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Bethany
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| Posted: Jan 11 2013 at 1:37pm | IP Logged
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I'm looking for something that I think may not exist or maybe I don't even need. My oldest (10 1/2) reads well, but spells and writes poorly. We did some phonics off and on when she was younger but never in a complete way. Now I'm thinking that was a mistake and she needs some phonics work to help with her spelling and writing. Even though she reads well and can sound out new words, it's just never translated into spelling  .
Is there anything you can think of geared to the older child? I want it to be short and sweet. To the point and not babyish. She's very sensitive to anything babyish. We were working on AAS but even that irritated her because she felt like a baby. I think a work book type thing she would work on by herself would be best. It also really needs to be brief and not overly repetitive. She'll pick it up quick, I just need something to systematically walk her through.
Any ideas?
OR!!? Do I not even need this and would some other idea be better? She's such a perfectionist that she has never even attempted to write something she's not sure of the spelling and it's really starting to trouble me  .
Thank you for any ideas!
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Bethany
Wife to Mike, Mommy to Amelia (6/02), Sarah (10/03), Martha Grace (10/05), Rebecca Anne (12/07), Laura Catherine (3/10) and Reed Michael 7/4/14.
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CrunchyMom
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| Posted: Jan 11 2013 at 3:04pm | IP Logged
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I have never used it, but have you looked at Phonetic Zoo?
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Lindsay
Five Boys(6/04) (6/06) (9/08)(3/11),(7/13), and 1 girl (5/16)
My Symphony
[URL=http://mysymphonygarden.blogspot.com/]Lost in the Cosmos[/UR
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JodieLyn
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| Posted: Jan 11 2013 at 3:29pm | IP Logged
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Sequential spelling doesn't really do phonics.. but it's a nice spelling program that you can start any age in book 1 and the words relate to each other so you're learning the rules as well as the words and it's relatively fast and doesn't' have you doing things like copying words a bazillion times and whatnot.
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Jodie, wife to Dave
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Mackfam
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| Posted: Jan 11 2013 at 5:30pm | IP Logged
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I'd just do simple dictation lessons with her. Make it pertinent by tying it to her literature.
Dictation lessons:
** are short (10 min tops)
** they're in the context of the reading (so no kiddy stuff)
** you can talk a little about grammar based on the selection (for example, you might introduce commas as something that separates items in a list if there are a few commas in the sentence)
** you can study the sentence/selection one day and have her write the selection for copywork which will help improve her penmanship.
If you do dictation lessons twice a week (one day to study, one day to write) consistently for the rest of the year, you WILL see some improvement in her penmanship and spelling.
If you're unsure about picking out dictation selections I HIGHLY recommend Spelling Wisdom by Simply Charlotte Mason which has dictation selections already chosen for you. Makes it easy-peasy!
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Jen Mackintosh
Wife to Rob, mom to dd 19 , ds 16, ds 11, dd 8, and dd 3
Wildflowers and Marbles
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pipandpuddy
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| Posted: Jan 11 2013 at 7:50pm | IP Logged
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Look at Phonics Intervention by Saxon. It might be what you are looking for. I believe Rainbow Resource sells it.
Karen
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lapazfarm
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| Posted: Jan 11 2013 at 9:15pm | IP Logged
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Ditto what Jen said about dictation. You can pull selections from her reading, or use something like Spelling Wisdom, which has selections already prepared for you, none of which are babyish, even at the lower levels. It is what I am using with my spelling/writing challenged 11yo.
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Theresa
us-schooling in beautiful Fairbanks, Alaska.
LaPaz Home Learning
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SuzanneG
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| Posted: Jan 11 2013 at 9:29pm | IP Logged
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:: I would do short dictation lessons too. (it doesn't get any more "mature" than the word DICTATION!  ) Tell her that all the French students do this until they are in college!
:: Review some basic spelling rules yourself, so you're fresh with a few hints during those dictation lessons. (see example below) But, don't get caught up in the rules....just mention them and move one. Rules help some people....others not so much. Keep it upbeat and fun and SHORT!
