CHARLES BEAMS spoke of Approximated Spelling/No to DAN TRIPLETT on 10-20-
96
CB>First of all, I'm not so sure I'd do much different than you at the 
CB>Kindergarten level.  Many of the specifics you have given have 
CB>seemed reasonable.  I think I find fault in two minor areas - I 
CB>think you need to decide on your standards and make sure all 
CB>children reach that level or get some help, and I think your phobia 
CB>over paper-and-pencil tasks for the kids is unwarranted.
I agree on standards and I agree that I may have made too much out of 
the pen paper-and-pencil thing.  I have found some information regarding 
research about games vrs work sheets and thought I'd post it.  But I 
doubt the information would be received here.
CB>Where we will probably reach greatest disagreement is over reading 
CB>instruction in the first grade.  I would use a basal series, 
CB>hopefully one with some decent stories (or literature, as the whole 
CB>language theorists would call it) and a lot of skills work. I would 
CB>most likely use the related workbooks and stress skills such as 
CB>phonics, word and letter recognition, understanding content, related 
CB>readings and activities, vocabulary exercises, etc.  I would try to 
CB>work with my colleagues in advance to establish standards for all of 
CB>these skills and test often to make sure the kids were mastering the 
CB>concepts and skills I was teaching.
We would definitely do things differently. 
 (I've always 
CB>enjoyed Dr. Seuss and similar books),
There is hope for you yet...
CB>Teaching reading within the content areas is also very important at 
CB>this point, and I'd work very hard to provide the children with some 
CB>experiences with "technical" reading, e.g. computer help files.
This is very good.
CB>DT>In answer to your question: "Do (I) think the children are
CB>DT>learning how  to write and read by marking nonsense (it's not
CB>DT>nonsense) on a piece of  paper?"  It doesn't matter what _I_ think
CB>DT>if I am wrong.
CB>It sure matters a lot to the kids in your classes if they grow up 
CB>unable to read or write very well.
CB>DT>But it does matter what the large majority of early childhood
CB>DT>experts,  writing/reading experts, and national and international
CB>DT>organizations on  early learning have to say regarding early
CB>DT>writing.  I have stated all  along that these were not merely my
CB>DT>personal views, but that these views  are supported by _leading_
CB>DT>experts.  
CB>Too often "leading experts" are nothing more than self-proclaimed 
CB>experts with virtually no field experience.  
You can't always rely on this argument.  I could say the same of the AFT 
but that wouldn't make it true.  The people I have cited are not self-
proclaimed.  Their work is accepted and recognized by leading early 
childhood organizations (Such as the National Association for the 
Education of Young Children) which I am a member.  As you have your 
confidence in the AFT, I also have confidence in the NAYEC.
I could write a few 
CB>articles to virtually unknown publications starved for material to 
CB>toss into the national debate and then proclaim that I'm an expert.
No you couldn't Charles.  It is simply not done this way.  Donald Graves 
has been a recognized leader in early writing theories for over a decade 
(maybe 20 years I don't know for sure).  He has withstood the test of 
time.  So have Ken and Yetta Goodman and Marie Clay.  Your argument here 
proves nothing.  
  
CB>The articles published by these experts need to be reviewed by 
CB>unbiased parties and judged based on the quality of the research 
CB>before anyone's work can be deemed to be a significant contribution 
CB>to the field.
Just as the AFT's "expert's" work must be examined by unbiased parties 
(of which you do not qualify) to see if the quality of their analysis 
was par excellence.
CB>DT>By they way, I think it's unfair to ask a question and include the
CB>DT>word  "nonsense" in it.  It unfairly colors the question.
CB>I was avoiding this writing technique until you started calling me a 
CB>"boring" teacher.  I'm willing to play by this rule if you are.
I was not aware I called you a boring teacher.  However if I implied 
this I do apologize.  I probably have stepped on a few toes here and 
sometimes I haven't worded things very carefully.  I have a great deal 
of respect for you and your views (even though I don't agree with 
everything you say).  I do find many things we do agree on.  
One of my best friends, a high-school English teacher, and I often 
disagree.  He probably would agree more with you than with me.  Some of 
our debates get quite heated.  He is far more informed than I on many 
topics and usually I have to sit and just listen to him.  He is a great 
articulator of ideas and I have learned much from him. 
CB>And to begin to develop the ability to form letters correctly.  Why 
CB>so much focus, then, on writing assignments which really don't make 
CB>sense?  
I don't have that much focus on writing assignments.  We have writing 
experiences and language experiences but not writing assignments.  Most 
of our writing consists of a child dictating to us what they want us to 
write on their pictures.  We don't do this activity as a focus either.  
Our writing activities are varied.
I understand the process of writing sentences on the board, 
CB>easel, chart paper, whatever, as a class activity with the teacher.  
CB>But why are kids being asked to write when it can do little but 
CB>frustrate them?
I have my kids copy words if they want, I have them practice writing the 
letters, either copying them or writing just what they know.  Sometimes 
they just draw pictures.  Today in the writing center, two kids chose to 
write words.  The words were on picture cards and so they knew what the 
words said.  The rest of the groups did minimal writing.  No one was 
frustrated.  If a child is frustrated with writing, I have them do 
something different.  If it's attitude, I deal with it as attitude.  If 
it's ability (or lack of) I provide an alternative activity.
CB>DT>Again I ask you, what would you have children at this age (5,6,7) 
CB>DT>do regarding writing?
CB>Not much.  A few sentences utilizing the words they should know.  
CB>Better to spend this time developing their reading and oral language 
CB>skills.  Writing work would consist mostly of penmanship skills- 
CB>learning to form the letters and write a few words.
This is pretty much what I do at the kindergarten level.
Dan Triplett
dtriplett@juno.com
Http://www.writing.coma
(Grin>
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