Four years ago, I was a fresh face in the Structured Word Inquiry group, and had just had my first workshop with Peter Bowers, so I jumped in with both feet, using Pete's book Teaching How the Written Word Works as a primary resource. It was (and is) a good way to get started--to introduce the matrix and word sums, to introduce the 4 questions (see earlier post), and to teach the 3 suffixing conventions. There are also other activities that got me up and running as I learned the unfamiliar, yet enticing way to teach spelling and enrich students's vocabulary.
All was well for a while. This now-6th grader learned those basic concepts and moved on to other areas of the curriculum. However, he is again curious about those new "long words" that have crept into his vocabulary that he struggles to spell on his own. I believe he had reverted to approximating the spelling of these new words in his writing and lets spellcheck do the rest. Today, I shared one of my blog posts about the base <oxy>. He was engaged in a way that showed he was ready to learn more. This is one of the reasons I've created this blog--to have a resource that captures those moments with students and allows me to share my journey with others.
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