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Return-Path: <firstname.lastname@example.org> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j0KCJOn21991; Thu, 20 Jan 2005 07:19:24 -0500 (EST) Date: Thu, 20 Jan 2005 07:19:24 -0500 (EST) Message-Id: <email@example.com> Errors-To: firstname.lastname@example.org Reply-To: email@example.com Originator: firstname.lastname@example.org Sender: email@example.com Precedence: bulk From: "Katrina Hinson" <firstname.lastname@example.org> To: Multiple recipients of list <email@example.com> Subject: [NIFL-ASSESSMENT:867] RE: spelling - I'm shocked! X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.1 Status: O Content-Length: 4943 Lines: 115 I haven't read the whole exchange yet, but I'm actually surprised there is so LITTLE emphasis on good spelling. Spelling well is an integral part of good written communication, and I hate to hear the excuse about "spell check" on computers. I've taugh ABE, ESL, AHS and GED classes and the majority of my students have awful spelling skills. Not only that, teaching them to use a dictionary is like introducing them to a foreign language, but is absolutely necessary so that they can learn to correct their spelling errors. However, from my own experience, that's not the first place to begin; I actually have to begin with the common spelling "rules" for lack of a better word, some of which my students haven't heard. I have 2 children of my own in public schools here in my state, one in the 7th and one in the 5th and I can honestly say that my 5th grader gets more "spelling" practice than my 7th and even then, I end up having to correct their spelling errors when they write and when they speak. I keep having to tell my 12 year old that there is no such word as "tooken" because she often inserts it into her conversation when she really means "taken" Spelling, as well as good foundational grammar skills, are often NOT taught or emphasized in schools any longer, not just in an ABE classroom but also in a 'traditional' classroom. The focus, at least from where I sit, is all about testing and information for their test. IT may involve a smattering of spelling or grammar but by no means is it enough. That's obvious to see when employers in the US often complain that their employees cannot write or communicate well in the written form. Perhaps I see this is as a huge "lack" in classrooms becuase of my background in English - perhaps because I see everyday the way my students struggle to graps the very basic rudiments of good spelling and grammar so that when they write a letter to their own children's teachers, those letters show someone who is educated versus someone who can be considered uneducated. I see students struggle to write simple sentences because every word they write, they are spelling phonetically instead of correctly which becomes a barrier that hinders them from progressing. I'd say there isn't enough emphasis on spelling and that it doesn't start in the ABE classroom but way before they get to us. I think that's one reason it's very important to identify just what students do know in terms of spelling mechanics. I also think it's a shame that there isn't more adult oriented vocabulary material. There is a ton available for ESL students but I have a really hard time finding material that I can use with my GED/ABE students that is appropriate for them. I think the spelling is important, along with the grammar, and both are important components of understanding just where some adult students are in their learning process. Regards Katrina Hinson >>> firstname.lastname@example.org 01/20/05 3:09 AM >>> Hi Karen and everyone, Pardon! But I'm so surprised that there seems to be so much emphasis on spelling in some of the materials in the diagnostics that I've seen. In another email, you also explained a tool or process that uses incorrect spellings as a diagnostic, but that those misspelled words make their way into the classroom teaching. I feel like we do very little spelling work here in the U.S. in ABE. I have worked a lot on spelling when the students don't know how to write (we would do invented spelling and stuff like that, and play spelling games). Also, at high levels I would always note where there were mistakes but it was up to the student to find the correction. How about others here in the U.S. and anyplace else in the world? I may be way out of the spelling loop and so I'd love to hear from others. marie cora Moderator, NIFL Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ email@example.com -----Original Message----- From: firstname.lastname@example.org [mailto:email@example.com] On Behalf Of HthKar@aol.com Sent: Sunday, January 16, 2005 11:28 AM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:861] RE: [NIFL-ASSESSMENT:848] Re: Skills Discussion fro Here are some examples from the initial assessment. Well over half the marks are for spelling, and a level is assigned on the basis of a cut score: Circle the correct spelling to answer questions 63-66 Be careful, the _________ is boiling hot (ketle kettel kettle kettal) The child fell in a huge (puddel puddle pudel pudle) (No prizes for guessing which of these items comes from a 'family' version for parents and carers!!) One word in each sentence is spelled incorrectly. Write the correct spelling of the word in the box to answer questions 67-72 69 She had to take both children shoping 71 The sond of the school bus outside woke him up.
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