:: Have informal, inpromptu spelling-bees at home. Watch Akeela and the Bee and Spellbound....and learn "how" to do a spelling bee....Say-the-word, spell-the-word, say-the-word. Learn the questions to ask during one and ask them.
:: Invest in some WORD GAMES.
:: Does she read a lot? If not, I would probably focus more on getting her eyes on page of beautiful, correctly-spelled words and reading a variety of literature, than focusing on the spelling...although don't "let it go"....just move at her speed, while focusing on developing good reading habits. Spelling is HARD! And, unless you have a photographic memory , if you're not constantly SEEING tons and tons of words and getting used to what they look like, and what the patterns are, then it's very hard. Let us know if you want help brainstorming that aspect of it.
:: Eliminate all avenues of "bad spelling"....texting, etc...where she is seeing strange spellings of things.
:: When you are writing something in front of her, talk out loud to yourself to show her that spelling is worth thinking about and worth the effort. AND, show her that even adults are challenged with it. So, when you're writing a check out and she's sitting there....say, "Hmmm.......do I spell 40 f-o-u-r-t-y or f-o-r-t-y? Hmmms....I always get mixed up on this one...I'm going to write it on this paper...do you want to help me figure it out?"
:: Word finds/searches, crossword puzzles, mad libs, etc.
:: Think about the language arts things that she DOES enjoy.....writing letters? creative lettering? creative stories? writing lists? Just encourage ANYTHING relating to language-arts....all this helps!
*********************************
This is a list from a Ruth Beechick yahoo group, that I keep in my notebook for a quick reference.
1. When there is one vowel in a word, the vowel usually says its short sound.
2. When there are two vowels in a word, the first vowel says its long sound, and the second vowel is silent.---Or another way to say this is: When there are two vowels in a word, the first one does the talking and the second one does the walking.
3. When e is the only vowel at the end of a short word, it usually says its long sound. (like me)
4. Sometimes y acts like a vowel. When y is the only vowel at the end of a short word, it says the long vowel sound i. (my, by, fly, sty)
5. The spelling ay says the long vowel sound a. It usually comes at the end of a word. (say, day, ray, gray)
6. When o is the only vowel at the end of a short word, it usually says its long sound. (go, so, no, yo-yo)
7. When e or o or y is the only vowel at the end of a short word, it usually says its long sound. The words do and to are exceptions to this rule.
8. c has an s sound before the letters e, i, and y.
9. g has the j sound before the same letters.
10. c has a k sound before the letters a, o, and u.
11. g has a hard sound before the same letters.
12. q is always followed by a u.
13. c walks with a, o, or u to make the hard c sound.
14. g walks with a, o, or u to make the hard g sound.
15. c walks with e, i, or y to make the soft g sound.
16. g walks with a, I, or y to make the soft g sound.
17. k walks with e, i, or y to make the k sound.
18. If a short vowel word ends in f, 1, s, or z, we usually double the final consonant.
19. To form the plural of a noun that ends in a voiceless consonant f, p, t, hard g or k), we usually add s, and the s has the soft s sound.
20. When o has the short u sound, it is marked o.
21. To form the plural of nouns that end in s, x, z, ch, or sh, add es, and the s has the hard s (or z) sound.
22. g has the hard g sound at the end of a word.
23. A root word is the original word, or the word that we begin with. A suffix comes at the end of the word to make a new word.
24. Divide a long word between a root word and a suffix if the suffix has a vowel sound.
25. A long word may be divided between double consonants. The two consonants will keep the first vowel short.
26. A long word may be divided between a vowel and a consonant. A vowel at the end of a syllable is usually long.
27. A long word may be divided between two consonants that are not alike.
28. When a root word ends with a single consonant and the vowel is short, the consonant is usually doubled before adding a suffix beginning with a vowel.
