Hi Dan, 
 DT> Thanks for the posting Erica.  I thought it would be fun to explore
 DT> the  current happenings regarding spelling.  I have some interesting
 Sure. Maybe I could post some recent efforts by my children. I am at home 
 with about my fourth bout of the flu this winter (now spring). Can you 
 convince your parents that keeping the child home for a day or two when 
 they are sick will not cause them to miss too much work and will only 
 spread the disease - esp to the teacher - and then they'll be away 
 and the whole class will miss out etc etc etc??? Can't convince this year's 
 parents.
 
 Many people don't seem to understand that transitional spelling/invented 
 spelling is not a life long thing. In the first year or so most children 
 will progress through most of the stages and will be spelling quite well 
 by the end of the year. It is a necessary thing along with that initial 
 encouragement that they can read that they can also write. 
 
 I would not expect to teach someone to play golf by teaching them all the 
 theory first and not allowing them to have a few practice swings first and 
 I certainly would not expect them to get a hole in one first off. 
 
 "Invented" spelling is not acceptable because it is not correct the same way 
 that there is acceptable and unacceptable behaviour BUT if a child is not 
 permitted to practice spelling as a golfer is permitted to practice strokes
 how will they learn? Children have to learn to spell by experience as 
 people do all skills they learn - walking, driving. Were you a perfect 
 driver the first time you drove and did you know everything there was to 
 know about safe driving? No, of course not.
 
 I noticed someone else saying that children should know how to read before 
 they are allowed to write. This is interesting. Try as I might, I cannot 
 remember writing in Year 1. I found an old craft book!!! and my colouring 
 in was revolting. I can't believe that there was a craft book. Everything 
 must have been so formal. Anyway, the move to allow children to become 
 writers and readers simutaneously came from a curriculum development in 
 the early seventies when I was still at primary school myself. English 
 became Language Arts and was divided into reading, writing, listening and 
 speaking. The challenge was to design units of work which encompassed all 
 areas of the curriculum. Which reminds me - Is whole language part of the 
 whole curriculum? Of course. I use it in Science, maths etc etc... 
 Then we could get into a debate about the Americanisation of the English 
 language which comes up fequently in Australia by those that don't realise 
 that language is a living, breathing thing. Spelling and phonics were the 
 topic last night on talk back and will be expanded tonight. Must remember to 
 listen in.
 
 DT> all and it deleted some words  and inserted others.  Did anyone notice?
 I did but I don't believe in red crosses and ticks either. Not in Year 1 
 anyway>>>>>>
 DT> Erica -- have you read anything by Regie Routman?  I have been looking
 No. I'll see if its in either unis library.
 DT> over the book *Transitions* and *Invitations* by Routman.  What she
 DT> has  to say about phonics instruction would sent this echo in a tizzy I
 DT> think.  Maybe I'll quote a few pages from her book .
 Please do.
 Regards, 
 Erica.
... I teach phonics & spelling & I went to the same school as Greg Norman.  
___ Blue Wave/QWK v2.12
--- Maximus/2 3.01
---------------