![]() It’s not phonetic based however, and I suspect that’s the deal-breaker for many. SS mixes single syllable and multi-syllable words from very early on. And it’s true that our kids need the practice on these early lessons I would just hope that there is ample time, practice and focus spent on that last step of applying all you learned in the bulk of the program (short words) to multi-syllable words.Īgain, the only program I’ve seen that doesn’t take this approach of starting with “short words” (seeming baby’ish to older kids) is Sequential Spelling. That’s why so much time is spent on the “easy” and short words. ![]() She follows up the comment by (bascially) saying that it’s only when students learn the hows and the WHY of these short, “easy” spelling words that they be able to apply it to multi-syllable words. ![]() The remark was something about older students questioning whether the program is too easy (I’m paraphrasing… but that was the general thought) I found that remark interesting and it reminded me of what you said about your son. To the OP – I noticed at the end she mentioned that some people wonder whether learning spelling via “short” and “easy” words will be a turn off for older struggling students. (I watched the one on the curriculum in general, not the words list video) Impressive! That appears to be one very well put together curriculum. Wow – just watched the video for logic of english. Lishie’s idea above could work here too…you could put the “word book” words into the spelling city program and he could do a word find game on them… the word book showed me that this was a pattern/habit for him, so then became easy for me to “quiz”… Every once in while I pull out the word book, hand out a whiteboard marker and quiz them on these words on our white board (talk about a spot test!) I am so “mean” that lately I’ve even been quizzing eldest on his “word book” words while we’re on the chair lift together waiting to get up for skiing! Keeping this “word” book was an easy way for me to keep track of the “common” errors (he was often forgetting to drop silent “e” before adding ing…. I try to have my boys at least look through their word book once a week. I also make a note of words spelling incorrectly in written narrations and keep a “word book” of these. The patterns are unusual, but they work - they are a really different way of driving home spelling. We now do this program Monday, Tuesday, Thursday, Friday, Saturday (I don’t want 2 days off in a row). The only one that has worked for us (to solve that particular problem mentioned….and REALLY make the spelling stick) is Sequential Spelling. My sons were passing the list tests and then 3 weeks later spelling the words from that list incorrectly. But within a short time (8 lessons) I saw what I see with most “list” programs. I REALLY wanted to love Phonetic Zoo I truly hoped it would be the solution for spelling for us. But FWIW, at one point we were trying combintations of Phonetic Zoo and Sequential Spelling. My boys are a bit younger than yours….aged 9.5 and almost 11.
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