祝孩子们天天健康快乐！

标题: 告诉你一些很多phonics教材存在的问题---兼谈SWR [打印本页]

作者: 瑜珈 时间: 2011-12-22 16:02
标题: 告诉你一些很多phonics教材存在的问题---兼谈SWR
本帖最后由瑜珈于 2014-9-20 14:59 编辑

2014年9月记：

我在这楼里介绍的spell to write and read (SWR) ，目前仍只有全英文教材，对一般家长来说，困难很大，请慎重购买。

如对这楼里介绍的方法感兴趣，请继续到这里了解我写的中文教材：

http://www.etjy.com/forum.php?mo ... &extra=page%3D1

phonics学习现在确实是一个热门话题，教材也是五花八门，种类繁多，我曾买过三种教材，第三次买到的spell to write and read (SWR) 才让我认识到，什么才是可靠的、全面的、有逻辑性的phonics。作者Wanda Sanseri 列举了一些其它教学法的不足之处，慢慢贴来。

(1) Bogus Rules

Some teach the cute sounding rule, "When two vowels go walking the first one does the talking." In other words, if we see two vowels together, the first one will say the name of the letter and the second one will be silent. (OA = /O/). Back in the '70s, I felt excited to learn this rule. My students marked page after page of words that illustrated this principle. The concept worked when we did screened worksheets, but in real life the rule failed repeatedly. I discovered why. The "two vowels going walking" rule works only 27% of the time. It only works consistently with oa, oe, ee, ay, ai. It never works with eu, ew, oy, oi, aw, au. It could, but usually does not, work with ey, ei, ou, ow, oo, ie, ui, ea, ear.

The effective way to deal with vowel pairs is to teach each vowel team as a separate phonogram that the student recognizes instantly by sound. Our goal should be to establish the most instant response between the symbol and the sound, not to waste time with unfruitful mental gymnastics.

A student can be taught all the sounds that EA regularly makes. Such a student is prepared for EA to say /E/ in bead, /e/ in head, /A/ in steak, and /er/ in learn. A student who learned the Two Vowels Go Walking rule might stumble over words like head, steak, and learn. People conclude, because of bogus rules like this, that English is so complex and is spelled so unpredictably that teaching phonics is useless. They don't understand that the problem is not the language, it is a faulty presentation of the language.

我的评论： "When two vowels go walking the first one does the talking." 这条伪规则在我第一次买的教材《星之升》之中就有，在starfall 这个网站的silly songs里也有，一个只有1/4 符合、3/4都是例外的规则还能叫做规则吗？家长千万别再把这条规则教给你的孩子了。

[ 本帖最后由瑜珈于 2011-12-24 21:27 编辑 ]

作者: pncz 时间: 2011-12-22 16:30
学习一下。不过用“伪规则”是否有点过份。Phonics的规则本来就例外很多的。就以“When two vowels go walking the first one does the talking”来说，给学生说明这条规则主要用在某些组合情况下，而不是所有双元音组合都适用就可以了。以俺极其有限的知识看，全面的有逻辑的phonics似乎还没有面世呢，恐怕也不会面世了，因为本来就不存在。

新人随便说说，还请楼主批评指正并包容不同看法。

作者: 小树叶哗啦啦 时间: 2011-12-22 16:52
标题: 告诉你一些很多phonics教材存在的问题---兼谈SWR
楼主继续，我正洗耳恭听。辛苦了。

作者: javanaise 时间: 2011-12-22 18:36
唉，这规则我一直这么教孩子的呢。

作者: 榴琏 时间: 2011-12-22 18:47
我家也是只读前面一个。把双元音作为一个单独的PHONOGRAM 来记。

作者: 帕兰朵 时间: 2011-12-22 18:50
我家也是只读前一个的

作者: dlli2002 时间: 2011-12-22 20:57
跟着学习，我家也是这么教的呀

作者: 瑜珈 时间: 2011-12-22 22:19
(2) A Cluttered Code

The ideal way to teach a complex subject is to identify the most essential core parts. The phonograms and rules (my magic cards) are the consistent components to a proper understanding of English. Elevating blends to the level of the phonograms adds needless complexity and creates unnecessary confusion.

   A blend is made by running together the sounds of two or more phonograms. For example, if we quickly say the sound of the B plus the sound of the L we have the blend /bl/. A student who knows the individual sounds can easily combine them for the blend. Contrast BL with the phonogram PH. Together P and H can represent /f/, a sound distinctly different from the sounds these letters would make being blended together normally.
   The idea of blending can and should be taught with spelling words, but presenting blends in the same way as phonograms weakens the core foundation. If we teach blends in isolation, we add 76 or more unnecessary units that water down the essential foundation.

我的评论：很多教材都有这种现象，星之升、phonics pathways 都是，这两本教材涉及的字母及字母组合有150个左右（我不称之为音图，因为有一半的组合并不是音图，只是两辅音的blends)。  并不是说给出的组合越多的教材，就是越全的教材，它反而将最本质的东西给淹没了。

         诸如bl- fl-  pl-  gl- cl- sl- sm- sn- st- sc- sk gr-  fr-...............这类的东西根本没有必要列出来单独学习，理由为上段中蓝色标记的文字，甚至会造成不必要的困惑。比如sc-，以音图方式展示读音/sk/，在遇到science, scissor,scent, scene...时怎么办。

[ 本帖最后由瑜珈于 2011-12-22 22:30 编辑 ]

作者: 我爱飞飞 时间: 2011-12-23 18:31
标题: 回复 #6 瑜珈的帖子
看你提到的这些具体的东西的确不错。

我一直对phonics不是很重视，就是因为觉得那些rules所能覆盖的东西不多，还有许多是规则之外的，所以从来都是丢给学校老师去操心这个，自己没管过孩子的phonics学习的。

直到老虫要开speedy reader课了，才对这个问题相对有点兴趣，但这个兴趣也仅限于希望孩子见到多音节的词也能正确识读而已。

看你怎么说，似乎SWR能很好的解决规则不管用的问题~~~
如果是这样的话，那么，花点时间学学这个，应该还是值得的。

作者: 瑜珈 时间: 2011-12-23 19:23
(3) A Backwards Focus

We need to train the eye to move from left to right in reading English. Some systems try to group words by word endings, or rhyming patterns. Activities include reading a series of words by simply changing the first letter: day, may, pay, ray, say. This misleads the student to expect words that look alike to sound alike.

English is built from phonogram units, but cannot be consistently organized by appearance. Many words that sound alike are spelled differently (rowed, road). Likewise, numerous phonetically reliable words sound different but look alike (timber, climber/ rose, lose/ home, some/ to, go/ have, cave/ put, but/ pant, want/ are, care/ both, cloth/ hat, what/ etc.).

   Students who expect all look-alike words to sound alike will stumble over words like gas, has, was. The letter S and the letter A can represent more than one sound. Has and was are not irregular. One or more of the phonograms use a predictable alternative sound: gas = /g-a-s/; has = /h-a-z/; was = /w-ah-z/.

Focusing on the final rhyme confuses eye sequencing from back to front, a problem with dyslexia. Organizing by rhyme burdens the mind with an unnecessary overload. English has over 1260 rhymes. It is better to teach 70 phonograms than to memorize a multitude of unpredictable rhymes. While heard and beard appear irregular in so-called "word family" programs, these words are regular in a phonogram based program. (Beard uses four phonograms /b-ea-r-d/. Heard uses three phonograms /h-ear-d/.)

我的评论：这个说的就是所谓的word family法。很多一开始教-at的，看看这一组，hat , what，这个what怎么不一样了呢？  pant, want， ant怎么又是不同的了呢？这么教的话，孩子的疑惑解不开，把这些列为例外，那例外就太多了，这样的phonics还有什么意义？


[ 本帖最后由瑜珈于 2011-12-23 19:25 编辑 ]

作者: xxjc2011 时间: 2011-12-23 22:00
一直都觉得我所知道的Phonics例外太多，所以迟迟没有教孩子，如果老是有例外，那又何必花时间很精神去记那些规则呢！现在看来，学Phonics用 SWR 会比较好，谢谢瑜珈的介绍

作者: 瑜珈 时间: 2011-12-24 21:36
(4) Misleading Exercises

Phonics ladders are tools to teach blending. The plan is to give a consonant or two and then a single vowel. The student is taught to use the short vowel sound and form new words by adding different consonants.

   This type of exercise is unsound phonemically for two reasons. First, a vowel at the end of a syllable rarely has the short sound.Contrast the words co-ma and com-ma. If a student sees CLO as a separate unit, he should expect the final vowel sound to be OH (as in clo-sure) not AH (as in clock).

