Re: my district adopted R Sitton two years ago...

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Posted on 7/27/09

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We are about to embark on using WTW the individualized way after
using it whole class last year. I would like to see some real
research on WTW. One of the national teacher union magz (the one
that comes out seasonally)dedicated the main part of the issue to
spelling research and it does not match what WTW proclaims.

If you are looking for a good program with valid and reliable
research to back it up, try Spelling Mastery put out by SRA. I
started the year last year using it (2 spelling groups, but the
materials are already created) my students really enjoyed. We got
about three weeks into it and our district handed us WTW all of a
sudden, so I went with it even though I don't believe in it. What's
a teacher to do?

The article I'm speaking of can be seen at
http://www.aft.org/pubs-reports/american_educator/issues/winter08_09/index.htm

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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