TEACHERS.NET GAZETTE
Volume 3 Number 9

COVER STORY
U.S.Coast Guard AVDET 157 welcomes the opportunity during deployment to the South Pole to communicate with classrooms across the United States. Throughout the voyage, aviation personnel will correspond with schools that are interested in Operation Deep Freeze...
ARTICLES
Teachers.Net Teams with U.S. Coast Guard Operation Deep Freeze from The Editor, Kathleen Carpenter
Homework as an Issue in American Politics by Etta Kralovec & John Buell
Preparing for the One Year Anniversary by David J. Schonfeld, MD
The Anniversary of September 11th: Teachers' Guide for Talking to Your Students from the National Center For Children Exposed To Violence
Books About September 11, 2001 by Kathleen Carpenter, Editor
Privacy in a Technological Age by Dr. Rob Reilly
Relational Discipline by Bill Page
Teachers Are Individuals Too by Bill Page
Veteran Educators Share Tips for New Teachers Compiled by Jerry Taylor
Learning Centers - 3 Helpful Threads from the NEW Learning Centers Chatboard
Bits and Pieces - Various Small Articles by The Teachers.Net Community
  • For School Administrators and Teachers:
    A Book and Planting Activity for Beginning the School Year
  • Ideas for Open House
  • Breaking the Ice in 7th Grade
  • Book Recommendation
  • Favorite Kid Quotes
  • Uses for Old Business Cards
  • What Makes a Truly Great Principal? A chatboard survey initiated by "TLC"
    A Word Wall Story by Louise/2/Albuquerque
    Teaching Gayle To Read (Part 7) by Grace Vyduna-Haskins
    Girls Will Be Girls: Raising Confident and Courageous Daughters by JoAnn Deak
    Dear Old Golden Rule Days, Chapter 3 - Music by Janet Farquhar
    Emphasis On Testing Leads To Sacrifices In Other Areas by Alfie Kohn
    Pension Loophole Exploited by Allen Pusey - The Dallas Morning News
    Focus on After-School Time for Violence Prevention from: ERIC Clearinghouse
    Beyond Books: Making the Most of Today's Library Resources by Cindy Rogers
    Master Teachers Have Healthy Self-Esteems by Glenn Dietzel
    Distance Learning and Disabled Students by Jeff Redding
    September Columns
    September Regular Features
    September Informational Items
    Gazette Home Delivery:

    About Grace Vyduna-Haskins...
    Grace Vyduna-Haskins is retired after spending 33 years as a classroom teacher, mostly at the first grade level. One of her greatest concerns was those children who seemed to fall through the cracks, those who failed to learn to read in spite of her best efforts. From 1980 forward she began to play with the concept of teaching systematic spelling to first graders and began to see dramatic changes in the reading ability of her students. She returned to graduate school late in her career, earning a doctorate in reading and language in 1991 from National-Louis University in Evanston, IL. In preparation for her dissertation she studied American reading/spelling relationships from 1607-1930, noting that in the early days of our country children were taught to spell before they were introduced to reading texts. She also looked at modern spelling research to determine the ways in which spelling can be effectively taught. She combined this knowledge with her classroom experimentation to produce The Spel-Lang Tree: Roots, a manual for teachers. This was followed by a second volume, The Spel-Lang Tree: Trunks. In retirement, Grace remains active, doing annual presentations for the Illinois Reading Council and has also served as a presenter at International Reading Association conventions. Other current interests involve working as a volunteer with ESL students and looking at ways in which decodable text can be made more meaningful.

    The Spel-Lang Tree


    Teacher Feature...

    Teaching Gayle To Read (Part 7)

    by Grace Vyduna-Haskins


    It's been two months since I last reported on Gayle's progress in reading. Gayle has now completed first grade and is a far more confident competent child that the floundering non-reader I first met at the end of October, 2001. Information about Gayle and earlier documentation of our work together can be found using the links at the end of this article.1

    Up through the last report (May 7) we'd focused mainly on getting her to identify words -- to decode. When children have difficulty with sounds, oral language, background knowledge, and the mechanics of reading, it's wise to achieve automaticity in one area before moving on to the more complex aspects of comprehension. Through daily spelling lessons and reading decodable text, Gayle has become very proficient at figuring out most one-, many two-, and several three-syllable words. She also uses a fair amount of intonation in her reading, a sign that she comprehends how the characters feel in certain situations.

    From May 8 through May 20 I was able to meet with Gayle only six times. I didn't see her again until June 25 and was thrilled to see in her a kind progress that just seems to escalate independently once a child masters the basics of decoding.