   Secondly, if the vowel is not at the end, we need to see the next letter or letters before we can determine the sound it will make. Several simple patterns commonly change the vowel sound. Is it a part of a two-letter phonogram team (OA, OW, OU)? If so, we might read the words as: cloak, clown, clout. Is the vowel sound influenced by a silent final E (clove)?

   Leonard Ayres scientifically organized a list of the one thousand most frequently used words in the English language. With phonics ladders, over a third of this core list of words would appear to be exceptions. With a phonogram plus simple rule base, less than one percent of these words are "rule breakers."

Spelling and reading skills should progress to an instantaneous, almost subconscious, response. This happens by building in the student a second nature instinct for the language. Teaching methods should logically build such automatic responses. Avoid methods that do the opposite. Effective phonics deals with the sounds represented by phonograms and gives a complete, uncluttered, reliable presentation of the code as soon as possible.

我的评论： Phonics Pathways  的一开始就是这种教法，先教了a,e,i,o,u五个短元音，然后教辅音s，在这一课里，就让练习sa,  se, si,  so,  su , 下一课教m, 还是练习ma, me,mi,mo,mu。。。。不过，这本书论坛里虽有电子版，似乎用的人不多。

作者: 瑜珈 时间: 2011-12-24 22:39
(5)  SEPARATING SPELLING AND READING

Dr. Hilde Mosse, an expert in children's reading disorders, proclaimed, "Contrary to the prevailing educational theory, reading and writing belong together; they reinforce each other" (Mosse, p. 14). Typically today, reading is taught first and spelling is delayed as an unrelated afterthought. Children are taught to read /k-a-t/ and spell /See-A-Tee/. While reading utilizes the sounds the letters represent, spelling is taught using alphabet letter names. The two skills seem unrelated.

For all children to understand the magical idea that letters represent speech sounds, the code must be presented as reversible. We should think to spell /k-a-t/ and read /k-a-t/. This is best done by teaching spelling as the foundation to reading, as teachers did in the old days. Students should spell their way into reading. In spelling we analyze the individual parts that make up a word. We teach a child to unglue a word syllable by syllable and sound by sound as he writes it. This is best done by dictation, not by copying. Reading thereby becomes a natural side effect. The student blends back together what he has learned to take apart and analyze.

   The author of The Writing Road to Reading said, "The failings of most of the phonics methods may be summarized in that they neglect spelling and do not teach the saying and writing of the forty-five basic sounds of the phonograms of the language before trying to read" (Spalding p. 27).

我的评论：这个在太多的教材里都存在，phonics pathways里虽然也建议写了，但是是让copy。

从spelling 到reading的这种方法，被称为 The Spalding Method, 著作  The Writing Road to Reading  作者是Romalda Spalding ，是SWR作者的老师，她就是将Spalding的教学内容编写成详细的操作性的教本，写成自己的书spell to write and read .
spalding的官网：http://www.spalding.org/index.php?tname=home

基于spalding method 的phonics教材还有几种，比如这个：PhYesPhonics Program: Reading, Spelling, Writing for English Express 网站：http://teachphonics.com/index.htm 这里有很多信息可以参考，对你了解spell to read这种phonics体系很有帮助。这里提到的Orton Phonograms ，要从 phonogram的历史来解释，从上世纪70年代美国开始phonics教学，一开始只有37个，现在用的70个（或70多个）是Orton、Spalding等人总结的。

Common phonograms have been gathered into lists for use in reading and writing instruction. Wylie and Durrell’s list, published in 1970, contains 37 of them. The Ayres List and Revised Ayer’s List each have more than twice that many. Other examples include the Montessori, Orton-Gillingham, and Romalda Spalding lists.

找到的另外一些资料：
what the heck is a Phonogram ? And who inspired Phonogram Cards?

Phonograms are simply the letter/s and symbols for ONE sound in a given word. Simple Phonics.

Some phonograms are 1, 2, 3, and 4 letters long - they represent the 26 letters and 44 fixed combinations of sounds used in speaking and heard by children when reading.

For example - did you know there are 3 sounds for the letter 'a'?...'Y' has two vowel sounds and one consonant sound...there are six sounds for 'ough'.

Dr Samual T Orton, a world renowned neural pathologist, spent over 25 years researching how the human brain functioned in learning language. He worked with various teachers including Romalda SPALDING, Anna Gillingham, Nina Trub and others.

Their combined findings produced a method using Phonogram cards as a foundational part of teaching children to write, spell and read

Phonograms are an aid for "thinking to spell." Unless we enjoy being wrong a large portion of the time, we should not expect that if a word looks like another, it will sound the same. "May" might sound like "day," - but "heard" and "beard" do not sound alike.

We need to identify the phonograms in a word not just the letters. HEARD has three phonograms /h-ear-d/ and BEARD three /b-ea-r-d/. A true word family is a base word with its derivatives (joy, enjoy, rejoice) and not look alike words with nothing in common (joy, toy, boy, soy) 【这句话还解释了一下究竟什么才是真正的word family, 长得象就能叫family了吗？长得不象但拥有相同基因的，才能叫family的吧】

本次我的评论偏题严重，不过对你了解SWR 会有一些帮助。

[ 本帖最后由瑜珈于 2011-12-24 23:06 编辑 ]

作者: lill455 时间: 2011-12-25 09:42
国内真的买不到这样的教材，郁闷！在想办法吧，唉~

作者: 瑜珈 时间: 2011-12-25 15:17
标题: 回复 #14 lill455 的帖子
正在介绍的SWR教材，国内现在有得买，很便宜，两百元都不要，明年3月将有新版推出。

作者: lvseruhai 时间: 2011-12-25 18:44
等着买这套教材，如果有消息，希望有人能通知我一下。

作者: imlucky 时间: 2011-12-25 18:46
看了，还是不怎么明白。。。

作者: lc4601 时间: 2011-12-25 19:36
对于phonics的关注，来源于几年前瑜珈的帖子。真的很佩服瑜珈，也很感激瑜珈。自己能力不够，看着众多的phonics学习方法，头晕，就选择最简单几条规则，单个字母，常用字母组合的发音，渗透在平时的阅读里面，让孩子反复熟悉。孩子终于走过英语学习的瓶颈，不用我在一旁提醒他的发音，自主阅读加上坚持听mp3，他慢慢悟出一些规律，反过来纠正我的错误，现在是远远走在我的前面。

作者: xxbzh 时间: 2011-12-25 19:56
标题: 一直没有和孩子研究phonics
今年假期打算看看视频。

作者: toucan 时间: 2011-12-26 14:32
标题: 回复 #1 瑜珈的帖子
Know that the “two vowels walking rule” applies only to two vowels, which are in the same syllable and
that syllable must be stressed. Moreover, the rule applies only to specific two vowels, not to any two
vowels next to one another.

不知道为什么非要找一本书，这些规则人家也是找的规律，这种规律不一定非要找一本书，网上资料很多.
就算把所有的规则吃透了，又怎么样呢？学英语的初衷是什么呢？吃透规则？寻找捷径？

作者: 瑜珈 时间: 2011-12-26 19:34
(6) Pokey phonics

Phonics instruction should be first and fast. Some systems take years to introduce the key components to the language. Unnecessarily delaying this vital instruction will force children to invent their own inadequate and unreliable systems.

Fragmenting key information into bits and pieces which are introduced separately over time makes retrieval hard. Instead of teaching only short vowel sounds or long vowel sounds, it is easier for a student to file together in one place of her mind all the common sounds a phonogram can make. A student who learns only the short vowel sound of O will experience frustration trying to read words like open or do. A person who knows from the beginning that the letter O has three possible sounds will not be discouraged that the first sound did not work. She has two other choices on the tip of her tongue to try.

The same concept applies to multiletter phonograms. CH can make three different sounds. Even a retarded or very young child can see CH and say the three sounds it can make. In many programs these sounds are taught separately over a period of years. Students in first grade may have a list of words using CH to say /ch/ as in child. In second or third grade they may have a list of words using CH to say /k/ as in chord. In fourth grade they might have a long list of words using CH to spell /sh/ as in chef. The three distinct sounds are rarely presented together in an uncluttered way.

