I am not sure if it is by sheer coincidence that I read two pieces by Bruce Saddler this week or if what he had to say was meant to have a significant impact on my methods of teaching English. Either way, I found what he had to say about sentence combining in the article entitled, “Sentence Combing: a Sentence-level Writing Intervention” and spelling and handwriting in chapter 9 very intriguing.
When I began reading Saddler’s article, I thought for sure that it was not going to pertain to me because I am certified English 7-12, however my doubts were quelled as I continued to read. “Researchers have found that sentence-combining practice can help young writers write qualitatively better stories and increases the amount and quality of revision” (Saddler, p. 468), yet I can see how the modeling techniques mentioned can be applied to adolescent students. In order to get students used to the true revision process the teacher could alter sentences from literature or take sentences from student work. Together, the class can work in pairs or as a group to identify run-on sentences, fragments, and areas that lack detail. This oral practice in the classroom encourages “group discussions, feedback, evaluation, reflection, and praise” (Saddler, p. 469). Similar to Saddler, writer Bob Schlagal speaks on spelling and handwriting; two aspects in education that have changed significantly with the advancement of technology.
In chapter 10, Schlagal says, “As is always the case, heavy emphasis on one aspect of the curriculum leads to neglect of others, but recognition of that fact does not mean a return to historic concepts and practices is in order” (Schlagal, p. 179-180). This statement is written in regards to the author’s opinion that education no longer puts weight on spelling and handwriting. I can definitely understand his position because I too think that all children should be able to write legibly and have knowledge of spelling (or at least be capable of looking a word up in the dictionary). “Reading and spelling are both rooted in knowledge of the spelling system and its patterns. This relationship between reading and spelling is seen in the fact that most poor spellers are poor readers” (Schlagal, p. 180). On the other hand, I do acknowledge that technology is moving at a rate in which things like Spell Check and word processors are available to a great chunk of the population. This is where I am torn; I do not thin that just because technology is so readily available that people should discard some of the basics of education because there will always be situations that people will have to write using a paper and pen and handwriting will need to be correct and legible.
While reading your post, I was realizing how much I noticed this semester that elementary and secondary education is related. I think this has to do with the fact that in many of my classes there has been teachers from a variety of grades (from pre-school to high school). Everyone has talked about how they would modify what they have heard and learned about teaching strategies in other levels to benefit their students.
ReplyDeleteI also like the quote you pulled about poor spellers being poor readers. This makes sense because if you do not know how to spell a word correctly, why would you be able to read it. I started to think about how insignificant spelling has become because of spell check but this that quote has made me rethink that thought.