Back to Part 2: Writing
SPELLING SCRIPT 1: ONSETS, RIMES, ENDINGS, AND CAPITALIZAION
(Spelling Script for Teachers)
Closed Rimes, Section 1b
Closed Rimes, Section 2
Spelling Script 1, Section 3
Consonant Pairs
Ending Consonant Blends
Beginning Consonant Blends
Spelling Script 1, Section 4
Open Rimes
Consonant Letter Names
Magic E Rimes
Spelling Script 1, Section 5
Vowel Pairs
R, L, and W Control
Tricky Closed Rimes
Spelling Script 1, Section 6
Word Endings
Spelling Script 1, Section 7
Alphabet and Capitalization
A beginner should have been scribbling for some time, but a few may not have developed the fine motor skills sufficiently to write the letters with a pencil. For them I suggest you write the words in sand in a large pan such as a rectangular foil lasagna pan. Write with your finger and have the child trace and later write the letters with his finger. Later you both can switch to using the eraser end of a pencil. After that becomes comfortable for him, you can switch to paper and pencil. If you use regular notebook paper, start by using two line spaces for one line of writing. Make the short letters like "a" come up to the first line above, make "f" and "t" come up a little above the line, and make the tall letters like "b" come up almost to the second line above.
Before starting these exercises review how the speech sounds are formed by going to Articulation of Speech Sounds. Also review the formation of continuous-stroke, slanted style print-script by going to ABC's.
If you are giving remedial help, you might try dictating the keywords for him to spell until he makes an error and then following the instructions on the sentence and "plus" words.
At the beginning do not refer to letter names even though the learner may know them. Refer only to sounds. When you model sounds, avoid attaching the /uh/ sound. "Stutter" the explosive consonant sounds and have the learner do likewise. For example, for the sound represented by the letter b say /b-b-b/ rather than /buh/. Hold other letter sounds. Say /m---/ rather than /muh/. Use the manuscript style that is taught in the child's school.
After the first challenge, the tutor may paraphrase or abbreviate the instructions. Do not read aloud the italicized material enclosed by brackets.
Provide the learner with a loose-leaf notebook containing some lined sheets to serve as "My Word Book." The first page will be a hard copy of Basic Keywords. The added lined sheets can be used for such things as his problem spelling words and new vocabulary words, which should include their definitions and sample usages.
I suggest the "word hat" idea to make the lessons more interesting for the child learner.
For the suggested Word Part Rummy game, you will need to go to a stationary store and buy a supply of 100 4" x 6" cards, preferably blank. Cut each card into six 2-inch squares. With a black felt pen write the beginning consonant letters and pairs in printscript form near the right edge of the cards. Cut another set of cards into 2" x 3" pieces and write on them the closed vowel rimes starting close to the left edge.
I would love to hear about your experience using these exercises. Please send an e-mail message to me, Bob Parvin: bandcparvinXhotmail.com (Substitute @ for X. I'm trying to hide my address from spammers.)
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