Using the programme as a spelling programme with older class
Posted: Fri Nov 23, 2007 6:50 pm
Dear Debbie,
I am interested in your suggestions for using the programme as a spelling programme right up through the school.
Obviously as SP filters up through the school, the children will have a good code knowledge and be competent in the skills of blending and segmenting, however as of right now only the first 3 classes are, or are in the process of being, thus equipped, having been taught to read and write using SP from the start.
Plans are afoot to assess and fill in the gaps in the code knowledge of the older students and to train them in the skills of blending all through a words to read and segmenting words into sounds, mapping the correct graphemes onto the phonemes to spell.
The children in the junior and middle classes will have adequate time to complete the programme from the start if necessary, however the children in the senior classes will not.
Older struggling readers have already commenced work on the programme with the learning support teacher.
He is now using it with individuals or small groups, as his main intervention tool.
However, I am sure there are children in the older classes who need further consolidation of their code knowledge and specific blending and segmenting training.
I feel that selecting material from various units, to be used as whole class spelling programme, will be of great benefit to these children, as the sounds book activity sheets and wordlists will also involve further consolidation of code knowledge, blending and segmenting skills.
Given the limited time frame left for the oldest pupils and the fact that it will not be possible to group and teach them according to specific code knowledge gaps, can you recommend the units or correspondences you would consider as a priority to include in our programme of work to help us achieve maximum benefit.
Any advice will be greatfully appreciated,
Thank you,
Kat
I am interested in your suggestions for using the programme as a spelling programme right up through the school.
Obviously as SP filters up through the school, the children will have a good code knowledge and be competent in the skills of blending and segmenting, however as of right now only the first 3 classes are, or are in the process of being, thus equipped, having been taught to read and write using SP from the start.
Plans are afoot to assess and fill in the gaps in the code knowledge of the older students and to train them in the skills of blending all through a words to read and segmenting words into sounds, mapping the correct graphemes onto the phonemes to spell.
The children in the junior and middle classes will have adequate time to complete the programme from the start if necessary, however the children in the senior classes will not.
Older struggling readers have already commenced work on the programme with the learning support teacher.
He is now using it with individuals or small groups, as his main intervention tool.
However, I am sure there are children in the older classes who need further consolidation of their code knowledge and specific blending and segmenting training.
I feel that selecting material from various units, to be used as whole class spelling programme, will be of great benefit to these children, as the sounds book activity sheets and wordlists will also involve further consolidation of code knowledge, blending and segmenting skills.
Given the limited time frame left for the oldest pupils and the fact that it will not be possible to group and teach them according to specific code knowledge gaps, can you recommend the units or correspondences you would consider as a priority to include in our programme of work to help us achieve maximum benefit.
Any advice will be greatfully appreciated,
Thank you,
Kat