CHARLES BEAMS spoke of Re: Whole Language 2 to DAN TRIPLETT on 09-25-96
CB>Responding to a message by Dan, to Charles on ...
CB>I forget sometimes that you use an approach to whole language that 
CB>is inconsistent with my image of the process.  The concept of 
CB>inventive spelling that *I'm* working with does not include spelling 
CB>instruction - yet you *do* teach some spelling.  I know that you 
CB>don't use a spelling book, but at the Kindergarten level that is 
CB>probably appropriate.
That's too bad if teachers are not including some sort of spelling 
strategies for their students.  There are so many ways a teacher can 
include spelling instruction in the context of what is happening at the 
moment.  For example, if I was teaching a classroom of 1st graders and I 
happened to notice that they spell "was" "wuz" I would include the 
spelling (you'd recognize it as drill) whenever the opportunity (and I'd 
make those opportunities happen daily) arose.  I would be sure my kids 
were fully aware of the inconsistencies of phonetic spelling and arm 
them with spelling experiences that would help them "get it."
I am having fun with our "discussions" here on WL and approximated 
spelling and have decided to begin early with talking about letter 
sounds in my classroom.  Usually I don't get too heavy with phonics 
until January but I have a more mature classroom with several kids 
already phonetically aware.  Of course we really are only doing initial 
consonants right now but that's appropriate for kindergarten anyway.
It's nice to have someone (well...actually several of you) to challenge 
my beliefs and assumptions about things.  I think I have offered a great 
many defences for WL and spelling instruction.  Still we have an 
apparent difference (a significant one I think) of what I understand of 
WL philosophy and practices and what is apparently going on in some 
classrooms (according to what you have read or heard from others).
I can only tell you what I know to be true from my early childhood 
experience and from the many classes on ECE I have taken.  In addition 
to class work I have read many great books on my own.  Perhaps some 
early childhood educators have incorrectly thought that one needs to 
throw the baby out with the bath water (traditional educational 
practices -- good and bad).  I'm for what works and I'm for what the 
kids need.  They don't all fit the same mold so a variety of approaches 
is required.
Dan
by the way....I probably wouldn't use a spelling book in 1st or 2nd and 
knowing me, 3, 4, or 5 either.  Hehehe   just thought I'd throw that 
wrinkle in for you.
:) 
CMPQwk 1.42 445p
After Clinton, *everyone* looks qualified to be President!
* ++++++  *
     _   /|    ACK!
     \'o.O'   /
     =(__)+
       U
 
--- WILDMAIL!/WC v4.12 
---------------