Shalom Ranch Ministries

Notes for Writing Road to Reading

Please note that these notes were prepared for personal use and are not in any way considered the official guidelines to WRTR. I would suggest that you print them out, lay the different lessons side by side in order to identify where the lessons integrate with one another. For example, take The Spelling Lesson and lay the first paper on the left side of your desk. Take the first paper of the Writing Lesson and lay it to the right of the Spelling Lesson. Now take the first paper of the Reading Lesson and lay it to the right of the Writing Lesson. Follow the same for the subsequent pages.

If anyone has any suggestions on how I could improve the guideline, please feel free to email me at marie (@) shalomranch.org.

Preparation for Reading and Writing p.9

Language Development

Prepare children by reading to them in an interactive manner. Interactive Reading is a technique that The Spalding Method uses throughout their program. Dr. Mary North states, "This technique is an ongoing "check for understanding" which is described in the procedures for teaching each spelling, writing, and reading lesson and demonstrated in every sample dialogue. When applied to the reading lesson, we encourage the teacher to read a classic for enjoyment first, then go back and analyze the story for attributes of literature (precise language, emotional appeal, ect.)." The book "Straight Talk About Reading" by Susan L Hall and Dr. Louisa C. Moats offers this advice on Interactive Reading for your preschooler:

With this method you:

• pause periodically and ask open-ended questions
• expand on the child's answers
• suggest alternative possibilities
• pose progressively more challenging questions
• (I also: help the child define words that he doesn't know)

Phonemic Awareness p.9

Spalding suggests listening and responding to rhymes in addition to having the parent say a word like me, holding up two fingers and saying /m/ /e/ while pointing to each finger, and have students say the sounds. Parents must make sure that each child hears the individual sounds in each word.

Pre-writing Skills p.10-11

• Have children start learning their letters by using sand tray, coloring, cutting and drawing circles starting at 2 on the clock.
• Teaching them halfway, tall line, short line, midpoint and how to mark midpoint.
• Introduce 3-4 phonograms per day. See p. 39-42 for ways to review.
• Explain top line, base line and midpoint.
• General Handwriting Rules p.18
• Six Features Used to Form Letters p. 18

Introducing Phonograms p.19

• Show phonogram cards
• Say sound precisely
• Have children repeat the sound precisely
• Model writing each phonogram on the board and precisely explain how it is formed. Guide as children say the sounds and repeat the directions of how to make the letters.
• See the individual phonogram cards and pp 23-26 for script. See p. 28 for questions to ask to help children remember directions.

Teach clock letters first. P.19-21

Teach line letters as soon as children are adept at starting clock letters far enough from the preceding letter to make the circle and are able to begin each letter at 2 and go up and around the clock. P.22 See pages 23-26 for precise scripts.

Introduce first 26 showcards. P.21

After initial introduction, have children practice writing the phonograms across the page to develop ease of formation and correct spacing between the clock letters.

Teach spacing of both kinds of letters (letters that begins at 2 on the clock and letters that start on the line) by dictating the alphabet, saying only each letter’s sound(s). Teach the child that some letters need to be started further over, so as not to crowd the first letter. Teach them to plan it out. Ask them, “Where should /b/ start?” (Say the sound, not the letter name) Demonstrate how starting in the same place for each letter would cause some to be crowded and others to be too far away. P.27

As children learn single phonograms, teach them to articulate the directions.

Phonogram Daily Practice pp.39-42

Two ways of practicing:

1. Oral Phonogram Review: children read the sounds from the cards.

• practice for 2-3 minutes several times per day
• introduce 3-4 phonograms per day and practice all previous
• after a couple of days sort two piles: those that children say accurately and those that children mispronounce or don’t know: review daily those that children have difficulty pronouncing in oral phonogram reviews and those they have difficulty spelling in written phonogram reviews. Periodically review the phonograms that students have mastered to develop and maintain long-term retention.
• after children know phonograms: practice for accuracy and how phonogram placement affects pronunciation and spelling. See phonogram cards for specific information.

• while the first 26 phonograms are being introduced, children should write them across the page to practice correct spacing.
• As soon as two-letter phonograms have been introduced, students should write them in columns down the page.

Immediate Feedback: while children are reviewing written phonograms give them immediate feedback by writing each phonogram on chart paper as you go through the list in order to confirm and reinforce.

Delayed Feedback: as children become more familiar with phonograms, wait until review is complete and then write phonograms on chart paper to confirm and reinforce.

Teach following routine:

1. Fold the paper to form two columns
2. Say and write each phonogram
3. Draw a short horizontal line in place of an unknown phonogram
4. Look at the parent after writing each one
5. Move to the second column when directed
6. Use the crease to line up the second column

Practice:

• writing on base line
• relative size of tall and short letters
• children explain letter formation
• have children analyze their best letter and put a star beside it
• have them explain why they picked the ones they did (they should state the description of how to make the letter)

Teaching Spelling Using Phonograms and Rules p.42-44

Spelling Rules are found on pages 222-225.

