EDMU 520 WEEK 5 JOURNAL

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School

University of La Verne *

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125

Subject

English

Date

Feb 20, 2024

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docx

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Uploaded by DeanWallaby1672

The article states a few ineffective spelling instruction habits. The traditional spelling list and expected to simply memorize spelling lists and take a test on Friday demonstrating that they not only know how to spell but also know what the word means. without understanding without understanding , when this might not be enough time for students to retain them. If this approach was sufficient, students wouldn’t struggle to apply their spelling knowledge at the end of the week or find it challenging to transfer their spelling skills to their writing. Some of the ineffective spelling instruction habits that were discussed in this article are, students getting a list and expected to study the words in a week to take a test on Friday demonstrating that they not only know how to spell but also know what the word means. Other ineffective habit is nightly homework assignments where students practice targeted words, and being instructed to write the words multiple times, use each word in a sentence, or writing the words in alphabetical order (Hilden & Jones, 2012) . According the the article, quality spelling instruction involves five stages of spelling. They are sound, which is emergent and letter name stage. They involve things like recognizing the letters, and consonant blends. The next stage is patter and pattern meaning. This involves things like long vowel patters, diphthongs, and the use of common prefixes and suffixes. The last stage is meaning and it is the derivational relations stage that invplves assimilated and absorbed prefixes and suffixws and parts of speech (Hilden & Jones, 2012) . This is a lot different from the way I was taught as well as how I teach my two children who are homeschooled. Although it worked for myself and it seems to work for my children, I don't think weekly spelling words will work for other children as well. I did recently start doing word of the week with my children. We spend a lot of time on just one word and although they are both at different stages, they still get something different out of the lesson. We find one meaningful word and we define it, write it down, and practice saying it as well as listening to how it should be pronounced. The insihts I gained from this article is that breaking traditions will help a lot with spelling and word study. Students have a wide range of learning and not one shoe fits all. Therefore, differentiating is making a difference in the academic lifestyle of spelling for many students. I learned that doing research and applying it to my classroom will be much more effective than traditional spelling list. The authors recommend five stages of spelling. First, that assessments be made before traditional spelling lists are introduced. After the assessment, the instructor should use the data. A plan then must be put in place so that the instructor can work in small groups at various stages. Once each student is in their appropriate group, the instructor is to teach spelling at the stage levels of

the individual groups and then monitor the progress of each student in each group.  Is this different from the way you were taught spelling or how you see spelling taught now? During my school years, I remember spelling tests I had to memorize all of the spelling words. I remember I had to memorize the words on flashcards and have my parents quiz me. I can remember practicing my spelling words all week as a child. I have observed many teachers use this method of teaching in the classrooms.  What insight did you gain from this article? What are you willing to try? My takeaway from this article was that it's crucial to remember that teaching and learning aren't the same for everyone. I will definitely use a variety of fun ways to teach spelling to my student. The traditional spelling instruction does not necessarily benefit all children, which puts them at a disadvantage. spelling tests in which the entire class looks at the same list for a week a and spelling homework that has the students write the word three times each and tested on Fridays, s imply memorizing spelling lists without understanding can be ineffective

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