Mark Pennington

Posted on 6/30/09

Insightful post. There is "No Excuse" for teaching Sitton Spelling
with where encoding/decoding research has gone over the last 20
years. She was cool during the 1980s when we were all doing whole
language, but we know better now. I agree on the spelling rules, as
well. I've put together eight songs that help teach the eight
conventional spelling rules. Download the MP3s at
http://penningtonpublishing.com/blog under "Spelling." My seventh
graders love them. Use spelling sorts, spelling tests, and reinforce
memorization/application of the rules to make a difference in kids'
spelling. On 6/25/09, JAM, with a whopper of a response wrote:
> My district adopted Sitton Spelling two years ago. I used it
> religiously and was not really impressed. It relies on direct
> instruction for EVERY lesson. It is exhausting for the
> teacher. Kids do not seem to take personal responsibility to
> master spelling rules at all. The lessons in each unit are not
> tested in the unit cloze test, either-- the philosophy is that
> kids are told that this will be tested sometime soon... so don't
> forget. The tests include random words from the grade level's
> word list (500 words at the 5th grade level). Not enough
> motivation for kids to retain spelling rules in my opinion.
> Nothing seems to follow the Gradual Release of Respnsibility
> MOdel at all. I do/We do/We do more/You do and I watch/You do
> independently.
>
> But then again, I guess I am a bit of an old fashioned spelling
> person... I miss the lists and tests like in the old Scott
> Forsman. Forget the write the word 20 times or write them all
> in sentences-- that stuff was crap. I'm all for teaching the
> rule (words with /ow/ sounds, for example), giving them
> meaningful practice that gets them thinking how to apply the
> rules, and testing them with a dictation test. Then they can
> solidify the rules in their heads and be accountable for showing
> their ability. Parents can also help them master them if they
> know what words to focus on.
>
> With RSitton there is no homework. (well... there is one page
> per unit, but it is not always clear or useful). There are no
> spelling lists or even one specific spelling pattern per unit.
> In fact, there are two or three completely disconnected skill
> lessons per unit that are not ever tested. Like /ow/ sounds,
> contractions, and doubling the consonant lessons, all in one
> unit. It is maddening!
>
> I've used WTW at summer school a few times and while I do think
> it engages students more, it also fails in my opinion. The
> basis of the WTW unit is word sorts, and my students got very
> good at sorting words by sound, then pattern. BUT they could
> not necessarily tranfer that ability to writing words correctly
> in their own work. It is also hard to prep for because each
> child or small group is working on a different list and spelling
> pattern, and those word cards don't make themselves!
>
> I know this all sounds like a downer-- I'm just not happy with
> anything am I! I'm not trying to be a Negative Nelly. I have
> been very frustrated with my school's spelling instruction and I
> don't see kids getting any better with the new program. Some
> 5th graders still come to me not knowing the difference between
> take, tack, and tak. Ridiculous!
>
> JAM
> Who is going rebel next fall and will do what it takes to help
> them become spellers by the spring

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