我的评论：这说的是有些phonics教材将一个音图的几种发音分成几个时段来教，而不是一次性教，以前的帖子中已经多次提到过，不再啰嗦。

作者: StubbornZhang 时间: 2011-12-26 19:54
标记下来慢慢看吧。

作者: 瑜珈 时间: 2011-12-26 20:49
说明一下写本帖的目的，只是给寻找教材学习phonics的家长朋友们介绍一本好教材，至于是不是非得要一本教材（坛子里好几个牛娃没有用过什么phonics教材，就是家长自己看看网上的东西，或者是自己总结出一些，然后教给孩子），是不是非得学phonics，是不是非得认同我说的这本就是好教材，那是各人的选择，相信我也好，不相信我也好，都跟我无关的哈，因为我一不是卖教材的，二不是开培训班的（不管是地面的，还是网络的），不存在为自己吆喝做广告的理由，纯粹只是站在使用者角度来说一本教材一种phonics教学法而已。

至于学了phonics英语水平就会怎么样，这是两档子事，也没有因果关系，根本就是扯不到一块的。还有说学了phonics ,光会读不知道单词意思，学了又有何用呢？这也是两码事，phonics 只解决拼读、拼写问题(好多教材还不解决拼写问题），解决初始阅读问题，至于理解词汇意思和用法，那是别的学习途径去解决的，从来也没人说过phonics解决英语学习的一切问题啊。

[ 本帖最后由瑜珈于 2011-12-26 21:34 编辑 ]

作者: toucan 时间: 2011-12-26 21:14
学习一下。不过用“伪规则”是否有点过份。Phonics的规则本来就例外很多的。就以“When two vowels go walking the first one does the talking”来说，给学生说明这条规则主要用在某些组合情况下，而不是所有双元音组合都适用就可以了。以俺极其有限的知识看，全面的有逻辑的phonics似乎还没有面世呢，恐怕也不会面世了，因为本来就不存在。

新人随便说说，还请楼主批评指正并包容不同看法。

同意上述观点。
我个人觉得:存在问题，以示提醒这让没有认识到不足的人受益，这很好,但是否提醒立场以中立为佳呢?

作者: 榴琏 时间: 2011-12-26 21:33

原帖由 toucan 于 2011-12-26 14:32 发表
Know that the “two vowels walking rule” applies only to two vowels, which are in the same syllable and
that syllable must be stressed. Moreover, the rule applies only to specific two vowels, n ...

这里是讲双元音发音规律，不讲书。哪本书都会提到这个，没什么好质疑的。

作者: Xieno 时间: 2011-12-27 00:00
人对事情都有自己的看法，哪有不偏不倚的中立呢？

到目前为止，中立国除了瑞士，还能数出几个？

就连儿教论坛，我们力求百花齐放，遇到伪科学或者死皮赖脸的奸商，大家还是会痛斥呢！

有观点不可怕，对立也不吓人，只要大家葆有开放的心，敢于面对事实和问题，勇于质疑，就是难能可贵的了。我们在这里多讨论，自己脑子越清楚，孩子就可以教得越省力，这是好事啊！

作者: pncz 时间: 2011-12-27 11:24
标题: 回复 #24 toucan 的帖子
谢谢对俺2楼的评价。

我个人觉得:存在问题，以示提醒这让没有认识到不足的人受益，这很好,但是否提醒立场以中立为佳呢?

前几天打酱油的路上看到这帖在2楼随口说了两句，并没有提醒谁认识到什么的意思。至于立场问题，帖主夸张了吧，俺没想着要反对什么或者赞成什么，不存在立场是否中立的问题，纯粹随口说说而已。如果俺2楼的回帖有什么不当的话，请求版主删除了吧。

今天俺打的酱油是乾坤牌草菇老抽

作者: 瑜珈 时间: 2011-12-31 21:51
最近几天很忙，没来更新，继续继续。。。。。。

13楼讲了SWR的这种phonics教学体系实际上是基于 Romalda Spalding 写的The Writing Road to Reading， SWR是作者在自己的教学过程中逐渐形成的，作者1975年接触并接受The Writing Road to Reading的学习，后来用这种方法教有阅读障碍者和在公立高中教学，1981年在大学跟随 Romalda Spalding 本人学习，四年后又跟随Oma Riggs学习，1986年在Oma Riggs指导下开始研讨班讲课。人们开始问她是如何教自己的儿子的？1986年只有15页的提纲，1989年增长到87页，作为The Writing Road to Reading这本书的补充，书名叫Teaching Reading at Home. 随着时间推移和教学的不断积累，增长到112页，130页，学校也逐渐应用她的内容，书名于是改为Teaching Reading at Home and School, 后来又加上了The Wise guide for Spelling ，书重新命名为Spell to Write and Read. 作者Wanda Sanseri的这些材料成了一个独立的课程体系。从形成进程看，本书就是如何教学的具体化，就是自己教学的记录，所以非常好用，只需跟着指示做就行（后面会用两张样本页说明），就好比学校里老师的教案。

下面是一位SWR trainer 写的比较说明。
文中要用到的缩写：
SWR = Spell to Write and Read by Wanda Sanseri

TRHS = Teaching Reading at Home & School by Wanda Sanseri

WISE = The WISE Guide by Wanda Sanseri; WISE stands for
Words, Instructions, & Spelling Enrichments

WRR = The Writing Road to Reading by Romalda Spalding

What is the difference between The Writing Road to Reading and Spell to Write and Read?

Spell to Write and Read works from some of the same outstanding sources that Romalda Spalding used in The Writing Road to Reading. Both systems draw from the 70 Phonograms (the sound-letter system to the English language organized by Anna Gillingham), the Extended Ayres List (a scientifically normed core list of spelling words), the method of spelling dictation demonstrated by Dr. Samuel Orton, and a general core list of spelling rules collected from different writers in the previous century. Wanda Sanseri has updated these basic tools based on modern computer research. She has organized the Teacher Materials in a user-friendly format and rewritten the spelling rules to make them more precise, lyrical, and complete. She has expanded the instruction to create a fuller and integrated Language Arts program.

作者: 瑜珈 时间: 2011-12-31 22:24
How does Spell to Write and Read compare with other Spalding-inspired programs?

Many homeschool and classroom teachers have been attracted to the concepts summarized in The Writing Road to Reading, but had trouble discerning from the book what to do when. As a result, there are a variety of Spalding-inspired programs on the market today. These have all been written by people who wanted to clarify how to use this effective methodology for teaching Reading and Spelling. All have some merit. All will differ in some ways which will make their various products similar but not necessarily interchangeable. The information presented here is intended to help the consumer understand how the Sanseri system compares with other Spalding-inspired programs, and is in no way meant to discredit the hard and diligent work of the other authors.

* Wanda Sanseri studied directly under Romalda Spalding and Oma Riggs. She has taught in the classroom, has successfully homeschooled her three sons through high school, has tutored children and adults, and has used SWR for teaching ESL. Other programs have been written by people who have never had the same direct opportunities for personal training or who lack the broad spectrum of teaching experiences.

这段让我想起有些人没有好好学习过，也没有多少教学过，就能把自己打造成phonics专家老师开班收钱瞎教别人。

* A simple spelling test helps teachers target the best starting point for the student's instruction, not wading them down with words too easy or discouraging for them with words too advanced. Some of the other programs organize the core words by frequency rather than by difficulty. This shift destroys the scientific value of this type of diagnostic spelling test as an aid to student placement.

今天用这个diagnostic spelling test 给女儿测试了下，用的是TEST 1, 错在第29个词，第28个词对应的grade status为5.2， WISE guide 中的spelling section 可以定位在 section R ,如果寒假能有些时间，就再继续一些。

这个测试适用于已经有基础的同学，并不需要从SECTION A  开始，从而可以灵活地使用。

* The Wise List has added 500 words not included on the Extended Ayres List. The updated list contains 250 high frequency words not covered in the the Ayres classic study in 1915. It also includes words that reinforce neglected spelling rules and many of the most commonly misspelled words. Derivative work has been planned carefully for ease of use. Other programs have shortened the core list or included derivative work that prematurely involves rules not yet introduced.

SWR的spelling list 有2000个，在每部分的enrichment activity  中，还会有前缀、后缀、同义词、反义词、同音词、复合词等等的词汇活动来扩充词汇。

* The Wise List indexes all the rules to all spelling words. A new teacher to the program can place a student in higher level work and still find all the reference she needs to all concepts that apply to a given word. Other programs quickly wean the teacher of helps and cues as to markings and spelling rules. Comments are made such as, "by now you will be able to recognize these ten rules." No further reference will be made to them. This assumption forces a new teacher to start either at the lowest level of spelling words or risk missing some of the most important concepts taught.

每一部分都有详细的教学说明和指导，不管你从哪里开始。

* SWR uses a valuable visual aid to help teachers and students learn the spelling rules. Flash cards provide a visual memory jogger. To our knowledge, no one else has anything similar to our spelling rule cards.

展示给学生看的 spelling rules cards  并不是那些rules 的文字条文，也并不要叫学生来读和背的，而是用非常有趣非常形象的一种方式。

* The SWR Core Materials cover the full range of instruction. Some of the other systems break the materials into different grade levels. A second grade teacher has to buy the first grade level book in order to master foundational concepts not repeated in the second book.

