In response to a message to Charles on ...
CB>There are two issues here.  The first is our confusion over whole
CB>language and inventive spelling - no two people define it the same
CB>way.  The degree to which spelling is taught (or not taught) depends
CB>a great deal on the teacher.
RL>
RL>But isn't that the same for a lot of other things, too, Charles. I go
RL>into classrooms that rarely have Art or Music or spend lots of time on
RL>language and little, comparatively, on Math, etc.
You are correct as to the differences in instructional priorities, 
but our discussion was about invented spelling.  Both the 
instructional techniques and the degree to which spelling is taught 
under the whole language process vary widely from teacher to 
teacher. If a school, district or state had a formal spelling 
program, we could bring a bit more consistency to the instruction, 
and perhaps even a greater sense of urgency that we must teach our 
children that it is important to spell correctly when they write.
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 that
RL>>order.
RL>
RL>Well, I don't know what you mean by formal instruction here.
I'm sorry, I thought I made that clear.  If I were teaching at the 
elementary level, I would have word lists and spelling tests every week.
RL>In a good kindergarten program, such as Dan's and all the friends' that
RL>I have that teach kindergarten, the children are being exposed to
RL>reading, writing and spelling from the first week.
I have been "exposed" to automobiles since my early childhood, but I 
can neither build one nor fix one.  Exposure does not seem to be an 
effective instructional style.  Children must be taught and held 
accountable for those things we want them to learn.  This means 
direct instruction and frequent evaluation.  I must admit, however, 
that kindergarten is a different beast altogether - I think my focus 
is on 1st grade and up.
RL>I still don't think you understand what transitional spelling is all
RL>about.
Don't sell me short - the fact that I disagree with you does not 
mean I don't understand it.  Because my view is more global and less 
specific to a single classroom and/or grade level, I may have a 
better grasp of the issue than you do.
RL>What would you rather do. Have the children try to spell a word
RL>based on what they know or not write at all? Remember, again, here I am
RL>talking about young children. By the time children reach grade four they
RL>should be relying more and more on dictionaries, etc.
And herein lies our difference of opinion.  By the time children 
reach grade four, it is too late to begin formal spelling lessons - 
they have formed bad habits which are very difficult to break.  The 
mind-set that spelling a word badly is better than not using it at 
all has become learned and getting the students to write things 
correctly requires more inspiration than most teachers have to give.
RL>But if a child has been asked to write a first draft in creative 
RL>writing, I would rather they get their ideas down first than 
RL>worry about all the spelling mistakes they are likely to make.
That seems to be the theory behind the use of word processors and 
spell checkers, too.  And the philosophy works pretty well for 
educated adults who know how to spell and how to write well.  In our 
middle school computer labs, our students often hit the "ignore" 
button when the spell checker points to incorrectly spelled words 
because the children don't know how to spell correctly and don't 
want to take the time to look up the word - they think that using 
the badly spelled word is better than not using the word at all.  I 
disagree.
RL>When I was in University studying to be a teacher, our language
RL>practicum instructor made us write every week and keep a log of our
RL>experiences. We had to look into how we wrote - the processes..how we
RL>went about it. It was quite an eye opener and made me more aware of what
RL>the kids go through...even though I am a much more experienced writer.
RL>So try it Charles, sit down every week and just write and then think
RL>about what you did as you wrote.
I write quite a bit in connection with my work as a union leader.  I 
understand the process quite well, I think.  I can't write more than 
a sentence or two at a time without stopping to re-read and check 
spelling and grammar - it is what makes the words make sense.
RL>I would rather have a four year old that scribbles lines or random
RL>letters on a page than never even pick up a pencil.
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* UniQWK #5290* After all is said and done, more is said than done.
--- Maximus 2.01wb
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