Summary: What do I want to remember from this chapter that may be helpful to my present or future teaching or to the TExES exam?
The author examines the point that while being a proficient reader can in turn make a proficient speller, it is not always the case. One can be a voracious reader and yet spell horribly. She examines why that is so. Oftentimes, spelling is taught separately from writing, as its own subject. However, when it comes time to apply that knowledge to writing, many students are unable to do so. In a study done from kindergarten to 6th grade, the author found that writing for personally relevant reasons led to better spelling. Better spellers also paid more attention to the meanings and spellings of words while reading, using visual memory to recall how a word is spelled. Another characteristic of a good speller was that they took responsibility for their spelling rather than relying on a teacher or peer to correct it. That is, while they edited a piece of writing, they were concerned about the spelling and tended to fix their own mistakes, again using visual acuity to determine if it looked correct.
In terms of application in the classroom, this article underscores the importance of making writing meaningful to students. When students want to write about what is important to them, their spelling will also improve. Spelling instruction should not be an isolated experience. It should lead to authentic uses. The author acknowledges that a writing program alone will not ensure good spellers, but by not having a writing program, a teacher can be sure a spelling program won�t succeed.
Connection: How do these readings connect to my prior experience in education?
This article made me remember with fondness my daughter�s 2nd grade teacher, Ms. Boswell. She linked her spelling tests to the reading that was done that week. She even allowed Sarah freedom to place words on the test so that she could then use those words when writing about the reading. It was very cyclical and worked wonderfully. She learned so many difficult words that year because she was truly invested in learning them. She had to write about what she had read and by using vocabulary words for spelling words; she could enlarge her writing vocabulary.
Discussion: What questions or comments can I bring forth to help my colleagues and I extend, expand, explain, question, or clarify issues surrounding this reading?
How do you implement spelling instruction in your classroom? Do the students then use your spelling words in their writing?
With programs in place, such as spell check, in Microsoft Word, how important do you see spelling in your writing instruction? Do you think that spelling is indicative of a student�s writing ability? How do you create a meaningful writing program within your classroom?
Extension: How can I extend the virtual classroom conversation on this reading by responding to my colleagues� posts?
The following website has some interesting information on spelling instruction today: http://www.readingonline.org/articles/handbook/templeton/.
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