spelling tests

[Guest guest]

In a message dated 9/7/2006 9:42:46 A.M. Eastern Standard Time,

saraandchadd@... writes:

So my daughter got her first spelling list this week and I'm pulling

my hair out. This is so frustrating!my hair out. This is so frus

them down and trace, etc. Then I ask her to repeat them to me and she

doesn't hear what word I'm saying!!! UGH. Any suggestions?doesn't

about for her teacher when they take the test? Tell me it gets

easier.

Spelling tests were always a challenge!

We made sure that the word was said AND used in a sentence so that Ian had

the contextual clue as to which word was being said. His teachers had this

wonderful tendency to create spelling word lists that all sounded alike. This

was the only thing we could think of that would have helped.

Signing wouldn't have helped, because many words don't have signs, or share

signs. By adding the contextual reference, Ian could tell which word was being

said because of its implied definition.

We also made sure the teacher stood in front of Ian so that he got all the

help he could from lip reading. No pacing the room for spelling tests!

Hope this helps,

Jill

[Guest guest]

So my daughter got her first spelling list this week and I'm pulling

my hair out. This is so frustrating!!!!!! I try to get her to write

them down and trace, etc. Then I ask her to repeat them to me and she

doesn't hear what word I'm saying!!! UGH. Any suggestions??? What

about for her teacher when they take the test? Tell me it gets

easier.

[Guest guest]

Hi Sara - tell me again how old your daughter is?

saraandchadd wrote:

> So my daughter got her first spelling list this week and I'm pulling

> my hair out. This is so frustrating!!!!!! I try to get her to write

> them down and trace, etc. Then I ask her to repeat them to me and she

> doesn't hear what word I'm saying!!! UGH. Any suggestions??? What

> about for her teacher when they take the test? Tell me it gets

> easier.

>

>

[Guest guest]

In a message dated 9/7/2006 1:03:41 P.M. Eastern Standard Time,

Barbara.T.Mellert@... writes:

When our boys took spelling tests, we had in the IEP that they were to

take it in a quiet setting and when the word was given, it was also

given in a sentence for context and that helped a bunch.

This is exactly what was in Ian's as well. But he really wanted to take the

tests in the classroom, so we agreed to try it as long as the teacher stayed

in front of him and used the word in a sentence. They agreed to this, after a

lo-o-o-o-ong, extremely protracted debate as to whether using it in a

sentence was somehow " cheating " ... no joke. I pointed out that they use the

words

in sentences during competitive spelling bees so I was pretty sure it was not

giving an unfair advantage to anyone. (shaking her head at the memory)

Jill

[Guest guest]

In a message dated 9/7/2006 1:18:23 P.M. Eastern Standard Time,

kiminyme@... writes:

Our son is pitiful at spelling on his own, even with

lots of repetition and practice. However, he's very

good at recognizing the correct word out of a list of

possible words, which is all he really needs to do if

he can use a word processor for his written work where

spelling counts.

Kiminy

When Ian was in middle school, we intentionally turned off the auto-correct

on the spelling. His spelling skills were actually getting worse. So, he'd

write and I'd circle mis-spelled words in his first draft and he had to try and

correct them on his own first, and then we'd help him out.

What's funny about Ian's spelling it that it is basic words that he

misspells. Complicated and advanced ones that he learned as he read them or as

part

of class vocabulary are the ones he can spell. But " turn " is inevitably

spelled " tern " and the auto-check then questions his grammar, not identifying it

as

a typo. (tern ... it's a type of bird) He reverts to phonetic spelling of

some of the most basic words, even now when he's tired he does it.

He needed to become aware of his spelling mistakes, so we took away that

electronic tool for a while. We didn't just take it away, obviously, we were

working with him on that topic at the time. And it helped.

Jill

[Guest guest]

The only thing that got us through the spelling tests was that we used

cued speech in elementary school. Why do they always do words that

sound alike????? Jake is in 6th grade and they do root words so the

first week they were words with the root AUDI--audiogram, audiology,

audit, etc. At least they are just doing definitions and matching

right now and have not had an oral spelling test because we do not have

a transliterator anymore. However, I am wondering about something in

his IEP that says NO ORAL TESTING...does that include spelling tests?

Can they make them multiple choice where they do maybe four words and

three are spelled wrong? I don't know, just a thought.

Elaine

[Guest guest]

We also used cued speech for spelling tests and teaching phonics. It's an

incredible resource whether you want your child to be oral or signing. It's a

tool that visually represents the sounds that are produced by touching places on

the lower part of the face, combined with hand positions. It is visual phonics.

We still use it for new vocabulary words in highschool. What you'll find is

that when your child begins reading, they'll rely on reading and often

mispronounce the words because they read them the way they should be said

according to normal pronunciation rules and they haven't heard them well enough

to know the accurate pronunciation...example, KNIFE. They might say K - nife.

Knowledge might be K- now - ledge. Then you use your hand gestures/touches to

show them visually what sound is being said and they get it immediately.

