CHARLES BEAMS spoke of And Now This.. to DAN TRIPLETT on 10-19-96
CB>DT>From this research, teachers can establish the level at which
CB>DT>their  children perform.
CB>Up to this point, I liked the basics of his program.  I do not think 
CB>we can allow teachers to determine individual levels of performance 
CB>for children. 
I think all that was meant here was that teachers can establish the 
level of performance (what they can do) and that standards (what we want 
them to be able to do) can reasonably be guided by our knowledge of 
ability levels at specific grade levels.  In Washington we have what we 
called "Essential Academic Learning Requirements" with benchmarks tests 
and target dates for full implementation.  The EALR's are put out by the 
Commission of Student Learning and are legislated.  Schools will be held 
accountable for results.  
cb> Making some allowance for individual differences 
CB>is part of the instructional process, not part of the evaluation
CB>process.
This is really what I am saying and in no way do I want standards 
lowered.  I think they need to be reachable.  But I know what I am 
working with in my kindergarten class.  I have high expectations for all 
exiting kindergartners.  What is it I want a kindergartner to know when 
they leave my classroom?  The answer to this question is for ALL my 
students.  However, I know, since my standards are high (standards = 
expectations = desire) that some students will fall slightly below to 
way below my general expectations.  I work very hard to get every 
student as close to those standards as I can.  But I can tell you, 
without a doubt, Andrew and Derick and a few others will not make it.  
And no matter how hard I try, no matter how much help I can give 
individually or how much home tutoring is done, they will still fall 
short.  I will NOT give up however.  It is my job to see that they get 
as far as they are cognitively able.  Who knows, maybe they will prove 
me wrong.    
CB>I can accept this, within limits.  We must still set standards and 
CB>work to get all children to reach that level.
Yes!!  Work hard to get all children to reach that level.  Another way 
to look at it is: Work hard to get all children to reach their full 
potential.  
CB>I don't mean to 
CB>imply that Kindergarten children should all be spelling difficult 
CB>words, but a select spelling list made up of appropriate words does 
CB>not seem unreasonable to me.
Many kindergarten children can barely spell their name.  By the end of 
the year many are just becoming phonetically aware.  They have not 
mastered all the letter sounds and for many, some letter shapes still 
confuse them.  Any spelling testing at this level would be completely 
inappropriate -- At least in my experience (I have seen at least 450 
different students over the past 8 years and this is true for nearly all 
of them.)
The more capable students can write words like their name, then cat, 
dog, mom, dad, all brothers and sisters names, and other names of 
interest.  This year I have two children who stand out as early readers 
(already!) and have had both tested by the reading specialist.  I am 
struggling to keep them challenged.
CB>I'd like to know what he considers "tradtional methods" and why he 
CB>believes they are ineffective.  At the beginning of this message you 
CB>said, "DT>He is probably more of a traditionalist when it comes to
CB>DT>spelling  instruction.  In his book he offers hundreds of
CB>DT>activities to stimulate  writing and offers many word lists to
CB>DT>"raise spelling achievement at  each grade level..."  This leaves
CB>me wondering what sorts of  traditional spelling techniques he
CB>promotes and which he disparages.
I'll have to read this book more closely.  I have many books here and 
his book I have only read select chapters.  Lately I have read more and 
it appears he is not entirely a traditionalist nor a Whole language kind 
of guy.  Something in between maybe?  I'll know you're dying to know so 
I'll read more and then let you know what I've discovered.
Dan
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