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Stareway To Spelling has been designed to work well with qualified teachers, classroom assistants and parents. Indeed it is a feature of all Keda Cowling's literacy manuals that any literate person can become a tutor by following the instructions that are integrated with the exercises.
By it's nature, teaching spelling is a much more difficult process than teaching reading. However, the instructions in the manual, when followed precisely, have been proved to work successfully in extensive trials. We have deliberately presented these instructions in a gradual manner, so that both the student and the tutor learn the procedures required as they are introduced.
Some tutors like to 'see' and understand the entire process before starting the course. We must emphasise that this is not necessary. If you take a day at a time and follow the instructions the manual will produce results. You might feel more comfortable by considering the next stage when looking at the instructions for the current lesson, but there is certainly no need to try and understand the entire process before commencing with the exercises. Our analogy here is that, when attempting a recipe for the first time, you would not normally spend excessive hours agonising over the flavour of the finished dish. You would simply follow the instructions. Then, with regular repetition, the method for a favourite dish soon becomes automatic. So it is with Stareway To Spelling. Repeating the procedures as you progress through the book will soon allow you to understand how the procedures fit together. Remember that, the manuals are designed to show anyone how to teach spelling, as well as teaching students how to spell.
Having said all that, we are aware that some tutors must fully understand the methods before they feel confident to start the tutoring process. To this end, we have provided a typical example of the first few days teaching with Stareway To Spelling to assist in imagining how all the procedures involved fit together.
The guide follows a typical student 3 days a week commencing 4th March. After studying this example, the lesson schedule below, and the introductory pages in the manual, please feel free to e-mail us with any of your concerns (using the form below if you wish).
Please note that this guide only covers the first 6 days at the moment.
It is expected to be completed before the end of May 2003. Please check back soon. If you need to know immediately it is available, or if you have any other questions, then please tell us, using the quick message form.
STAREWAY TO SPELLING LESSON SCHEDULE
Lessons should last for approximately 20 minutes.
Lesson 1
- Sentence dictation for most used words (MUW) 1-50 (P.18).
- SUS3 reading MUW 1-50 (P.24).
- SUS3 reading MUW 51-100 (P.25).
Lesson 2
- Sentence dictation for MUW 51-100 (P.20).
- SUS3 reading MUW 1-50 (P.24).
- SUS3 reading MUW 51-100 (P.25).
Lesson 3
- Spelling List Test MUW 1-100 in an exercise book (P.27).
- SUS3 reading MUW 1-100 - if necessary (P.24/25).
Tutors only: after the lesson, tutors need to: -
- Transfer the negatives from MUW 1-50 List Test (P.27) to the marking page (P.29).
- Underline the errors in sentences (P.18) and transfer any additional negatives to the Marking Page (P.29).
- Transfer the negatives from MUW 51-100 List Test (P.27) to the Marking Page (P.29).
- Underline the errors in sentences (P.20) and transfer any additional negatives to the Marking Page (P.29).
- Choose 6-8 negatives from the Marking Page (P.29) and write them on Row A of a RAWS spelling form. Copy the same words onto the first Spelling Dictation Box (P.30).
Lesson 4
Tutors only: prepare for the RAWS process by consulting the Word Guides (P80-83) and the Golden Rules (P.78-79).
- SUS3 reading MUW 1-100 - if necessary (P.24/25).
- Follow the first RAWS process (P.32-33).
Lesson 5
- Complete RAWS process (see Mark the Spelling Form P.28).
- SUS3 reading MUW 1-100 - if necessary (P.24/25).
- Section 2 sentence dictation MUW 101-150 (P36).
Tutors only: choose 6-8 negatives from the Marking Page (P.29) and write them on Row A of a RAWS spelling form. Copy the same words onto a Spelling Dictation Box (P.30).
Lesson 6
Tutors only: prepare for the RAWS process by consulting the Word Guides (P80-83).
- SUS3 reading MUW 1-100 if necessary (P.24/25).
- Follow RAWS process (P.32-33).
Lesson 7
- Re-test the positives from the Marking Page (P.29).
- Complete RAWS process (see Mark the Spelling Form P.28).
- SUS3 reading MUW 1-100 if necessary (P.24/25).
- Sentence dictation MUW 151-200 (P.38).
Tutors only: choose 8 negatives from the Marking Page (P.29) and write them on Row A of a RAWS spelling form. Copy the same words onto a Spelling Dictation Box (P.30).
Lesson 8
Tutors only: prepare for the RAWS process by consulting the Word Guides (P80-83).
- SUS3 reading MUW 1-100 if necessary (P.24/25).
- Follow RAWS process (P.32-33).
Lesson 9
- Re-test the positives from the Marking Page (P.29).
- Complete RAWS process (see Mark the Spelling Form P.28).
- Re-test the positives from the MUW 1-50 List Test (P.27) and add any new negatives to the Marking Page (P.29).
Tutors only: choose 8 negatives from the Marking Page (P.29) and write them on Row A of a RAWS spelling form. Copy the same words onto a Spelling Dictation Box (P.30).
Lesson 10
Tutors only: prepare for the RAWS process by consulting the Word Guides (P80-83).
- Follow the RAWS process (P.32-33).
Lesson 11
- Re-test the positives from the Marking Page (P.29).
- Complete RAWS process (see Mark the Spelling Form P.28).
- Re-test the positives from the MUW 51-100 List Test (P.27) and add any new negatives to the Marking Page (P.29).
Tutors only: choose 6 words form the Marking Page (P.29) plus 2 Paired Words (e.g. of/off from P.28) and write them on Row A of a spelling form. Copy the same words onto a Spelling Dictation Box (P.30).
Lesson 12
Tutors only: study the teaching guide (P.72-75) until you understand how to deal with Paired Words. Prepare for the RAWS process by using the Word Guides and the Paired Word Guides (P.76-83).
From this point on, try to alternate lessons between following the RAWS process and a marking lesson, with at least 24 hours in between.
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