Study Group Action Plan

1. Members will discuss reading assignments given in Words Their Way - Word Study for Phonics, Vocabulary, and Spelling
Instruction by Donald R. Bear, et. al. and identify ways they can or already do incorporate the information in working with students with disabilities in the inclusive ELA classrooms and special education class settings. Each group member will implement at least one assessment or instructional strategy and share the outcomes. Following each meeting, the blog administrator will enter into the blog a summary of the notes taken by members at the meeting.

2. Group goals will be accomplished through reading assignments, group discussion and individual member presentations.

3. Outcomes will be measurable in that summaries of each meeting will be entered on the blog. Each summary will include reading assignment completed and ideas identified that benefit students with disabilities. Each summary may also include a brief synopsis of a member's report on assessment or instructional strategy implemented.

4. Success will be based on our identification of at least one way that this approach can be incorporated into inclusive or special education class settings. Copies of materials used or developed will be attached.

Thursday, January 15, 2009

Thursday, January 15, 2009 Meeting

Today we continued our discussion of Chapter 1 entitled "Developmental Word Knowledge". We compared it to the article entitled, "How Words Cast Their Spell" published in American Educator, Vol. 32, No. 4, Winter 2008-2009. This article supports the "Words Their Way" approach to teaching language. Both text and article agree that spelling is a linguistic process and not just a matter of rote visual memorization. Both agree that the spelling of words can be predictable when position of letters within words, meaningful word parts, and the history of language is considered. They also agree that knowledge of the alphabet and phonological awareness is a basis needed to ensure success. As the ability to demonstrate such knowledge is dependent on a developmental level of understanding, then for success to be achieved it is agreed that a developmental approach to teaching spelling is best.
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