148. I would like to explore the concept of better spelling. I agree about the problem with the English language. Our own kids cannot spell even in high school. How can we change this? I am constantly looking for ways to help my students improve in this area.

So long as we listen to, speak, read and write ENGLISH as it is spelled NOW, we will have spelling problems.  Now, here is a suggestion: Keep your English words organized into three basic categories --each category on a different side wall in your classroom:

SIDE WALL #1: Organize English words by MEANING categories so that, in looking up a word to spell, the student can look at the category and find the word s(he) needs to spell. For example, Category: vegetables, word: onion (within this category)

SIDE WALL #2: Organize English words by WORD FAMILIES, that is, words with similar spelling patterns representing the same combination of sounds. For example, Category: bear, pear, wear; Category: ear, hear, beard, dear, near, rear; Category: beer, steer, peer; etc.

SIDE WALL#3: Organize English words by homonyms and homophones, where the meaning determines the pronunciation of a word. Examples: tear / tear; or fair / fare / ; or read / read - red, etc.

You do not need to literally put the words on the walls, however, English words MUST be organized for students to learn them in some fashion. And, of course, "phonics rules" is the LEAST effective way. The more students see PATTERNS, similarities, associations, the better they will remember words.

 

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net