-------------- Original message --------------

The only thing that got us through the spelling tests was that we used

cued speech in elementary school. Why do they always do words that

sound alike????? Jake is in 6th grade and they do root words so the

first week they were words with the root AUDI--audiogram, audiology,

audit, etc. At least they are just doing definitions and matching

right now and have not had an oral spelling test because we do not have

a transliterator anymore. However, I am wondering about something in

his IEP that says NO ORAL TESTING...does that include spelling tests?

Can they make them multiple choice where they do maybe four words and

three are spelled wrong? I don't know, just a thought.

Elaine

[Guest guest]

When our boys took spelling tests, we had in the IEP that they were to

take it in a quiet setting and when the word was given, it was also

given in a sentence for context and that helped a bunch.

Barbara

saraandchadd wrote:

> So my daughter got her first spelling list this week and I'm pulling

> my hair out. This is so frustrating!!!!!! I try to get her to write

> them down and trace, etc. Then I ask her to repeat them to me and she

> doesn't hear what word I'm saying!!! UGH. Any suggestions??? What

> about for her teacher when they take the test? Tell me it gets

> easier.

>

>

[Guest guest]

This is actually how spelling is tested in

standardized tests that focus on spelling.

IMO, this would be a perfectly reasonable

accommodation. When we (most of us, I hope?) were in

elementary school, there wasn't much incentive to do

this kind of spelling test. However, these days, most

of our kids are learning how to use word processors as

they learn to write and spell, and word processors

typically give a list of alternative spellings to

words that are misspelled when you run the spell

check. There are also predictive-typing programs

available--used most commonly on the text portion of

cell phones, but also available for PDAs and

computers--that guess the word as you type it. As soon

as the word you want to use appears, you just hit

Enter or another key.

Our son is pitiful at spelling on his own, even with

lots of repetition and practice. However, he's very

good at recognizing the correct word out of a list of

possible words, which is all he really needs to do if

he can use a word processor for his written work where

spelling counts.

Kiminy

--- elaine_blackford beat4girl@...> wrote:

> Can they make them multiple choice where they do

> maybe four words and

> three are spelled wrong? I don't know, just a

> thought.

__________________________________________________

[Guest guest]

K - nife. Knowledge might be K- now - ledge. >>>

We have that with Jake too. He says CH-aracters, CHemicals, aCHe and

you show him with cues he gets it but when he reads or talks he gets it

wrong alot.

Elaine

[Guest guest]

_http://www.cuedspeech.org_ (http://www.cuedspeech.org)

The link that arrived in another email, with this info at the base of it:

Pamela Beck

Manager, Information Services

National Cued Speech Association • Deaf Children's Literacy Project

23970 Hermitage Road • Cleveland OH 44122-4008

v/tty • v/tty

info@... • www.cuedspeech.org

[Guest guest]

I like 's and Elaine's suggestion of visual phonics and cued

speech. Both the schools Hayley went to, in CA and PA, used visual

phonics.

Sara, I wrote a long email from my office but it didn't make it

here...so I'll try to remember and recreate. Hayley uses ASL and

signed english. oo). At the beginning of the week we got index

cards, 3x5 and wrote the word on the card and I would show her the

word and she needed to tell me what it was (in sign) and then vice

versa. Monday nights she wrote the words 5 times, Tuesday used the

word in a written sentence, Wednesday mixed up letters, Thursday

studied for test. Basically she needed to know the written word,

the sign for it, and what it meant. By the end of the week, with

the exercises and the flashcards (I still have them)

Now, I don't know if you sign or not. I also don't remember how old

your daughter is, but we used these techniques until Hayley was 12

and this was a strong area for her. What may work for you, and this

is just a suggestion, is to write the word on the index card and

then draw a small picture or get a clip art of what it is. Maybe

she needs to link the word with something visual. Another idea is to

purchase the Picture Perfect Dictionary

http://www.buttepublications.com/dictionaries.asp?SessID=283501

Actually for all parents, Butte Publications is a good resource.

With the dictionary, I dont' think it is necessary that you sign -

the picture and the word in the sentence is quite descriptive.

Good luck!

>

> We also used cued speech for spelling tests and teaching phonics.

It's an incredible resource whether you want your child to be oral

or signing. It's a tool that visually represents the sounds that

are produced by touching places on the lower part of the face,

combined with hand positions. It is visual phonics. We still use

it for new vocabulary words in highschool. What you'll find is that

when your child begins reading, they'll rely on reading and often

mispronounce the words because they read them the way they should be

said according to normal pronunciation rules and they haven't heard

them well enough to know the accurate pronunciation...example,

KNIFE. They might say K - nife. Knowledge might be K- now -

ledge. Then you use your hand gestures/touches to show them

visually what sound is being said and they get it immediately.

>

>

> -------------- Original message --------------

> From: " elaine_blackford "

> The only thing that got us through the spelling tests was that we

used

> cued speech in elementary school. Why do they always do words that

> sound alike????? Jake is in 6th grade and they do root words so

the

> first week they were words with the root AUDI--audiogram,

audiology,

> audit, etc. At least they are just doing definitions and matching

> right now and have not had an oral spelling test because we do not

have

> a transliterator anymore. However, I am wondering about something

in

> his IEP that says NO ORAL TESTING...does that include spelling

tests?

