CH. 12 & 13 in WK

BOOK

Comparison of three spellers … “The problem, however, isn’t with the spelling list; the problem is in presuming that all students should have the same list.”(Ch. 12; pg. 249)

Understanding Sorting (Ch. 12; pg. 254)

Spelling Word Walls/ Homonym Lists (Ch. 12; pg. 254)

Beginning of chapter (Ch. 13; pgs 258-261)

Dormant Readers (Ch. 13;pg. 279)

RESPONSE

As I viewed figure 12.2 and read the passage about the three spellers, it never occurred to me that students do not have to have the same spelling list. It would only make sense to give students an “individualized” spelling list. Some students need more time to fully understand how words work. Students learn at different rates and I think sometimes its easy to overlook a simple spelling word list.

Reading this chapter, as well as listening to my EDLL teacher, my brain goes crazy with all of the spelling rules. On page 254 it talks about sorting, when to sort and add –able or –ible. Looking back, I cannot remember how I was taught to spell. As a young adult, I feel like there are so many rules because now everything is so natural. I was reminded how confusing it can be for young students to learn how to spell.

While working with kindergarten and first grade students this semester, my teacher gave us a mini word wall to use with these students. I think this is great to have however sometimes I feel like the students did not try to spell certain words, their strategy was to look for it on the word wall. I’m just not sure when the word wall gets in the way of them learning to spell the word. The homonym list is a great thing to have in the classroom. I remember having this type of list when I was growing up. I found it very helpful and it helped me to understand when I use the certain homonyms.

At the beginning of this chapter it talks about the power of confidence and when students lack confidence. Reading is so important and it amazes me what an impact it can have on a student. When a student can not read their self-confidence drops tremendously. From personal experience, in my younger years I struggled with reading before I was diagnosed with dyslexia. I hated reading out loud in front of my classmates because it was embarrassing. People tend to correlate not being able to read with stupidity. It’s hard for younger students to understand that is not true.

I am definitely an aliterate. I can read but I choose not to, at least not for pleasure. As I read the types of aliterates, I considered myself being a dormant reader. I do like to read but I do so much of it for school that in my spare time I don’t want to open a book. I hope that when I finally finish school I will read more for pleasure.