不管你现在处于哪种水平，幼儿园小朋友，还是初中生，都只需要SWR core Kit  ,没有级别之分。

* SWR presents the system in a sequential, step-by-step format so that the teacher understands how to move the student through the program. The teacher can start a student at any point in the Spelling List, see at a glance the preparatory work the student will need, and easily assess the student's progress as he moves along. Some of the other programs have teacher instructions presented topically rather than sequentially thereby giving the teacher the challenge to figure out where to go next.

* SWR provides the teacher with completed copies of all Reference Pages at both Beginner and Advanced levels with thorough explanations for why and how the pages are to be taught. Instructions include tips for customizing the word samples to maximize learning. The explanations of the Reference Pages in some other programs are less clear as to the presentation and purpose of the page.

这种指导太详细了，Reference Pages 在孩子用的本子上都有事先画好的，怎么写这些Reference Pages ，SWR里将老师怎么引导的话都写出来了，你只需照着说就是了。

* SWR treats the phonograms as an aid for "thinking to spell." Other programs have expanded the phonograms to match precise pronunciation. In many cases the schwa has been added in a way that severely muddies and confuses the brilliance of the method. Elaborate and unnecessary explanations have been necessary to support the use of the schwa. A primary focus on pronunciation creates endless variations depending on the region of the country. Spelling is highly uniform within the English language, regardless of the geographical location of the speaker.

这个已经在其它地方解释过好几回了。

* SWR revised spelling rules to improve reliability and easy in recitation. The rewording has been field tested and fine-tuned over the years helping it adapt well to older children or foreigners studying English.

[ 本帖最后由瑜珈于 2011-12-31 22:51 编辑 ]

作者: 瑜珈 时间: 2011-12-31 22:38
购买方便吗？

美国原版的购买不太方便，可是有一个人，2007年得到了作者的授权，在中国印刷教材，并仅在中国以非常便宜的价格出售。一开始看到坛友moremoretea 买到书后贴出的价格，实在是不敢相信啊，这位坛友一再声明是正版，于是为了证实，写信给作者求证，原来看似假的事情却是真的。中国区认证trainer给我写了两封信：

My name is Caroline Huang.  Wanda has forwarded your inquiry about SWR in China to me.  I went on line and saw your post of your daughter’s work.  It is very impressive.  I am in Beijing and we have a group of children your daughter’s age all using SWR.  If you are nearby, you are most welcome to visit us.  I think your daughter will enjoy her visit.

I am a SWR trainer in China.  I have been promoting SWR since 2007 in China mostly in some private school settings.  Since then I have trained over 200 users in China.  Many people know the method as WISE English as well, since that was the name when we first used in China.  But Wanda and I have decided to switch it back to SWR since WISE English has been registered.  Wanda has given me the right to print her basic core kit in China and for a price that is only for sale in China.

If you know anyone who might be interested in learning or purchasing SWR in China please refer them to me.

If you would like to call and chat you are most welcome, please note my contact information below.  I will be leaving for the States for Christmas on Dec.19 and stay until mid January.

Best Regards,

Caroline

在我给她打了电话后回的第二封邮件：
Please excuse me for writing in English, because it takes me a long time to type in Chinese.  I enjoyed talking to you and am very encouraged by your support of SWR.  I will forward your email to Ms. Li and ask her to follow up on your book order and put your information on our data base.

As I mentioned on the phone, I am working on reprinting the new SWR for China right now.  We still have the older version of SWR, but the cards are all sold out.  We actually sold cards laminated and cut out.  As soon as we get everything ready, we will print out the new version.  I hope all the new SWR products will be out in March.  As we plan out the seminar schedule for 2012, we will inform you my training schedule.  If you think there is a good group of people interested in learning SWR, I may consider coming to ***（我所在的城市，隐去） for training.

Regards,

Caroline

[ 本帖最后由瑜珈于 2011-12-31 22:48 编辑 ]

作者: 榴琏 时间: 2011-12-31 22:50
亲爱的瑜珈，告诉她我们这里非常需要，不要任何的TRAVELLING就行了，就在我们儿教上课吧，谢谢，请捎去我们的关注。

作者: 瑜珈 时间: 2012-1-3 18:14
Spell to write and read 是整体的教师手册，WISE guide 是具体的教学内容，WISE 代表words, instructions, spelling enrichment 。在教学过程中WISE GUIDE 和SWR的内容相互指引，WISE中还会有用所学部分的单词来进行语法、构词法、写作等等扩充活动来运用这些词汇。

以wise guide section D 来说明如何教学:
每一组词都分为两页展示，主体部分左页是单词和句子，右页是标记和规则。

左面最上面的preliminaries, 是听写这一组20个单词前的预备活动。第一行写了： introduce  ng, ar, wh, aw ,au ，这是因为我们并不需要将70个音图都学完后才开始进入spelling,  在26个单字母音图学完后就可以进入section A ,然后是学习新音图和拼写活动同时进行的。【虽然当年我们是全部学完70个的（17天时间），可以根据情况的】，后一句quize: ay,ch,ee....，是因为这几个音图在这一组单词中都要用到，特别提出来，重点关注。

1.和2. 是关于音图的指示语

Reference page: 指示将这些新学的多字母音图加入 multi-letter phonogram page，这个页在我的另一个楼里贴出过。后一句start a new column, see page 62 in SWR.  是指示教师在SWR第62页，可以看到具体范本。

Teach SILENT FINAL E PAGE ,Follow insruction in SWR step 17. 是指示要先做SILENT FINAL E PAGE ，怎么教呢，看SWR第17步的具体指导，因为这部分词涉及silent e的有好几个，涉及不同的情况。
SWR 第17步是怎样教的呢？翻到SWR  P105，  框内黑底上写着数字17。标题后面写着before wise guide section D, 又跟WISE GUIDE这本书互相指引。

这里面，如何引导，教师的话，学生怎么答，都写出来了。

这个页是什么样子的呢？看下当年女儿写的：这样做过后，孩子对final silent e 就有了整体的概念，而不是零散的信息。这些概念非常重要，后面要学的e's dropping rule 跟这些都有关，可以解释为什么truly 要去e, management 为什么不能去e， changing 要去e，changeable不能去e等等问题

作者: zhhq92168 时间: 2012-1-5 15:57
work！！！！跟我观点这么相同的帖子，为神马不能多加分？

作者: ccpeter 时间: 2012-1-5 16:38
phonics在元音部分，只对四个字母的单词有效，要五个字母中有一个元音的，发short，多字母的单词，因为元音要发拼音中的E音，所以phonics 是不行的。
phonics是基础，但是他只是开始很小的一部分，更多是对应在children dictionary中的美国音标，小学生人手一本。
如american heritage dictionary ，phonics继续的美国音标最常用的共有五六种，除了美国传统，还有韦氏，dictionary.com,牛津最新美国字典等等。
所以学习phonics 必须有这种继续，否则回到国际音标，对接不上。

作者: weiw200301 时间: 2012-1-5 20:41
以前没听说过，进来学习

作者: weiw200301 时间: 2012-1-5 20:45
以前没听说过，进来学习

作者: weiw200301 时间: 2012-1-5 20:49
标题: 回复 #34 ccpeter 的帖子
以前没听说过，楼主能介绍一下哪能买到这套书吗？我的积分不够，很多内容看不到。

作者: 雨珂妈妈 时间: 2012-1-6 12:11
支持瑜伽！记得当年还是丽莹妈咪在论坛推荐SWR，我才能够避免走弯路，直接用SWR教女儿phonics。几年过去了，还是有家长会走弯路，希望读到此贴的有缘人能够真正受益。

也许你还没有听说过phonics，那么，建议你一开始就选择SWR。
也许你已经听说过甚至接触过phonics，那么，建议你倒空那半杯或一杯水，认真了解一下SWR，经过自己的判断再来做个选择。

瑜伽是个非常认真的人，但凡她要学习的东西她都会深入去研究。在这里，她给出的是中肯的评价和真正使用过的经验。她从中得不到什么实际的好处，还要花费很多的时间和精力在写这个帖子，解答问题。她不过是出于一颗真正爱孩子的母亲的心，有一个朴素的愿望，那就是希望其他的孩子们不要走弯路。

我很敬佩瑜伽的爱心和坚持，也希望看帖子的有心人能真正受益并让孩子们受益。

不知怎么，我想起《少年小树之歌》中奶奶对小树说的这段话：“当你遇见美好的事物时，所要做的第一件事，就是把它分享给你四周的人：这样，美好的事物才能在这个世界上自由自在的散播开来。”我想，瑜伽也是想把自己觉得美好的东西和大家分享才来做这件事吧。

[ 本帖最后由雨珂妈妈于 2012-1-6 12:39 编辑 ]

