The other day I had the privilege of delivering the Keynote address at the TLN CRT Conference. I have to say I was rather nervous at first but once I put my hands on that lectern it was all over and off I went. I really love doing what I do and I love meeting and speaking with educators, sharing ideas and anecdotes about teaching and learning. During my Positive Classrooms workshops, at the same conference, there were many ideas thrown around that I hope participants might try the next time they are in the classroom. My favourite idea was the alphabet game where the first person chooses a word – say – learning, the next person must then say a word beginning with the last letter of the previous word – growth – and so it goes until everyone has had a turn. We then tried it using only words relevant to the topic at hand, and while this was rather difficult it is an excellent way to really challenge the students and stay on topic. It might also be useful as a revision or prior / post knowledge game.
Many thanks to all those who participated on the day. Remember that each child is taught by a CRT for almost 2 years of their 13 years at school. We can make a BIG difference to their lives, make sure it’s a positive one!
Lastly…for those who would like to know how the “I failed preps” story ends please click here
That’s why ‘boy’ is spelt b-oy and not as the sound suggests b-oi
C softens to an ‘s’ sound after e, i and y, otherwise we say ‘k’
think about it in terms of the word ‘circus’
a, e, o, u usually say their names at the end of syllables
think paper, pa – per
we use double letters to shorten sounds in syllables, for example, sound out pepper, pep – per, otherwise we would pronounce it ‘peper’ pe – per
one of the most misspelt words is ‘miscellaneous’
now let’s think about it as we apply the rules above;
mis cel la ne ous
mis (all good) cel (why is it an ‘s’ sound? because of the ‘e’) la (a says its name at the end of a syllable) ne (e also says its name at the end of a syllable) ous (ou is a phonogram, both letters together make this sound). Does that make more sense now?
Do we teach this to our students? Could we? Would it make a difference to our understanding and development of reading and writing and would it improve spelling? Let me know what you think, click below and leave a reply.
According to research at an Elingsh uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is that the frist and lsat ltteer are in the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae we do not raed ervey lteter by istlef but the wrod as a wlohe.