29. When a root word ends with a silent e, the e is usually dropped before adding a suffix beginning with a vowel.
30. A prefix comes before a root word to change the meaning and make a new word. Some prefixes that we often use are a-, al-, be-, en-, and un-.
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Suzanne in ID
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MNMommy
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| Posted: Jan 12 2013 at 8:29am | IP Logged
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I, too, use dictation. Beginning in 2nd grade my kids do cold dictation daily, and it has been very effective for my oldest two. Like I'm sure PPs posted, dictation is active rather than passive. When the kids are unsure how to spell a word, I teach them how to puzzle out the spelling working with syllables, vowel combinations, suffixes, etc.
I use the free Modern Spellers from Google books. Here's the Fifth Year book.
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Jennifer
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Bethany
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| Posted: Jan 12 2013 at 4:16pm | IP Logged
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Thank you all!!
I have Spelling Wisdom and Sequential Spelling. I think I will go back to Spelling Wisdom and dictation, she seemed to like that idea best. I think we may have tried it too early before. The work on my end is consistency .
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Bethany
Wife to Mike, Mommy to Amelia (6/02), Sarah (10/03), Martha Grace (10/05), Rebecca Anne (12/07), Laura Catherine (3/10) and Reed Michael 7/4/14.
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Bethany
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| Posted: Jan 23 2013 at 2:02pm | IP Logged
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So, I was really looking around for ideas to help my 2nd DD's reading. Another sore spot and came across this. I really like the looks of it because it combines dictation and copywork with the phonics rules, which I think would be very helpful.
Any thoughts?
We have been slowly working through Spelling Wisdom. I think we're only on lesson 3 at this point. She just doesn't seem to have the vaguest idea where to even begin on a word she doesn't know. We'll just keep moving along.
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Bethany
Wife to Mike, Mommy to Amelia (6/02), Sarah (10/03), Martha Grace (10/05), Rebecca Anne (12/07), Laura Catherine (3/10) and Reed Michael 7/4/14.
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SuzanneG
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| Posted: Jan 23 2013 at 3:04pm | IP Logged
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This is for a different child than in your original post, correct? So, she's the 9 year old? And, are you looking for ways to help a struggling-reader 9 yo?
Quote:
| We have been slowly working through Spelling Wisdom. I think we're only on lesson 3 at this point. She just doesn't seem to have the vaguest idea where to even begin on a word she doesn't know. We'll just keep moving along. |
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Is this for the 10 yo?
Know how to spell it or know how to pronounce it? In either case, it doesn't matter....b/c you are reading through the passage first, then she can try, then you read it again. You focus on any words she can't pronounce, can't read or doesn't know what they mean. Point out that there is a captial letter and a period. That's it. Then ask her to copy the sentence. Circle the words she thinks she can't spell already. If she circles everything, then you may be working on that passage for three weeks or longer, which is totally fine.
As far as helping her SPELL the word, can someone LINK to the "visualization" technique ? I'm out of time right now, and can't remember where it is...it may even be IN Spelling Wisdom or on Jen's dictation post....it's out there somewhere. Start with that technique and then move on from there once you figure out where her challenges are with doing that.
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Suzanne in ID
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Mom of 7 (Girls - 14, 12, 11, 9, 7 and Boys - 4, 1)
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Bethany
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| Posted: Jan 23 2013 at 3:22pm | IP Logged
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Sorry that wasn't clear Suzanne. That would be for the struggling speller (10 yo). My struggling reader (9 yo) is totally seperate. I was looking around for ideas to help my 9 yo and came across that item, which looked promising for the 10 yo. So confusing. We can talk about the 9 yo though because the 7 yo is starting to pass her by in reading and that will not help the family harmony.
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Bethany
Wife to Mike, Mommy to Amelia (6/02), Sarah (10/03), Martha Grace (10/05), Rebecca Anne (12/07), Laura Catherine (3/10) and Reed Michael 7/4/14.
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4Real Forums : Language Arts Come Alive
Topic: Does this exist?
