INSTRUCTIONAL GOAL: Students
will demonstrate an ability to understand new words from context,
master syllabication, structural analysis tools, basic word origins,
etc.
Inventive spelling of new words (as best seen in “Hooked On Phonics”
examples)
must transition quickly to correct models as early as the end of first
grade.
Word walls and print walls should contain only correct,
teacher-generated (let
the students see the teacher actually preparing the materials) and
student-generated models. Use commercial materials as sparingly as
possible. Quite often, it is not only possible but
instructionally feasible for students and teachers to partner in
developing these materials. It is even possible to develop,
through co-operative projects, brain games centered on vocabulary or
spelling, or both. Here is a team challenge question to try (as an example) in a third-grade classroom. "I
am thinking about a common word that you should be able to find with
very little effort. It is three letters, no more, no less, and has no
consonants." "What is that word?" By
now, students should be aware that there are actually SIX vowels. A, E,
I, O, U, and Y (which is functionally a semi-vowel). The process used
to find all of the words that meet the qualifications in your question
is simple, and they should be able to find two ("YOU" and "YAY")
without too much effort. The key to the correct answer is actually in
the wording of the question when you made the statement "... that you
should be able to find ...!"
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