Primary Spelling/Vocabulary Notebook (Sample pages are on pages 228-234) Writing the Extended Ayres Word List is begun on page 1 of the primary notebook after children have learned the first forty-five phonograms and have developed fine motor skills. Notebooks are usually started about midyear for kindergarten children and after three to four weeks for first-grade children. See page 49 and172 for script.

Note: Spalding Marking System is on pages 44-45.

Preparation for Dictation in the Spelling/Vocabulary Notebook p.46-48

While children are mastering the first forty-five phonograms, write Ayres words in sections A-G on chart page or the board to teach the following terms, concepts and rules needed to begin spelling dictation:

• Syllables: are the rhythm or beats we hear when a word is spoken.
• Vowels
• Consonants
• Underlines
• Numbering
• Brackets and Braces (Brackets are used for manuscript and braces for cursive writing)
• Rules (including marking system) describes using fingers in teaching
• Spacing between syllables

Dictation in the Spelling/Vocabulary Notebook p.48

The purpose of spelling dictation is to develop independent thinkers who understand the structure of the language and, therefore, apply the phonograms and rules to spelling and reading words automatically. The children now put into action all the features they have been practicing in Preparation for Dictation in the Spelling/Vocabulary Notebook. See page 48 for further instruction and page 50-51 for script. Also see page 229 for sample page.

After Dictating Words

After you have finished dictating all the words, read them two ways. First read for spelling and then, read as you normally would for reading.

Go over Important Point to Remember p.51-53. Include difficult phonograms in the daily oral and written (pp.39-42) phonogram reviews just prior to the dictation lesson in which they will be used. Each day after the initial dication lesson, start with a written quiz, dictating the previous day’s new words in a changed sequence.

Vocabulary development or detailed rule explanations are taught in the integrated Spelling and Writing lesson rather than during dictation. P.51

Teaching Language Rule Application pp.53-72

Rule application helps children develop analytical thinking skills.

Rule application is taught in two ways:

1. by applying rules to words in the Extended Ayres Word List and
2. by writing words that illustrate rules on intermediate notebook rule pages

(Primary students learn these lessons on chart paper or the board)

Rule pages are the only place where the red pencil is used. These pages become their reference for the phonograms and the rules of spelling and pronunciation.

Primary (and Intermediate) Spelling/Vocabulary Notebook

Most of the following directions are for the primary notebook, but the intermediate directions can be found on the same pages. See also pages 84-85 for additional information about rule application.

After having taught students a rule, give them two or three words that illustrate that rule, have them write the spelling word, mark it, and orally or in writing explain how the rule applies to that word.

Rule Page 1 (Rules 1-7). Spelling Rules are found on pages 222-225.

After primary children have learned the first forty-five phonograms (see pages 213-218), systematically introduce and write each section of rule page 1 on chart paper or the board. See p. 53 for older grades. See pages 54-57 for directions and script.

Rule Page 2 (Rule 8)

Before primary children write the word over in sections A-G start rule page two. The word over is found on page 259. See pages 58-59 for instructions.

**Written Sentences from the Writing Lesson (pages 86-89) should be started in between these two rule pages and after children have written A-G section words in their notebooks. Refer to ** in the Writing Lesson.

Rule Page 3 (Rule 9 and 10)

Teach primary children rule 9 just before writing the first derived word in the notebook (setting in section K p.287 of the Extended Ayres Word List). See pages 60-63 for instructions.

Rule Page 4 (Rule 11)

Teach primary children rule 11 before they write coming from section K p.287 of the EA Word List. See pages 63-64 for instructions.

*** In the Writing Lesson the parts of speech are taught beginning with section L. Refer to *** in the Writing Lesson.

Rule Page 5 (Rule 12)

This spelling rule is taught to primary students as needed to spell Ayres words. For grade two, write the column headings ie, cei, and ei says “a” on chart paper or on the board. Add words containing these spellings as needed, beginning with field in section L on page 295 of EA Word List. See pages 65-66 for instructions.

Rule Page 6 (Rule 13-16)

These spelling rules are taught to primary students as needed to spell Ayres words. Write ti, si, and ci on chart paper. Add words containing these spellings as they are met, beginning with the word question in section N page 308 of the EA Word List. See pages 67-70 for instructions.

Multiletter Phonograms (Notebook Page 7)

For primary children, write multiletter phonograms on chart paper, an easel, or the board when introduced. Have children occasionally read the phonograms from the chart as an alternative form of practice. Have children participate in practice activities on page 71.

Additional Phonograms (Notebook Page 8)

Students in grades four and above write additional phonograms on page 8 of their notebooks (see pages 250-251). See pages 71-72 for instructions.

Integrated lesson plans should be done once a week with diagnostics being done as preparation.