作者: sarah2011 时间: 2012-1-6 12:57
这书一定买啊，

作者: 瑜珈 时间: 2012-1-6 13:08
最近工作很忙，晚上继续写那上面sample page里的妙处。。。。。。。。。

作者: hyang790 时间: 2012-1-6 15:39
留个脚印，正在学习PK，等学到后面的规则时再仔细研究。

作者: weiw200301 时间: 2012-1-7 00:52
标题: 回复 #32 瑜珈的帖子
我在网上搜了好久也没发现哪有卖这本书的，楼主能不能告知一下在哪能买到这书，或是购书途径。先谢过啦！

作者: 瑜珈 时间: 2012-1-7 10:28
标题: 回复 #42 weiw200301 的帖子
30楼已经说了要3月份，现在没有卡片买了也无法教孩子。要不你就直接从美国买。

新书出来，中国区SWR trainer 会通知我，我会告诉大家的。

如果真的现在就想买，站短我或坛友moremoretea，都可以，这个渠道还是moremoretea写了邮件给美国的作者，美国的作者告知中国可以买到的地方。

因为 moremoretea买到书后贴出了书封面（WISE English)和非常便宜的价格,我还怀疑是盗版或是骗局，后通过写信给作者和我以前买书的美国人那里求证，才知道原来是真的，2007年Caroline女士回国后，将SWR带入了中国，但这么多年来一直没有公开宣传，所以网上没有什么信息（这也是我怀疑盗版的原因之一），只在私立学校中使用，使用的书名是WISE English。我前面的贴里有她的回信，明年3月份新书出来将恢复原书名spell to write and read，因为wise English 这个已有人先注册过了。

如果您在北京，我告诉地址，您可以直接去他们那里买。北京昌平。

您现在先别着急，我介绍完了，还要写对家长的要求，如果您没有时间自己教，或是对自己的英语水平不自信，或是对自己的发音不自信，就不用买了，就找个质量高的课堂让老师教，论坛里老虫的speedy reader就是个非常不错的选择啊。

[ 本帖最后由瑜珈于 2012-1-7 22:35 编辑 ]

作者: 瑜珈 时间: 2012-1-7 20:56
再说中间的主体部分，共20个单词，分为上下两组。WISE spelling list 一共包含2000个单词，通过这2000个单词teach the foundation principles of English.

这2000个单词不是随便选的，更不是为了支持某种规则故意安排，或是为了避开例外而作特别选择，而是综合了Ayres List, Ekwall Basic Sight Word List, the Dolch List, the N-Ables List, the American Heritage Word Frequency List，提取Margaret Bishop, Dr. Edward Fry, Dr. Samuel Orton, Ronalda Spalding等等语言学家的著作精华，WISE List 包含了1000个最经常用的单词和很多通常会拼写错的单词，将它们分成20个一组，根据拼写的难度水平分成section A –Z.

用SWR，不需要对sight words 整体记忆，也不需要读decodable book（decodable book就是为了特定的目的故意选词编排的）。Ther first 260 words (section A –I)include over 50% of all words we read and write., 到section J,包含到60%，就推荐读Amelia Bedelia 的系列书了。

每个单词后面有一句句子，是听写时家长要读的，通过句子让孩子知道是哪个词。
这些句子真是有着极高的利用价值，手上有书的可以看看SWR第92-99页expose to classical literature 这一章，就可知道这些句子的来源：
1.
Share wisdom from world leaders
2.
review proverbs from many lands
3.
taste quotes from respected authors of world literature

SWR建议，with each spelling section, pick one or more sentences for special reflection and discussion.

就说上面的section D, 值得讨论或是让孩子背背的句子不少。当年home: what is a home without a Bible? 这句，我就跟孩子讲了在西方家庭中，圣经是一个什么样的地位，然后她对圣经有了兴趣，把厚厚的一本圣经故事就给读了。
这页中：
No man is poor who has had a godly mother.
You may delay, but time will not.
The hand that rocks the cradle rules the world,
What we are is more important than what we do.
The deeds we do, the words we say, are all reserved for Judgement Day
Words have more power that atom bombs.
A barking dog seldom bites………..

这些句子是不是都值得议一议，读一读，背一背呢？
这本书不仅可以是学phonics用，还是一本名言警句集锦呢，性价比是不是很高啊

[ 本帖最后由瑜珈于 2012-1-7 21:02 编辑 ]

作者: weiw200301 时间: 2012-1-7 22:42
标题: 回复 #44 瑜珈的帖子
谢谢瑜珈。越看你的介绍还真是越想早点把书买到手呢。为了能买全套的，我还是再静等2个月吧。这两天空下来就在研究之前你们发过的关于SWR的一些贴子。一看之下发现我辅导孩子自然发音学习的方法过于单一了，只注重在了帮孩子建立字母和声音的双向对应及相同发音字母或字母组合的归类。对于phonics规则没法涵盖的字汇，就只能让她死记，曾一度让她怀疑phonics真那么管用吗？
就像heart这个单词，我是硬掰的，跟女儿讲：e比较内向，常silence，所以这里e不说话，ar发“啊”。
看了你的解释，我太汗颜了，发现自己有误导趋向。以后还要向各位好好学习，可以更有效地教小女儿。

作者: weiw200301 时间: 2012-1-7 22:51
标题: 回复 #44 瑜珈的帖子
还有个让我比较纠结的问题想跟您请教。之前我教女儿的phonics教材是一个台湾朋友送的，台湾用的是美式发音系统，而我们学校教学基本用的是英式发音系统，以前没觉得，可孩子现在4年级开始考试题型里有个辨音题，有时她会有混乱。不知道关于这个问题你有没有碰到，美式、英式的衔接方面能不能根据您的经验给些建议。

作者: 笑笑宝宝 时间: 2012-1-7 23:12

原帖由瑜珈于 2011-12-25 15:17 发表
正在介绍的SWR教材，国内现在有得买，很便宜，两百元都不要，明年3月将有新版推出。

谢谢前辈推荐！关注。这本书到时会公开出售方便买到吗？

作者: athna 时间: 2012-1-8 00:11

原帖由瑜珈于 2011-12-25 15:17 发表
正在介绍的SWR教材，国内现在有得买，很便宜，两百元都不要，明年3月将有新版推出。

非常感谢瑜珈的推荐！！觉得SWR教材是非常好的学习资料。

正计划寒假让孩子深入学习Phonics呢。

盼望新版早点面世，届时烦扰瑜伽再坛中公告一下哈！！

[ 本帖最后由 athna 于 2012-1-8 00:21 编辑 ]

作者: 瑜珈 时间: 2012-1-8 15:25
看来必须对某些曲解做些解释了,而且还是错误解读由我自己传的音图和规则，这个资料相信好多坛友手上大概都有，现在把它拿来作为揭露SWR的证据，我实在是无语。。。。。。。还是把这些写在我自己这个还有点实际内容可以让大家看到点什么的帖子里吧。

I and O may say /I/ and /O/ before two consonants.  这条规则说一定了吗？two walks。。。的句话有3/4的例外却连个may 都没有。
I and Y usually say /i/  at the end of a syllable , but may say /I/。

这些规则怎么运用的，在教学过程中都会有详细的说明。

有位坛友已经把SWR里的某段话拿出来说过：Language is not like math. Spelling rules provide priniciples for spelling, but they cannot accommodate all the languages on earth or words that float our way from various sources.  Proper names and advertising terms often defy English spelling rules. Our rules should not be viewed as absolutes, but rather as aids in understanding. You'll be pleasantly surprised  how well they work.

