RUTH LEBLANC spoke of Spelling...           1/2 to CHARLES BEAMS on 10-
27-96
RL>The second issue is that of formal
RL>  >spelling instruction.  I believe it should be taught formally the
RL>  >same week kids begin to read and write.  One can't know the word
RL>  >"the" until they know it is made up of the letters t-h-e and in
RL>  >that order.
RL> 
RL>Well, I don't know what you mean by formal instruction here. The
RL>whole part of Whole Language is that you teach reading, writing,
RL>spelling, etc. at the same time.
What is most interesting about what Charles had to say about being 
taught spelling formally the same week kids begin to read and write is 
that kids have been writing ever since they were able to hold a pencil 
(or crayon) and put something down on paper.  There is no demarcation 
point where mysteriously a child begins to write (as if just moments or 
days before they were unable to write.)  The same is true for reading.  
Children begin to read as soon as they are able to recognize symbols 
that stand for something - like a McDonald's sign.  In reality, there is
no beginning to reading or writing anymore than there is a beginning to 
speaking.  Children begin all skills gradually; first with 
approximations and then move closer and closer to conventional language 
usage wether it is speaking, writing, or reading.
The argument that "One can't know the word "the" until they know it is 
made up of the individual letters t-h-e is is one I can't agree with.  I 
hate to bring up studies here but......studies do show the opposite to 
be true. Children who see whole words in context will learn the letters 
t-h-e faster.  Without meaningful words to connect these abstract 
letters to, children will struggle with the alphabet.  Learning the 
letters in isolation doesn't work for the majority of children.  Only 
experienced early childhood educators will understand and appreciate 
this fact.  
RL>In a good kindergarten program, such as Dan's and all the friends'
RL>that I have that teach kindergarten, the children are being exposed
RL>to reading, writing and spelling from the first week. If you teach
RL>reading, you are teaching writing and spelling, if you teach writing,
RL>you are teaching reading and spelling.
This is right on.  It is how I approach teaching reading and writing 
everyday.  My kids, by the way, can spell the word "the." (Among many 
other words they can spell.  Many have mastered words they use commonly 
and words that are of high interest.)   The reason why they can spell 
"the" is because we spell it every day when I model writing.  We have 
daily writing where I write the "Daily News" on a sheet of paper.  I 
talk about what I am writing and ask the class for help with most every 
word.  We discuss punctuation, spaces between words, and identify 
individual letters (and of course the initial consonant sounds).  
RL>I think both Dan and I have mentioned the Morning, or Daily message
RL>to you before. You write, you talk about what you are doing, the
RL>children help you write/spell the words. Afterwards, you read what
RL>you have written, etc. etc.
RL> 
RL>So if I print the word "the" the children see that it is made up of
RL>the letters t-h-e..we may even spell it out and sound it out together
RL>and read it together. These are the common words that children learn
RL>to read first but if may take a while to be able to spell them. I for
RL>one can read accurately far more words than I can spell...and I
RL>believe most, if not all, people would say the same.
Hey Ruth, wanna team teach?
RL>I wasn't aware that Whole Language was considered a "Self-Esteem" now
RL>philosophy but  when I think of it yes, self esteem is taken into
RL>consideration.
The emphasis is so minimal as not to be a factor.  Some people have 
taken the idea to an extreme.  
 Dan
--- GEcho 1.11+
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