Posted by:
Ah, summer sun, popsicles, time at the pool, and school books set aside for the summer. It’s that time again when teachers are preparing to wrap up their lessons in anticipation of the much-needed summer break. How does an SWR teacher know she’s covered enough material? What kind of assessments can she use to measure the student’s progress for the year? Let’s look at ...
Posted by:
We’ve probably all heard the rule: “When two vowels go walking, the first one does the talking.” Unfortunately, this rule only works 27% of the time when you hold it up to the English language as a whole. Why do we teach rules like this if it’s so incompetent? Wouldn’t we want to teach rules for the language that actually work?
A typical approach to ...
Continue Reading →Posted by:
Today I’ll continue sharing the last five errors I made as a newbie SWR teacher. You can read Part One here.
6. I didn’t have the kids “say it while you write it.”
The “sight word” approach to teaching reading involves showing the child a card, saying the word, and expecting the child to visually memorize that word by seeing it repeatedly. Part of the ...
Continue Reading →Posted by:
The year was 1991, and I was teaching in a Special Education classroom for children with speech and language delays. When I considered how my K-3 students were doing in reading, I shuddered. The Whole Language approach our district had adopted was failing not only most of the students in the school but especially my precious language-delayed students. I desperately ...
Continue Reading →
We are commonly asked, “Why is Spell to Write and Read called a reading program if we’re just teaching spelling?”
It’s important that you help your student see the direct connection between spelling and reading. These are the two ways we interact with our written language. Reading involves pulling the language out of the written code while spelling involves putting our language into the ...
Continue Reading →Posted by:
Today’s post finishes our Spelling Dictation Faux Pas series.
Read Part One and Part Two here.
Let’s examine the last of the common teaching dictation errors that can slip into our presentation of new spelling words. To follow along, see your SWR book p. 75.
Faux Pas #11: Doing all the mental thinking for the student.
Engage him fully: have him identify syllable breaks, drive the ...
Continue Reading →Posted by:
The dictation process for teaching new spelling words is a critical part of the SWR method.
New spelling words are best put into the brain in the same manner they will be retrieved: drawing words from our brain to the paper. Most programs teach new spelling the opposite way: from paper (or tiles, magnets, etc.) to our brain. In SWR, however, the teacher guides the ...
Continue Reading →Posted by:
Have you heard the term “scaffolding” before in regards to teaching? In education, this term refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process.*
Let’s explore how the SWR teacher helps students move through the process of learning a new word to being able to recognize it while reading ...
Continue Reading →Posted by:
We offer our SWR and Cursive First users tremendous support — and now interactive videos?
Video support for Spell to Write and Read and Cursive First is now available on my Facebook Page. This is your chance to join me in a session, ask questions, and discuss the topics you’ve asked for…in the LIVE STREAMING format.
July 1 – Let’s Peek at ...
Continue Reading →Posted by:
We’re so honored to have been selected among the top three rankings once again in the Practical Homeschooling Reader Awards for 2016. Spell to Write and Read placed 3rd for both Spelling and Phonics while Cursive First placed 2nd for Handwriting. What makes these awards so special is that homeschoolers from all over voted for those materials with which they were personally ...
Continue Reading →