我以前也说过，这些rules是spelling rules，
并不是pronouncing rules.  英语单词的来源很多，
口音也很多，怎么可能有一套rules就能100%规定某个字母或某个组合发某种特定的音？如果一定要追个究竟，非得靠规则决定读音，那就把自己弄成语音专家，记下无数规则，还不一定都能100%决定对，这个就没什么必要了吧。

看看下面这张图（都是从我的某本书里拍下来的），i究竟读什么音，有多少种情形。。。。

[ 本帖最后由瑜珈于 2012-1-8 19:52 编辑 ]

作者: 瑜珈 时间: 2012-1-8 15:27
关于对dge的规则解读，更是只读了前半句，一个那么短的定语从句都没读完，就举了些所谓的反例词来说，就作为揭露SWR真相的依据了，实在有点汗颜。
完整的句子是这样的： DGE is used only after a single vowle which says /a/ /e/ /i/ /o/ /u/(这个表示是短音 SWR中长音用/A/..等大写字母表示），
这条规则多数教材里都会有，这只是一个非常常见的规则。

至于为什么是这样？为什么要有d,这也是卖了好几次关子却一直没有告诉人家的，还是我给大家贴张我书里的话来给大家解释一下吧，也算是解了大家的疑惑：

[ 本帖最后由瑜珈于 2012-1-8 21:35 编辑 ]

作者: 瑜珈 时间: 2012-1-8 21:52
最近手上事情比较急，楼上还有几位坛友的问题我有空时再来说了。今天就先将曲解SWR的解释一下了。我要抓紧先做自己手上的事情了。。。。。。。。

作者: 瑜珈 时间: 2012-1-9 10:50
回复 #46 weiw200301 的帖子

关于英音、美音在考试中出现的问题，这个我女儿也碰到过，有一题4个词找发音不同的，根据美音，4个都是相同的，根据英音，是有一个不同，女儿当时胡乱选了一个，那时候她小，对英音、美音分辨不是太清楚，而且我们大量接触的都是美音的材料。但随着不断地接触更多听力材料，接触不同口音的东西，英剧啊、英音口音的小说音频啊，渐渐地就能分辨出不同来。现在还考这种题目只能说明我们中国学校的英文教育还停留在几十年前的状态，丝毫没有什么改进，即使在这种考试里丢掉一两分也不用太在乎的吧，况且随着孩子的长大，是能够分辨出英语美音的。

Phonics 并不是拿来学习某种标准发音的，English speaking people around the world vary the way they pronounce
words.

SWR如何处理的呢？运用think to spell 使拼写和所代表的读音统一起来。

[ 本帖最后由瑜珈于 2012-1-9 11:09 编辑 ]

作者: 瑜珈 时间: 2012-1-9 21:14
回答笑妈的问题：

谢谢前辈推荐！关注。这本书到时会公开出售方便买到吗？

SWR的销售方式比较特别，从Wanda 的网站上看，是在她本人或其他trainers 处购买，我们以前都是通过这种方式直接联系他们买的。以前amazon上没有，现在倒也有了。SWR并不做广告，靠的是口碑，刚好在前几天的邮件里看到Wanda回答问题时写了这样一句：“ This program has not grown because of slick, expensive advertising. It has been promoted by the excited word of mouth of teachers who have experienced the type of success it provides. ”

Caroline2007年就将SWR带入中国，可是什么广告也没做过，只是在私立学校中使用，接下来，是以公开方式，比如在当当、卓越之类的网上书店或是地面书店出售，还是象在美国一样，主要是从她这个中国区认证trainer处购买，都不得而知。

有人请朋友调查SWR在美国的销售情况，恐怕很难，除非她去问每一个Wanda 网上列出的所有trainer，而且做这样的调查不知意欲何为，如果销量小，不如其它很多教材，是不是也可以作为一个SWR不是好教材的有力证据呢？一样东西好不好是可以用销量来衡量的吗？很多质量不好的东西销量很大呀，比如说某品牌牛奶，比如说地沟油。。。。奉劝受托人别耗时间做这样的傻事，不如多花点时间陪孩子吧。。。。。。

不管是以什么方式销售，到时候有消息，一定会让想买的人知道的。

[ 本帖最后由瑜珈于 2012-1-9 21:34 编辑 ]

作者: tangzc 时间: 2012-1-10 09:28
谢谢瑜伽，SWR的教材要等到3月份才有消息，假期打算让孩子先接触和学习Super Phonics，是否可以？

作者: demitri 时间: 2012-1-10 15:31
留个脚印，继续关注

作者: 瑜珈 时间: 2012-1-10 22:38
也没什么不可以，但是如果学习SWR，一切还是要从头来过。

作者: 瑜珈 时间: 2012-1-11 21:15
继续讲sample page section D 的下一页中间部分

与左页相对，这在书的右半页，对每一个词都有相应的符号，这个符号是分析spelling rules所画出的记号（marking, 每个符号有特定的意思，这个符号并不是让学生抄或记，而是学生分析的过程），后面一句是规则说明。举例：
boy, /oy/ 这个发音有两个音图： oy,oi，所以听写时老师问which /oy/ should we use? 我们在学习 oy, oi音图时是要求将后面的完整的句子都要说出来的，这时候就用上了，就知道用的是的 oy，为什么不是oi，  because English words do not end with I. 同理：ai,ay,  ei,ey

再举倒数第二个词have . 解释为什么要有e，English words do not end with V. Without the E, the V would fall  over. 说得多形象啊。同理，English words do not end with U。（true) 一个是圆底，一个尖底，当年我跟女儿说，它们都站不稳，没有e在后面支撑，要倒掉。这样讲过，孩子拼写时怎会忘掉e呢。一般的phonics教材是没有这个规则的，只讲到e 使前面的元音读字母音，可是have这个a 可不是读的字母音啊，为什么呢？不知道e的这个规则就解释不清了。通过dictation都会写了，看到这个单词会读就肯定不是问题了。

再讲一下前面留下的问题，true有e, 为什么truly truth是true的衍生词，就没有e了呢？
第一个原因：u这时候不在词尾了，不再需要e的支撑, truth  （  这里，u虽然在闭音节，但不读短音，仍是长音，因为它原本是true不需要e加th来的)。第二个原因：rule 4, U  usually says /U/ at the end of a syllable . tru-ly, ar-gu-ment, du-ly (true, argue, due)

那lovely ， loving ，为什么一个有e，一个没e?
loving: rule 16, silent final E words commonly lose the need for the E when adding a vowel suffix.
lovely ,后缀是ly，不是以vowe开头的suffix。

这就是上面说的“you'll be pleasantly surprised how well they work"的一个例子了，这样讲过的话，孩子在写这些词的时候再也不会为有没有e而纠结了。。。。。。。。

[ 本帖最后由瑜珈于 2012-1-11 22:47 编辑 ]

作者: 瑜珈 时间: 2012-1-11 21:29
说说  alligator

在自然拼读子版里读了一个学习super phonics的帖子，妈妈将书里的词做成了词卡，第二个就是这个词。我知道这里教材其实是教a 的短音，不知道家长让孩子读这个词的时候是让孩子重点注意第一个a的短音呢，还是整个单词都是要求拼读的，如果是后者，实在是难为孩子了，因为后面的字母及组合、规则没有教过呀，孩子即使能读出这个词，那是因为有音频跟读会的，并不是拼读的。如果是拼读，孩子肯定会问，不是说a 是读短音/a/的吗，为什么后面这个a 是长音/A/了呢？按SWR的方法， a的读音是一次性教的，对这个词中的分析是这样的：
al li ga tor，一共有四个音节，按音节写，中间有两个辅音l，所以在两l 中分音节，

第一个a在闭音节中，读短音。
i ,规则5（I usually says /i/ at the end of a syllable,but may say /I/),
第二个a，规则4（ A usually says /A/ at the end of a syllable)
or，本身读/or/ , 因为在非重读音节，元音在非重读音节读成schwa  （e倒着写的那个符号）

建议学习super phonics 或 phonics kids的家长，只要孩子读对所教的那个音就可以了，不能要求对整个词拼读。这些词本身就只是拿来作所教的目标音的例词而已，不要对孩子太push.

[ 本帖最后由瑜珈于 2012-1-13 12:15 编辑 ]

作者: 蓝雪珈珈 时间: 2012-1-13 09:54
建议学习super phonics 或 phonics kids的家长，只要孩子读对所教的那个音就可以了，不能要求对整个词拼读。这些词本身就只是拿来作所教的目标音的例词而已，不要对孩子太push.
这碰到是否要拼读的疑惑，瑜伽在这里给我解惑了，谢谢！

作者: 瑜珈 时间: 2012-1-17 21:32
回答 phonics俱乐部 pozaimeijie 的问题：

Bella老师，偶还是不太明白……
1、在quick, liquid中我以为是qu发/kw/, i 读短音，是符合元音字母在闭音节中的发音规则的
2、而juice, fruit, guitar, biscuit中ui是作为双元音来发音，前两者读/u:/后两者读/i/,有没有规律呢?
3、u-consoant-e: 在June, rule中读/u:/,在tube里读/ju:/,为什么呢？
4、kind查了些资料，好像是i 后面跟两个辅音可以发字母本身音，对吗？

我的回答：
1.  字母u 有时候表现得象辅音w , 可以发/w/的音。比如qu,(quite), gu (language) , su (persuade)  . q后面总是跟着u，不能分的，qu是独立的，/kw/，你的第一条理解是对的。
qu，有时候，u是不发音的，qu 读成/k/ , 在一些从法语来源的词中： conquer,  antique. qu 的这第二种读音在SWR中是在advanced phonogram中学的。

2. ui 在juice, fruit 中是表现为一个整体音图。而在guitar, biscuit中不是的，u不发音，在这里的作用是插入阻断，阻止g在 i 前读为/j/，而仍读/g/。  同理，在biscuit中，阻止c在 i 前读为/s/，而仍读为 /k/。

3. U 的长音有两个部分/y/  /u:/组成，当在字母L 和  R 后面时， /y/ 这部分被抑制了而发不出来（blue, rule).  在 J 后面， /y/ 这个音被 /j/ 合并了，June，好象读的是/u:/，实际还是/yu:/.

