CARL BOGARDUS spoke of SPELLING BY ROUTMAN to DAN TRIPLETT on 10-24-96
CB>I used (when I was in elementary) spelling lists, however I would
CB>also let  students that scored 90+ opt out of the Friday test.
I approached it this way when I was a student teacher in 5th grade.  
 My real object on testing  was not to evaluate the students,
CB>but my teaching on the "inbetween things"  as you stated.
I would love to teach an upper grade and put some of the ideas I believe 
in to work.  At the kindergarten level I do many "inbetween things" but 
they of course are at a much lower level.  We work more with language 
experiences which to me includes writing, speaking, listening, and 
reading (looking at books and in some cases reading the actual print).
 During the
CB>last five years of my stint in 5th grade--I took  what I could see as
CB>workable and usable from WL and worked it into spelling  and anything
CB>else I could.  I also tried to encourage a high quality in  student's
CB>work.  
The idea of encouraging high quality I think is very important.  We 
discuss what quality work looks like.  Some kids just want to get done 
with a project and play.  If any of their work is just "thrown together" 
I have them begin again.  I'm not interested in product so much as I am 
effort.  Some kids are more capable than others.  Still, even the lowest 
students should do their very best.
What you've described here sounds good.  I'm more inclined to accept a 
spelling list if the words are kid generated (taken from words they know 
and are having difficulty with and also taken from vocabulary that is 
used in the classroom such as literature).  I still don't know if I 
would use a test-study-test approach but as I have said, the stuff in 
the middle is where it's at for me.  I really do like the idea of kids 
picking words to learn.  Giving students ownership in this way is 
important and probably increases their interest in spelling generally.
Take care,
Dan
--- GEcho 1.11+
---------------