    It was time for Gayle to leave decodable text behind and move into more traditional reading materials. I also wanted to lead her into reading informational material that will enhance subject matter instruction as she moves into second grade. I purchased a simple reading comprehension workbook2 in which she reads short stories and answers questions. I also found a first grade math & literature connection workbook3 that weaves together short stories and poems with problem solving. In addition, I'm using E. D. Hirsch's What Your 1st Grader Needs to Know4 to provide a bit of classical literature. Using this variety of materials reveals several strengths and uncovers areas of weakness.

    The reading comprehension workbook presents a few science concepts and Gayle does very well with these. She reads the passages correctly, writes answers to literal and higher level questions, sometimes writes in complete sentences, and retains new information she gathers about fish, insects, etc. She is adept at rechecking the text to find answers to questions but higher level questions sometimes still leave her bewildered. This book is probably the closest to her instructional level.

    The math and literature connection workbook provides challenges and has helped me uncover some real deficits in her basic knowledge. For example, she could not name a single coin nor did she know their value. This offered an opportunity to teach her what most first graders should have mastered in this area. Each day she does one of two activities relating to money. A coin page from an old math program is glued to the bottom of a shallow covered box and the value of each set of coins appears on bottle caps. She has to name and count the value of the coins and place the proper cap on the coin set. In order to accomplish this she is learning to count by 10s and 5s and to adjust her counting as she encounters the various coins (10, 20, 30, 31, 32, 33, 34).

    Classical literature is also a bit challenging. E. D. Hirsch has included nursery rhymes and fairy tales in his collection for first graders. Gayle has not previously heard many of the fairy tales and finds some of the affixed and multi-syllable vocabulary quite difficult. Rereading fairy tales, however, helps her fluency and lets me know that she is absorbing new vocabulary.

    A technique we use to work through multi-syllable words is to underline vowels and draw vertical lines through the words. If there is only one consonant between the vowels in a word we draw the vertical line in front of that consonant. The first syllable is called an open syllable with a free -- or long -- vowel. If there are two or more consonants between vowels we draw the line between the consonants, trying to honor consonant clusters and she discovers that the vowel followed by one or more consonants forms a closed syllable. The vowel in this kind of syllable most often represents its short sound. In this way she is able to approximate the pronunciation of the word. If it makes sense we accept it. If it doesn't sound like a word she knows we explore other options for pronunciation or, if the word has been pronounced correctly, interpret its meaning for her. For example, she worked her way through the word cupboard but had no idea what it meant. I drew a board with cups on it and explained that this kind of open shelf was used long ago before cabinets had doors on them. This verified its status as a compound word, literally a board for cups.

    She enjoys reading nursery rhymes. These are a bit easier for her but also offer rich opportunities for advanced decoding. I had never previously thought about using them to teach _le syllables. Words like diddle, fiddle, buckle, cockle, candle, nimble, little, and cattle can be listed and divided between the pairs of consonants. While this is perhaps not linguistically correct for buc-kle or coc-kle, it is of little consequence if it helps a child recognize a word.

    Gayle's formal spelling instruction during tutoring sessions came to an end toward the end of July as she completed all 82 lessons in The Spel-Lang Tree: Roots.5 Many of the concepts she learned through those lessons will reviewed and reinforced as she moves through her school's spelling series. Informal work with syllables and affixes will continue through the summer.

    In May I bemoaned the fact that there was so much yet to do and so little time to do it. Any doubts I had at that time about her ability to function in second grade vanish bit by bit as the days pass.

    References:

    1. Vyduna-Haskins, G. (2001-02) "Teaching Gayle to Read" (Parts 1-6)

    http://teachers.net/gazette/DEC01/haskins.html

    http://teachers.net/gazette/JAN02/haskins.html

    http://teachers.net/gazette/FEB02/haskins.html

    http://teachers.net/gazette/APR02/haskins.html

    http://teachers.net/gazette/MAY02/haskins.html

    http://teachers.net/gazette/JUNE02/haskins.html

    2. Home Workbooks: Reading Comprehension
    Greensboro NC: Carson Delosa Publishing Company, 2002.

    3. The Math and Literature Connection: Level A. Merrimack NH: Options Publishing Company, 2001.

    4. Hirsch, E. D., Jr. (1991). What Your 1st Grader Needs to Know. New York: Doubleday.

    5. Vyduna-Haskins, G. (1996). The Spel-Lang Tree: Roots. Johnsburg IL: The JEP Foundation.


    Additional Gazette Articles by Grace Vyduna-Haskins

    High Stakes Testing
    http://teachers.net/gazette/SEP01/haskins.html

    On Spelling/Reading Relationships
    http://teachers.net/gazette/APR01/haskins.html


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