4. when IND, ILD and IGN are at the end of word, the I  is long.  (but in longer forms of these words, the I often goes short . 上面的图片中这段话）
例外：wind (风），当动词时，还是读/I/

[ 本帖最后由瑜珈于 2012-1-17 23:39 编辑 ]

作者: 瑜珈 时间: 2012-1-17 21:51
。

WISE guide section D sample page 的第三部分，是spelling enrichments（WISE 中后两个字母的含义），就是用上面的20个单词进行扩展活动，作者提供给教师很多种方案，但并不是每一个都要去做，而是根据孩子的水平选择一两个就行了。比如这部分的前两个是提供给non-readers，还不能独立阅读的孩子，可以进行口头的练习。后两个提供了复合词和缩写式。每一个section都有，涉及语法、阅读、写作、词汇扩展等等。

作者: 瑜珈 时间: 2012-1-17 22:37
到俱乐部子版看了几个帖子，发现把拼读课变成了记生词的课。其实教材选用这些词根本没有什么科学依据，不是按词汇在孩子的读物中出现的早晚、词汇的难易、词汇常用度等来选的，只是根据字母的其中一个读音来选的例词。

用这个教材来学习，建议：一是没有必要让孩子在没有语境的情况下强行记住那些生词，二是不能强行要求孩子拼读，正如上面所提到的alligator，除了第一个a，在后面的字母及组合还没教过的情况下，如何让孩子做到拼读，这样学这种phonics教材太痛苦。

而SWR的选词原则和顺序在上文中已经讲过，是循序渐进的，不会存在这种压力，通过明确指示，先将单词按每个音拆分后听写下来，再进行音图和规则分析，再整体拼读，通过这种方式内化音图及之间的关系，从而转化为拼写和拼读能力。

[ 本帖最后由风云之间于 2012-1-18 09:16 编辑 ]

作者: xiaoxiaoto 时间: 2012-1-23 21:02
感觉楼主好专业啊，我都不敢自己教了。

作者: 瑜珈 时间: 2012-1-24 13:48
http://bbs.etjy.com/viewthread.php?tid=245428&page=1&extra=

在我爱飞飞楼里的回复 5楼，6楼

[ 本帖最后由瑜珈于 2012-1-24 13:50 编辑 ]

作者: 瑜珈 时间: 2012-1-28 15:34
看一份人称“神”级人物对美国阅读专家组的一份报告的解读，真是让人笑死

http://bbs.etjy.com/viewthread.php?tid=246076&page=1&extra=

[ 本帖最后由瑜珈于 2012-1-28 23:21 编辑 ]

作者: lvseruhai 时间: 2012-1-29 09:58
越来越感觉得这套书好了，谢谢瑜伽的推荐，等买到书一定好好学习。

作者: amyhe2003 时间: 2012-1-31 15:56
谢谢前辈的指点啊，要是有中文版的书就好了

作者: duanqingyu 时间: 2012-2-8 20:41
在哪能买到这本书呢？

作者: wang_kelin 时间: 2012-2-8 21:38
谢谢瑜伽的指点，最近一直在关注SWR，朋友的小孩正准备学PHONICS,我们当时看了很多种教材，无意中发现这个SWR，觉得特别系统，就特别关注，希望能尽快得到购买书籍的通知，非常感谢

作者: wxy1126 时间: 2012-2-17 15:34
期待瑜珈购买书籍的通知.

作者: 蚂蚁爱豆 时间: 2012-2-20 14:00
接着学习，感觉还是好高深，麻烦告知昌平什么地方能买到书

作者: 瑜珈 时间: 2012-2-27 12:12
下面这个问题很好，解答非常详细，如果以后有家长使用SWR，而孩子通过其它的phonics教程已掌握一些基本的东西，或者孩子也已具备一些拼写能力，那么从哪里开始使用、怎样使用SWR呢？（给准备以后买教材的备着）

问： What is the best way to begin this program with an 8th and 10th grader?

I never quite got a grasp on how to implement this program. They memorized the 70 phonograms when they were younger, but I have not been good about implementing the spelling rules and the composition book.

I want to start fresh with them now, as they both are struggling with spelling.

What is the best way to begin with older students? I don't want them to be insulted and feel like they are being babied.

Once I get a good system going, I know it will work well, but I am feeling daunted and don't know where to start.

I appreciate advice on how to get a fresh start with older students.

答： You have already taught your children the phonograms. Therefore, you are almost ready to begin The Wise Guide! Yeah. The wonderful part about SWR is that you begin in the spelling list where your child lacks knowledge. Therefore, they never feel babied! But, now that you have taught the phonograms, how do implement this program? This is the LONG answer! And, it will take you a little time to read and even longer to do. However, I've tried to provide you with very specific directions so that you can get moving as quickly as possible.

FIRST – Give the diagnostic test.

This test is located in the appendix of Spell to Write and Read, the red book (page 199). The results of this spelling test will help you determine where your students should begin in The Wise Guide, the spelling list. There is an explanation for giving and grading the test on page 197-198. Alternatively, there is a wonderful little chart on page 65 that will help you quickly determine where to begin in Wise with each child.

SECOND – Choose a log book

You have a choice. You may either choose the primary learning log (my preference) or you can have your students use the black learning log. The primary log has dotted lines and preformatted reference pages in the back. The black log book is simply a wide margin memo book. If you choose the black log I encourage you to purchase the chart masters and use these in a three ring binger as your reference pages. (If you desire more information about the logs see page 43 of Spell to Write and Read).

THIRD – Teach the first two reference pages

Once you purchase the log books you will use (primary or black log with chart masters), you are ready to give your students the log books and teach them their first two reference pages, the Consonant Vowel page and the Multi-letter phonogram page.

As you and your students complete these pages, you will help the students categorize the sounds of speech. Realize the phonograms can be divided into two categories: Single Letter Phonograms (the alphabet) and Multi-letter Phonograms. The Single Letter phonograms are further divided into two categories in the log book, consonants and vowels. The consonants are the first thing the student writes in the log. The vowels and a word representing each sound the vowel makes is the second thing placed in the log.

Step 9 of Spell to Write and Read provides teacher scripted instructions for teaching the consonant vowel page. Because this is your first year, regardless if you are using the Primary Log OR the Black Log with Chart Masters, this year you may ignore all instructions that indicate Black Log or Advanced.

CONSONANTS: With your students in front of you, define consonants, vowels, and syllables, pg 49. Now, dictate the Consonants section. Instructions for teaching are found on pg 50 and top of pg 51. This is all that I typically do in one day.

VOWELS: Dictate the Vowel section. Instructions for teaching are found on the bottom of pg 53 to top of pg 57. Sometimes I break this into 2 days depending on my students.

(BACKGROUND) The student has logged the single letter phonograms. Now, the student will place the multi-letter phonograms in the log. The phonograms that match section A of The Wise Guide are numbered A-1, A-2, A-3, etc. If you place these cards in order with the A group first, B group second, etc. (A-1, A-2, A-3, A-4, B-1, B-2…) you will have the cards in the order they are to be placed on the multi-letter phonogram page. This is an effective order for teaching the phonograms and it corresponds with the chart on page 62.

Gather the multi-letter phonogram cards to teach the first column of the chart shown on pg 62.

MULTILETTER PHONOGRAMS: Teach (review) the phonograms following the directions on pg 40, #2. As you teach the multi-letter phonogram, have students enter the multi-letter phonograms on the reference page over a period of one to three days. If your students know the phonograms well, complete this page in 1 day. If your students are still learning, then teaching one column of phonograms per day is a very effective way to teach this. Look at page 62 for a picture of the completed page.

FOURTH – Open the Wise Guide to the section your student placed based on the results of the diagnostic spelling test. The Wise Guide is your guide! I consider it my lessons plans.

Notice that each section of the Wise Guide is broken into three main parts - the preliminaries, words for dictation, and spelling enrichments.

The preliminaries are found at the top, both the top left and right. The preliminaries will tell you which phonograms and spelling rules to review before teaching a specific list of words. The preliminaries will also instruct you which reference pages to teach. Directions for teaching the reference pages can always be found in Spell to Write and Read.

