Soror Posted December 22, 2011 Share Posted December 22, 2011 (edited) I know this seems a bit ironic. I'm wondering for those that use the speller do you use a spelling program as well and if so what. Also, how do your lessons go? I switched ds over to the Speller a few weeks ago after doing Blend Phonics. After reading a few threads I just do lessons very plainly- I set the timer for 15 min and we read through the tables, I make him spell every 10th word, that is it. Oh, I just found more detailed info from Elizabeth on teaching perhaps I need to go deeper: With a young 1st or K student, I write the words out larger on a white board. My older students read from the book, the uppercase version for students who have guessing problems due to too many sight words. An older student with no guessing problems could use the lowercase version. With the 2+ syllable words, I say a syllable at a time and have them spell each syllable at first, then work up to having them try to whole word at once. If they have trouble, I'll say each syllable at a time. I don't have them spell every word, they spell 10% to 100% of the words depending on how much trouble they're having with that concept. A concept they have down, we just spell a few words. A concept they're having a bit of trouble with, we'll spell more. Something they're really struggling with, we'll spell every word in the table. I work on each table until it's learned to mastery. With my daughter, I went on with the rest of the words but kept working on the syllables ca, ce, ci, co, cu, cy and sca, sce, sci, sco, scu, scy for 2 to 3 months until she learned those to mastery. We also did a few random syllables and one or two rows of syllables across each day. When they get to the table of 2+ syllable words, if they have trouble with a syllable, point them back to the proper line in the syllabary, then have them read the line across, then just the syllable they had trouble with. Eventually, they should be able to look up syllables on their own without your help, just remind them occasionally to go back to the syllabary to find out how to pronounce that syllable. I keep a one page copy of the syllabary handy while teaching the 2+ syllable tables. He just finished Table 5. I'm thinking of changing things up a bit though. I was thinking of doing one day of games and syllable review to lighten it up a bit. We love the nonsense word game by Elizabeth but haven't played it lately so I thought it would be good to schedule it in, plus it is hard work to do the syllabry. He is also reads to me as well from regular books. Right now I've started again with AAS as I have it on hand but I don't think I want to use it long term. I find it annoying with all the tiles so right now I'm just using the book orally and with a white board. It has generally been easy for him but I figure that it is good practice for him and also for me in learning to teach spelling with the phonograms. I was thinking of HTTS, Wheeler's or Spelling Plus for a spelling program after we go through AAS. I think we'll take that slow but still yet we should finish AAS in 2 months or so. Any opinions, thoughts or otherwise. Btw fwiw ds' reading ability has went through the roof after doing Blend Phonics and starting Webster's. It is amazing to see such progress in just 3 months time. I would however like to add in more work with the phonograms and rules with spelling. I think that would only enhance the learning(but hey I could be wrong!). Edited December 22, 2011 by soror Quote Link to comment Share on other sites More sharing options...
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