rachelpants Posted May 2, 2014 Share Posted May 2, 2014 I'm reading through the WRTR again but I do have a couple of questions that I am impatient to find the answers to. ;) When dictating r. 17 words, do you hold up an extra finger and dictate for the doubled letter? For example, if the word is "will" /w/ /i/ /l/ /l/ ...while pointing to a finger for each sound? I'm also a little confused about when the 5 silent e's bracket is encountered in the A-G list. After going through the words and entering them into the notebook...does that particular bracket (and the associated words) become part of the spelling list for that week? I noticed that the words are repeated later in the word lists. Do you just teach the types, not test them, and then wait for the individual words to come up singularly to dictate, study and test? ETA.... Also "c" vs. "k" at the beginning of the word....does the student just figure it out based on the following vowel sound or do you tell them ..."use the phonogram that says /c/ /s/ " Thanks! :) Quote Link to comment Share on other sites More sharing options...
RootAnn Posted May 2, 2014 Share Posted May 2, 2014 I don't know the WRTR answers, but I'll answer for Spell to Write & Read - which is a spin-off of Spalding. Perhaps a bump will get you a WRTR specialist to correct me where I'm not giving you the right answers. :laugh: When dictating r. 17 words, do you hold up an extra finger and dictate for the doubled letter? For example, if the word is "will" /w/ /i/ /l/ /l/ ...while pointing to a finger for each sound? Yes. In our house, I wiggle the finger for any silent letters (e, doubles, 'h' at the beginning of "hour", etc.). I'm also a little confused about when the 5 silent e's bracket is encountered in the A-G list. After going through the words and entering them into the notebook...does that particular bracket (and the associated words) become part of the spelling list for that week? I noticed that the words are repeated later in the word lists. Do you just teach the types, not test them, and then wait for the individual words to come up singularly to dictate, study and test? I would wait until the individual words come up to test on them. I'm assuming those are used to teach the types of silent final e's. Also "c" vs. "k" at the beginning of the word....does the student just figure it out based on the following vowel sound or do you tell them ..."use the phonogram that says /c/ /s/ " When dictating, always tell them which one to use if there is a choice between phonograms. You want them to use the correct phonogram from the very beginning. Quote Link to comment Share on other sites More sharing options...
Ellie Posted May 2, 2014 Share Posted May 2, 2014 I'm reading through the WRTR again but I do have a couple of questions that I am impatient to find the answers to. ;) When dictating r. 17 words, do you hold up an extra finger and dictate for the doubled letter? For example, if the word is "will" /w/ /i/ /l/ /l/ ...while pointing to a finger for each sound? I'm also a little confused about when the 5 silent e's bracket is encountered in the A-G list. After going through the words and entering them into the notebook...does that particular bracket (and the associated words) become part of the spelling list for that week? I noticed that the words are repeated later in the word lists. Do you just teach the types, not test them, and then wait for the individual words to come up singularly to dictate, study and test? ETA.... Also "c" vs. "k" at the beginning of the word....does the student just figure it out based on the following vowel sound or do you tell them ..."use the phonogram that says /c/ /s/ " Thanks! :) Yes, you hold up a finger for each letter in a word. The silent e's are taught as part of Page One of the notebook. Children third grade and older will write this page into their notebooks (you dictate everything) after completing the word "good." Children younger than that don't write the rule pages into their notebooks; you'll make a poster of Page One, which you'll go over with them, and leave it up for reference. Those words do not become part of their spelling words at this time. You always tell the children which phonogram to use. When I teach "c," I include the rule: "/k/ /s/ c followed by e, i or y says /s/." After they write the word, you can have a discussion about why you used c instead of k. Quote Link to comment Share on other sites More sharing options...
rachelpants Posted May 3, 2014 Author Share Posted May 3, 2014 Thank you both! :) So if I am dictating a silent e word like "time" . .hold up 4 fingers /t/ /i/ /m/ ? ...lol...what do I *say* for the silent letter? Quote Link to comment Share on other sites More sharing options...
Ellie Posted May 3, 2014 Share Posted May 3, 2014 Thank you both! :) So if I am dictating a silent e word like "time" . .hold up 4 fingers /t/ /i/ /m/ ? ...lol...what do I *say* for the silent letter? Yes, you hold up four fingers. You say "/e/ /E/" and then help your dc analyze the word to discover which final silent e it is. Quote Link to comment Share on other sites More sharing options...
rachelpants Posted May 3, 2014 Author Share Posted May 3, 2014 Yes, you hold up four fingers. You say "/e/ /E/" and then help your dc analyze the word to discover which final silent e it is. Got it :) Thanks! Quote Link to comment Share on other sites More sharing options...
RootAnn Posted May 4, 2014 Share Posted May 4, 2014 We "whisper it" when we wiggle that finger - very conspiratorially "silent final E" Quote Link to comment Share on other sites More sharing options...
rachelpants Posted May 5, 2014 Author Share Posted May 5, 2014 We "whisper it" when we wiggle that finger - very conspiratorially "silent final E" LOL...fun! :) Quote Link to comment Share on other sites More sharing options...
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