work".
- Clap the syllables. Amazing how many children cannot really clap syllables. Then have him write EACH syllable.
- Each syllable needs some kind of vowel(s). Amazing how many children do not know this.
- Think of another word he CAN spell that sounds the same and use that word as support
- Have him try the word he is unsure of 2 or 3 different ways. Chances are he will get much closer to correct spelling than he thought he could.
While these strategies will not magically cure your poor speller, they will surely help support him. Running to a dictionary BEFORE trying self-help strategies is a time-waster and often a poor speller will REALLY get lost in the sea of letters when trying this.
Be encouraged that your speller can improve and will probably continue to surprise you with his intellect; however, about 20% may NEVER be a speller that just "sees" the word spelled correctly and quickly in his brain. Asking him if the word "looks" right is like asking a tone-deaf person if the note sounded right when he sang it. American Idol tryouts are proof of that! :) So...
Happe Nu Yer!!!
Ashlyn: Hey, an elf is going to be coming to visit us soon!
Caden: Where is he? (looking around) How big is he? (eyes big as saucers)
Ashlyn: Oh, he'll come out soon and you'll see. He'll be watching your behavior! You can also talk to him and tell him anything you want Santa to know because each night he goes back to tell Santa. Later, before morning, he'll come back and hide. You will get to hunt for him. You can't touch him because he has magical powers and they go away if you touch him. Doesn't that sound like fun?
Caden: You mean every night we are going to have an elf WALKING AROUND IN THE DARK AT OUR HOUSE!!! I'm sleeping with you!
Depending on their temperament and developmental needs, some children might think this is fun, while others may find it quite frightening. In fact, it kind of creeps me out. :)
Children can easily get carried away with their pretending and that’s frightening for them. You know your little one and remember, to them it can be VERY REAL.
Having a genuine conversation around a book with a toddler, pre-schooler or elementary age student can be much more difficult than we might think. What is a genuine conversation? Is it a conversation with an agenda, such as teaching the child a concept? Is it a conversation that is really more like an interrogation, such as "Where is the bear?" or "What was your favorite part?" or "Who was the main character?" Maybe your version of a genine conversation is more demands of the student to tell you what they are thinking or wondering. Sounds like fun for the child. :)
What if we shared with THEM what WE were thinking about the words of the author in the book? What if we just talked with them about connections we made from the book or things the book reminded us of when we were their age? Or even better, what if we shared with them ideas or dreams we gleaned from the book?
A genuine conversation volleys back and forth. It is not a one-sided conversation where the adult is doing "unto the child", rather than a two-sided conversation where both participants are learning and growing from each other.
If we believe that the child/student is worthy of respect and that he/she has something to offer in the dialogue, the result will be growth for us AND them. They will feel respected and will learn that the PROCESS of conversation and the relationships and connections are the GOAL, not just a one-sided seemingly victimizing of the weaker by the stronger.
Want to talk about this?
Happened to be in the public library this week while watching my three year old nephew, Ashur. He was assembling puzzles faster than I preferred. I was trying to read a few chapters in Choice Words by Peter Johnston while he worked ambitiously. I then overheard a lady with her pig-tailed granddaughter asking the librarian where the 300 lexile level books were. She didn't ask for an author, a book about animals, a book on someone's life. She ask for a number.
Undoubtedly, the grandmother was trying to be the best grandma ever and get the lexile level that matched her young reader. The school gives reading tests that result in much valuable information about a student as a reader/writer and the test also gives a lexile level for the student as a reader. This number is often shared with the parents/families.
The librarian sauntered over to a large white notebook, looked up a 300 lexile and proceeded to tell the lady that her granddaughter was reading in the range of 2nd grade and that she was in between picture books and chapter books. The grandmother said she just wanted to see where the 300's were. At this point, I restrained myself from the teacher in me and continued to observe (and...help Ashur on his 12th puzzle.)