The words for dictation are located below the preliminaries. You read these pages from left to right – the left side of the left page all the way to the right side of the right page. You will teach these words following spelling dictation. Dictation is the KEY to this program. You will want to follow Wanda's scripted directions for dictation. Look at the inside cover of your books for a guide for dictation. Wanda has scripted directions for the word sample word freedom. You can watch me dictate to my children at the following link.

http://www.youtube.com/watch?v=LCPvHFWLXR8&feature=youtu.be

Do be patient with yourself. It takes some time to learn spelling dictation. However, I promise that your effort will be well worth it.

(Back to the Wise Guide) At the bottom of the section page are the spelling enrichments. You will choose 1-2 enrichments to work through with your students before turning the page and beginning the next section.

FINAL THOUGHTS – initially, it takes time (sometimes days) to work through the preliminaries. So, be patient and do what you need to do to prepare your students for the spelling list. However, in time you will realize that you have already taught most of the information in the preliminaries. When you get to that point, you should make it your goal to teach approximately 2 sections each week. When you get to this point, read step 13 in Spell to Write and Read.

作者: yaleyyets 时间: 2012-2-27 14:15
phonics不是用来学单个音标和单词的吗？<img src="./images/smilies/sweat.gif" border="0" smilieid="10" alt="

" />

作者: 风中缘 时间: 2012-2-27 18:24
标题: 回复 #72 瑜珈的帖子
谢谢瑜珈，这个讯息有用。

作者: 瑜珈 时间: 2012-2-27 19:58
上贴中提到的 the Consonant Vowel page，这里有个示范视频。（为以后用SWR的家长准备）
http://www.tudou.com/v/tdAaXT1RDJ4/&rpid=61361526&resourceId=61361526_04_11_99/v.swf

作者: sarah2011 时间: 2012-2-28 10:41
什么时候可以买到swr的中文版呢？快到3月啦

作者: springday 时间: 2012-3-6 09:23
请问瑜伽老师， SWR有消息了吗？很想买啊。

作者: 快乐红枫叶 时间: 2012-3-8 10:23
第一次听说这本书，来学习了

作者: Ester 时间: 2012-3-8 21:04
各位看客，SWR是不错，但很难上手。

作者: 瑜珈 时间: 2012-3-9 10:40
标题: 回复 #79 Ester 的帖子
难上手也不难上手。说难上手，因为它与国内流行的教法完全不同。说不难上手，说白了，就是两个步骤，一是教音图，二是听写。教音图用多感官训练法，即看-读，听-写。听写也是，听音写词，看词拼读，当然也不是这么简单，还有拆音、拼音、规则，不过这个是贯穿在音图学习和听写当中的。

说难上手，因为家长你必须先要破除自己脑中一些过去的知识接纳这个新知识，需要花点精力学习。说不难上手，因为教学内容步骤书上都写得很明白，还有一个SWR论坛支持，中国区代表Caroline女士今年会在很多城市开讲座。（正在联系告知讲座安排表，方便有兴趣的家长参加）

[ 本帖最后由瑜珈于 2012-3-9 10:44 编辑 ]

作者: 榴琏 时间: 2012-3-9 12:54
我们面临着听写问题，下一步的重点。分步来。

作者: 瑜珈 时间: 2012-3-9 17:10
收到几位坛友的站短，也有几位跟贴询问SWR新教材的事，刚刚打电话给Caroline的助手，现在的情况是新教材目前还没出来，Caroline征得Wanda女士的同意后要对原版教材做一些改动，要加上中文，编成符合中国人使用的教材，由于研发人员少，还有其他很多事务，所以，新版教材暂时搁浅，还在研发中。

现在还有些旧版教材（全英文），但是缺少卡片，无法教学。我建议单独印制些卡片，可以和旧版教材配套卖，答复是因为教材要改动，卡片也要配套改的。如果光是印旧版卡片，量少成本高，所以旧版卡片不考虑开印。

在这样的情况下，有急需的家长可能还是只能直接买美国原版了，有位坛友从amazon买了。回头我再问下，旧版全英文是不是跟原版一样的，如果是这样，也可以考虑在国内买教材，从amazon买卡片。

不过，还是需要提醒下，您必须对全英文教材有足够的心理准备，您对自己教孩子有信心，您对自我学习有决心，您再考虑买，买书以后可以加入SWR美国讨论组。其实，只要前面做足了功课，入门并不难。

如果您没时间教孩子，您对自己用英文教材没有信心，但又想孩子能学好，那就参加我们论坛老虫的SR课堂吧。

作者: 瑜珈 时间: 2012-3-9 17:15
关于讲座，Caroline女士在3月份安排了几个城市，但是这次涉及SWR的内容不多，主要是亲子教育方面的，SWR只是特定辅导，是对在用的教会学校老师的辅导，在一个月的走访中，也收集SWR教学方面的资料。所以，这次的讲座行程就不在此说明了。

作者: 山居 时间: 2012-3-11 10:26
看到您的详细说明，非常感谢。我对买旧版书也有兴趣，如果可以能否短我购书途径？

作者: gwmj 时间: 2012-3-11 13:42
看来今年是没希望了

作者: 瑜珈 时间: 2012-3-12 11:59
一位坛友刚发给我的站短：

“瑜珈，您好！今天看到您在贴子里说新版SWR的出版会延期，但我又对这套书实在是喜欢，您能告知旧版的国内购书途径吗，你们在论坛里讨论的SWR里的内容，在我跟女儿学习的过程中起到了很大的帮助作用，女儿学习起来也没有像以前那样满是疑惑，她以前总是认为学习PHONICS没什么用，还不如死背单词。卡片不全也没关系，我想在跟女儿学习的过程中一起自制也是一种乐趣吧。还要再次感谢您在论坛里跟我们这些家长分享这么好的东西。”

所谓的新版，是指Caroline为了中国家长和教师使用方便，要加上中文，也许还有些地方的变动，这些不是太清楚，并不是说英文原版的新旧版问题。

刚给Caroline助手打了电话，问清楚他们那儿现有的书就是英文原版，喜欢读原汁原味英文版的可以买。我也跟她说了最近可能会有人联系她买书的事，请提供方便。

为了避免她收到垃圾邮件，所以不便公开联系邮箱，有需要的在这里回个贴，我会发站短给你的。

[ 本帖最后由瑜珈于 2012-3-14 20:30 编辑 ]

作者: weiw200301 时间: 2012-3-12 22:29
标题: 回复 #32 瑜珈的帖子
真是好东西啊，谢谢分享！

作者: weiw200301 时间: 2012-3-14 19:05
标题: 回复 #86 瑜珈的帖子
谢谢瑜珈，我通过您给我的连络方式买到了书，昨天联系的，今天书就到手了，正在看，不过还有点摸不着头脑。接下来要认真研究，谢谢您啦！

作者: 瑜珈 时间: 2012-3-14 20:18
标题: 回复 #88 weiw200301 的帖子
不用客气啊。一开始摸不着头脑是正常的，我发了短消息给你了，看下，再结合我帖子里写的，很快就会明白的。

希望买到书的坛友在这里回个贴。

作者: 乐乐的妈妈 时间: 2012-3-19 16:13
我也想要联系方式：）多谢瑜伽。今天刚看到这个帖子，这是及时雨！

作者: demitri 时间: 2012-3-20 12:06
麻烦也给个买原版的联系方式，谢谢

作者: sarah2011 时间: 2012-3-20 12:47
我也想要原版的邮购方式，谢谢啦

作者: lili923 时间: 2012-3-20 19:28
麻烦瑜伽也短我一个购买方式，谢谢！

作者: slzzz 时间: 2012-3-22 15:09
标题: 想买书
我也想要一套原版的邮购方式，麻烦瑜伽！

作者: 颜妈妈 时间: 2012-3-22 15:12
其实孩子在机构学拼读的，意识到机构很可能是半桶水，麻烦瑜伽给我个原版邮购地址吧，自己先了解起来。

作者: lovealan 时间: 2012-3-22 16:04
麻烦站短一下国内购买方式，谢谢了

作者: 乐乐的妈妈 时间: 2012-3-23 16:02
谢谢瑜伽，我已经买到书了，正在研究！

作者: 我为卿狂 时间: 2012-3-24 01:15
我也想要联系方式，谢谢啊

作者: xrk2021 时间: 2012-3-24 16:38
标题: RE：告诉你一些很多phonics教材存在的问题---兼谈SWR
麻烦瑜伽，给个地址。谢谢！

作者: 瑜珈 时间: 2012-3-24 17:19
以上各位都已发站短，不过，还是请看一下82楼的说明再决定。在购买之前，有些情况必须要明了：

书是全英文，没有教学用的98张卡片（70张音图卡和28张规则卡）。

关于制作卡片，可以参考我其它相关的帖子，发挥您的才智自制吧。请不要问我能不能拍卡片照片之类的发上来，请原谅我不能这样做。

欢迎光临祝孩子们天天健康快乐！ (http://www.xetjy.com/)