Lori,hsm wrote:I am just not quite "getting" spelling power. Yes, I have read the quick start instructions as well as those in the TM. While those have cleared up some confusion, this program is uncomfortable to me in that it is not what I am used to. I am used to workbook programs, which for one of my children was fine, but the other not so much.
My "struggling" speller is only 8 so it may be just a maturity issue. My kids were in ps before and I am not sure how the phonics foundation was, however, her reading is above grade level. There is a hint of possible issues with her handwriting/spelling. I DO think she is improving since we have started doing copywork in MFW which is pretty amazing since we have only been doing the program for just over 3 weeks.
She will randomly add or drop an e at the end of words. She spells the way she hears most often. For example: watched is spelled wacht. A lot of her errors seems to be based on rules (or not knowing them). I could go on with the examples but I won't for sake of space...
We used All About Spelling a little last year but it was teacher intensive. A workbook program we used before (Spelling Workout) was a struggle for her as well. She didn't remember the words and always missed a lot, never really getting it. That is what the ps also used.
I understand why MFW chose SP with the short time frame it requires because I feel spelling shouldn't take up a whole chunk of our day which is what AAS did. That said, it takes me too long to do SP. Maybe I am not doing it right? I think I am following directions correctly. Did you find there was a learning curve and then it was smooth sailing? To be fair, I haven't given it that much time to work its charm on me I feel like I want a workbook but I already have SP and if I can make it work, then that is my preference. And, when I thought I didn't like PLL/ILL, I realized I was oh so wrong. I also like Singapore a lot as well, so I trust the judgment of MFW. But, I also realize that what works for one family/mom may not work for someone else. Is that the case with Spelling Power or do I need to give it time, like PLL/ILL? Help me love it please? And, tell me my struggling speller will be okay with it. TIA!
For my oldest (definitely dyslexic), I use AAS. SP was just not a good fit. She needs explicit instruction on spelling and spelling rules, and SP just doesn't cut it.
If I were to tweak SP to work for a spelling challenged kid, it would mean that every time I got to a new rule, I would probably have to do something like this: let's pretend we're on the rule "/long-a/ can be written ay, ai, ey, ei, eigh, ea, or a followed by a consonant and silent e." I would probably either take a piece of paper and write columns on it with each of those possibilities (ay, ai, etc.) or do it on the whiteboard, and then write the list of words each on a 3x5 card or other slip of paper. Then I would have my kid read the word and categorize it into the right column, copying it. So, the first day of a new list would take longer. Or, I would make that the Monday activity. Then Tuesday test to see what she retained. Then Wednesday and Thursday study the words missed on Tuesday, and test on Friday. If she still missed a lot of words on Friday, I would keep working on that list until she could spell them all correctly.
Another tweak would be (using that same example), to make the rule "/long-a/ can be written ay or ai" and then call out only the ay and ai wods. Then make the rule, "/long-a/ can be spelled a consonant e" and then do those words.
For using AAS, I just set a timer for 15 minutes. We review cards from each color in the box (the "review" section, and then enough out of the "mastered" section to total 5 cards per color), and do any world lists specified at the beginning of the step. Then we just pick up where we left off from the previous day. One of the things I like about AAS is that it only focuses on one spelling combination at a time. For example, words where /long-a/ is spelled ai and ay (since those go together), and rules for why to choose which one.