Casually, the librarian pointed in the direction of various bookshelves and said the 300's were mixed in with all the other books. She said they didn't categorize the books by lexiles in the public library, but by authors and content. Oh my! The lady and her granddaughter then proceeded to have to look at the books for interest and content, opening the books up and discussing their value. Isn't that great? They worked at it and came up with about 5 books that seemed to be of interest to the little girl and then they wandered out to the check out lane.
While it is certainly very helpful to know a lexile range, the goal of reading should not be simply to read a number. Many teachers, parents and others can get too consumed with a guided reading letter or a lexile number and forget that these are simply tools to ensure appropriateness of books. The BIGGER DEAL is to find a book that not only is in the range of the student's reading lexile, but also to find a book that is meaningful to the student/child.
A friend recently ask me what she should do next with her little girl, Emelia, to get her to read. Emelia was four and was wanting to copy any word she would see. She was sounding out letters and making simple words, such as C..a..t..and D..o..g. After a visit to Laura Ingalls Wilder's home, she copied, "L..a..u..r..a" and then, "h..o..u..s..e.." and so on. Her motivation was strong. She was already deriving meaning, which is actually reading. But, what was the NEXT step?
The NEXT step in the reading process could be having Emelia make her own little books. Most books you can find in the library or bookstore at this stage will be too difficult. Simply take 3-4 sheets of blank typing paper and fold in half. Staple into a book. After a natural conversation with Emelia about anything going on in her life, have her make a book about what you discussed.
For example, the trip to Laura Ingalls Wilder. Talk with Emelia about what she saw, what she smelled, what she learned, etc. Then, take a small piece of her story and write it into her book for her. If there is a letter she can write, let her write that letter. Write the letters fairly large with large spaces between the words on the left hand bottom of the page. This will encourage her eyes to pull to the left as she will need to do when reading. Have her illustrate the story on the right-hand side of the book. (Do not write in ALL capital letters) :)
The story may read something like...
Emelia sees a house.
Emelia sees a bird.
Emelia sees a doll.
Emelia sees a swing.
I love Laura Ingalls Wilder!
Using her name in the story will encourage her to recognize the print. Have her point to each word and read HER story. It is HER language and that will support her with meaningful reading. Try not to coherce the story to sound like you want it to sound. It is HER story.
I think this will be the beginning of some exciting times between mother and daughter and the NEXT step to READING!
Saw a little 4 month old baby named Jack the other day at one of the new yogurt shops, all swaddled up as tight as a cocoon. His grandma said, "That's the way he likes it."
As she held him over her shoulder, his wobbly head was tilting back and forth. I was sitting to his side and noticed his shiny black eyes were squintingly looking to the side to try to see where my voice was coming from. He was trying to make sense of his surroundings. He was searching for meaning. He wanted to understand.
As parents and teachers, we must keep this inherent search for meaning as the core of interaction with our children as they grow. We cannot easily say, "He is lazy or she doesn't care," when we see a tiny infant trying with all its might to MAKE MEANING and LEARN.
I was in a Kindergarten class yesterday. It was Shawn's turn to read his story to the class. Cute little guy with wire-framed glasses, spiked blond hair and big blue eyes. As he sat down to address his audience of 20 classmates, he looked at them directly and said, "You are all going to love this story! It's about my crab."
Slowly and hesitantly he began to read aloud.
I...have...a...crab.
(Then, he looked up and grinned and said, "He has beady black eyes, shiny claws and he smells.") The classmates were mesmerized. Shawn continued.)
He...sleeps...in...a...cage.
(Giggling, Shawn says orally, "He leaves tracks in the sand of his cage and his cage stays under my bed. It is smelly too!"
I...like...him.
("I will bring him to school one day and will show you his trick of changing shells. You will love it."
Obviously Shawn has the skeleton of a fabulous story. Developmentally he may not be ready to write all he is wanting to communicate. Shawn just needs to be told that all of his spontaneous comments could be added to his story to make it great. Our writing is "talk written down."
