Heidi对上面的问题作了进一步的的阐明，这个帖子值得初次接触的家长好好读。
Hi Kim,
I believe it is better to start a beginner at Section A after teaching the first 26 single letter phonograms (ABC's), than to wait to teach spelling until the young students have all 70 phonograms learned.
摘要：26个单字母音图教完后就给初学拼写的孩子开始section A， 比一直等到70个音图全部教完再开始教拼写更好。（即不必等到70个音图都学完才开始进入单词听写）
Allow me to explain the big picture:
Look at the preliminaries of Section A of the Wise Guide. Notice that they indicate that you are to introduce your students to 5 multi-letter phonograms: sh, th, oo, ee, and er. Now look at the preliminaries of Section B of the Wise Guide. Notice that they indicate that you are to introduce your students to 5 more multi-letter phonograms. Now look at Section C...Section D, Section E, Section F. Following this pattern, the student is introduced to all 70 phonograms by Section I-1. (For this reason, the student who begins the WISE Guide after Section I must be taught all 70 phonograms before beginning the spelling lesson).
摘要：Wise Guide的Section I-1 之前，每部分的 preliminaries 里都写出了在听写 这部分单词的同时，教哪几个新音图。
这也是为什么如果是可以从Section I-1及以后部分开始听写的孩子，必须先将70个音图先学完再开始听写的原因。
The WISE Guide spelling list is ordered by frequency. The words at the beginning are words that we use often... personal pronouns, the articles, being verbs, prepositions, etc. The first 80 words account for 30% of all we read and write. We can teach these first 80 words with a limited knowledge of phonograms. And so, we teach the first 26 (the ABCs) and immediately begin showing our children how phonograms are used to build words. The child begins to see the purpose for phonograms and with this understanding they are encouraged to learn more phonograms so that they can learn even more words. Over time we slowly teach more and more phonograms until our child has both a complete knowledge of how phonograms are used to make words and words are used to make sentences, which express ideas. By the time our students reach Section I-1 they have been taught to spell 380 words as well as all 70 phonograms. At this point they have a working knowledge of the code and are able to begin reading books.
As a teacher of 3 students I understand you look for areas to combine them. However, you yourself need to learn the phonograms and the dictation process. It is an excellent opportunity for you to begin preparing to teach your older child by teaching the younger children at Section A. Section A words are easier to dictate. You will begin teaching yourself the process with these younger children, then by the time you are "fluent" in teaching, you will be ready to teach your older child.
The first step is to give your oldest a diagnostic spelling test to see where she should begin. If she misses any of the first 10 words, then she needs to begin at Section A. However, if she successfully writes the first 10 words, then she may begin later in the Spelling List.
If she begins later... then teach all your children the phonograms A-Z and begin the spelling list with those in Section A.
Step 6 explains how to teach phonograms A-Z in a multi-sensory way. There is an excellent sample 8-day schedule for teaching this located on page 225 of SWR, the manual. Use the schedule as a guide, realizing your child may need a day of review thrown in here and there. But, for the most part, you can plan to teach the A-Z phonograms as describe in Step 6 in a 2-3 week time period.
Then, begin teaching your younger 2 children how phonograms are used to make words by teaching the words in Section A following the dictation process. The video links I sent yesterday demonstrate the process. A dictation guide can be found on the inside cover of your books.
And, with your older child continue learning the other phonograms so that she too will soon be ready for spelling.
If you have questions, please clarify.
Happy Teaching,
Heidi Thomas
Endorsed SWR Trainer (IL)
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发表于 2014-1-27 00:16:53
发表于 2013-7-26 22:05:50