[senco-forum] Re: [senco-forumspelling rules/patterns

Crumbs, Dolina,

Yes, I don't doubt it but the reality is I (and I'm sure others) have no 
budget and so have to make my own resources using free info. I'm happy to 
collate all the rules people send into a booklet/presentation and make it 
available to all.  Also I would like the rules that can be taught in child 
friendly language, e.g. when two vowels go walking, the first does the 
talking (usually!).

Dolina
----- Original Message ----- 
From: "senco_rik" <senco_rik at ntlworld.com>
To: "'dolina.patterson'" <dolina.patterson at btinternet.com>; 
<senco-forum at lists.becta.org.uk>
Sent: Tuesday, May 15, 2007 6:13 PM
Subject: RE: [senco-forum] Teaching spelling rules/patterns in KS1 / 2

> Crumbs, Dolina,
> There are rather a lot! How about us having a list of books that
> already list the English spelling rules instead?
> There are various books out there that may be worth referring to.
>
> For example -
>
> Alpha to Omega:Teacher's Handbook: The A-Z of teaching reading,
> writing and spelling, 6th edition, Beve Hornsby, Frula Shear,
> Julie Pool, revised and updated by Dyslexia Action, Heinemann,
> ISBN 978 0 435125 91 2
> There is a companion "Student's book", ISBN978 0 435125 93 6
> http://www.harcourt.co.uk/Series/Secondary/AlphaToOmega/AlphaToOm
> ega.aspx
> http://www.harcourt.co.uk/Series/product.aspx?isbn=9780435125936&
> try=1
>
> Cheers
>
> Rik
>
>
>
>
> -----Original Message-----
> From: senco-forum-bounces at lists.becta.org.uk
> [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of
> dolina.patterson
> Sent: 15 May 2007 17:59
> To: senco-forum at lists.becta.org.uk
> Subject: Re: [senco-forum] Teaching spelling rules/patterns in
> KS1 / 2
>
> So can we make a list of all the English spelling rules there
> are?  This could be very useful to teachers like me who spend a
> lot of time teaching basic spelling and reading to key stages 3
> and 4.
>
> Dolina
> ----- Original Message -----
> From: "Philip MacMillan" <P.Macmillan at exeter.ac.uk>
> To: "Chris Holt" <chris at cholt.fsnet.co.uk>;
> <senco-forum at lists.becta.org.uk>
> Sent: Tuesday, May 08, 2007 6:02 PM
> Subject: Re: [senco-forum] Teaching spelling rules/patterns in
> KS1 / 2
>
>
>>I am afraid your literacy adviser is badly misinformed and
> probably is a
>>fan
>> or follower of whole language.   The terminology can be either,
> grapheme
>> phoneme correspondence is used to make the point that in
> English there are
>> 1
>> to 1, many to 1 and 1 to many correspondences in the
> orthography.   Word
>> families are ok but a better route is to teach the rules as
> well.  For
>> example to make the sound /shun/ in any syllable but the first
> we use tion
>> (it comes from the French - damn the Normans!).  80% of all
> comon words
>> follow rules, even many of the so called 'sight' words follow
> rules it is
>> just that the rules have been forgotten / ignored.   For
> example warm,
>> want,
>> walk, wander are not sight but obey the rule that if the letter
> w is next
>> to
>> the letter a the a makes the /o/ (short vowel o)  sound.   Even
> yacht
>> follows some rules, the /y/ and the /t/ (it is after all a
> Dutch word).
>> Sight words that are not truly 'sight' simply confuse the
> learner better
>> to
>> teach the logic that underlies the orthography.  There are also
> r
>> controlled
>> vowels, l controlled vowels and the good old silent e plus the
> alternative
>> ways of making long vowel sounds (ai in rain, ei in vein ay in
> play etc.).
>> In English spelling you need information from the sound pattern
> within the
>> word and also from the semantic and grammatic structures, it is
> not as
>> difficult as it sounds if you start from the simple and move to
> the
>> complex
>> ensuring mastery learning at each stage and always in the
> context of words
>> and sentences.    Sometimes it is not a learning difficulty but
> a teaching
>> difficulty, heresy I know in our 'child centered' orthodoxy ( =
> in
>> learning
>> difficulties it must be the child who has the 'problem' never
> the
>> curriculum
>> or method or materials) but then the definition of heretic is
> one who
>> thinks
>> for him/ her self.
>>
>> Philip EP
>> ----- Original Message ----- 
>> From: "Chris Holt" <chris at cholt.fsnet.co.uk>
>> To: <senco-forum at lists.becta.org.uk>
>> Sent: Tuesday, May 08, 2007 5:11 PM
>> Subject: [senco-forum] Teaching spelling rules/patterns in KS1
> / 2
>>
>>
>>> As school Senco, I am very keen to use a range of strategies
> to support
>>> children with learning.
>>>
>>>
>>>
>>> A number of parents have approached me recently to determine
> why, as a
>>> school, we no longer send spelling lists home for the children
> to
>> practice.
>>>
>>>
>>>
>>> I am in favour of sending home lists focussing on a particular
> spelling
>> rule
>>> or pattern, especially when using words in context.
>>>
>>>
>>>
>>> Our Literacy Manager and Advisor are absolutely convinced that
> this
>> strategy
>>> is totally in-effective and mustn't be done. I believe that if
> it helps a
>>> small number of pupils, it's worthwhile.
>>>
>>>
>>>
>>> I have also been informed that use of terminology- sound/
> letter is
>>> incorrect and I must use phoneme and grapheme. Have I lost the
> plot or
>> have
>>> my colleagues? I believe pupils should be aware of all
> terminology.
>>>
>>>
>>>
>>> Your comments would be welcomed.
>>>
>>>
>>>
>>> By the way, Ofsted went very well. I have to say, it was a
> very positive
>>> experience.
>>>
>>>
>>>
>>> Many thanks for your advice.
>>>
>>>
>>>
>>> ---
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>>> Virus Database (VPS): 000738-4, 07/05/2007
>>> Tested on: 08/05/2007 17:23:34
>>> avast! - copyright (c) 1988-2007 ALWIL Software.
>>> http://www.avast.com
>>>
>>>
>>>
>>
>>
>>
>> ---
>> avast! Antivirus: Outbound message clean.
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>> avast! - copyright (c) 1988-2007 ALWIL Software.
>> http://www.avast.com
>>
>>
>>
>>
>
>
> 