> Can they make them multiple choice where they do maybe four words

and

> three are spelled wrong? I don't know, just a thought.

> Elaine

>

>

>

>

>

[Guest guest]

thanks everyone for all of the ideas!!!! I guess I should have added that Hannah

is only 5 and is in Kindergarten. This is just so scary. Its like our first

" real " test of her capabilities in the " hearing " world. For the first time we

are going to really understand what modifications she needs, etc. Nerve

wracking.

maryemapa@...> wrote: I like 's and Elaine's suggestion of

visual phonics and cued

speech. Both the schools Hayley went to, in CA and PA, used visual

phonics.

Sara, I wrote a long email from my office but it didn't make it

here...so I'll try to remember and recreate. Hayley uses ASL and

signed english. oo). At the beginning of the week we got index

cards, 3x5 and wrote the word on the card and I would show her the

word and she needed to tell me what it was (in sign) and then vice

versa. Monday nights she wrote the words 5 times, Tuesday used the

word in a written sentence, Wednesday mixed up letters, Thursday

studied for test. Basically she needed to know the written word,

the sign for it, and what it meant. By the end of the week, with

the exercises and the flashcards (I still have them)

Now, I don't know if you sign or not. I also don't remember how old

your daughter is, but we used these techniques until Hayley was 12

and this was a strong area for her. What may work for you, and this

is just a suggestion, is to write the word on the index card and

then draw a small picture or get a clip art of what it is. Maybe

she needs to link the word with something visual. Another idea is to

purchase the Picture Perfect Dictionary

http://www.buttepublications.com/dictionaries.asp?SessID=283501

Actually for all parents, Butte Publications is a good resource.

With the dictionary, I dont' think it is necessary that you sign -

the picture and the word in the sentence is quite descriptive.

Good luck!

>

> We also used cued speech for spelling tests and teaching phonics.

It's an incredible resource whether you want your child to be oral

or signing. It's a tool that visually represents the sounds that

are produced by touching places on the lower part of the face,

combined with hand positions. It is visual phonics. We still use

it for new vocabulary words in highschool. What you'll find is that

when your child begins reading, they'll rely on reading and often

mispronounce the words because they read them the way they should be

said according to normal pronunciation rules and they haven't heard

them well enough to know the accurate pronunciation...example,

KNIFE. They might say K - nife. Knowledge might be K- now -

ledge. Then you use your hand gestures/touches to show them

visually what sound is being said and they get it immediately.

>

>

> -------------- Original message --------------

> From: " elaine_blackford "

> The only thing that got us through the spelling tests was that we

used

> cued speech in elementary school. Why do they always do words that

> sound alike????? Jake is in 6th grade and they do root words so

the

> first week they were words with the root AUDI--audiogram,

audiology,

> audit, etc. At least they are just doing definitions and matching

> right now and have not had an oral spelling test because we do not

have

> a transliterator anymore. However, I am wondering about something

in

> his IEP that says NO ORAL TESTING...does that include spelling

tests?

> Can they make them multiple choice where they do maybe four words

and

> three are spelled wrong? I don't know, just a thought.

> Elaine

>

>

>

>

>

[Guest guest]

I also have my sons say the word back. I was surprised how often they still

mishear the word. My older son especially, gets it in his mind incorrectly

and he gets locked into it.

[Guest guest]

Just to let everyone know, there is a phonics program called Visual Phonics,

which is not the same as cued speech. There are similarities, in that both

use cues to visually represent sounds, but in Visual Phonics the hand cues

are supposed to imitate the way to make the sound. The cues are not

streamlined to be used as a communication mode, just a method for teaching

phonics visually, though I suppose they could be used with the isolated

words in spelling tests.

> We also used cued speech for spelling tests and teaching phonics. It's an

> incredible resource whether you want your child to be oral or signing.

> It's a tool that visually represents the sounds that are produced by

> touching places on the lower part of the face, combined with hand

> positions. It is visual phonics.

[Guest guest]

Do you have a link? I would be interested as I'm told cued speech is very

difficult to come across in my state and most don't even bother teaching it to

you!

P baytoven@...> wrote: Just to let everyone know, there is a

phonics program called Visual Phonics,

which is not the same as cued speech. There are similarities, in that both

use cues to visually represent sounds, but in Visual Phonics the hand cues

are supposed to imitate the way to make the sound. The cues are not

streamlined to be used as a communication mode, just a method for teaching

phonics visually, though I suppose they could be used with the isolated

words in spelling tests.

> We also used cued speech for spelling tests and teaching phonics. It's an

> incredible resource whether you want your child to be oral or signing.

> It's a tool that visually represents the sounds that are produced by

> touching places on the lower part of the face, combined with hand

> positions. It is visual phonics.

All messages posted to this list are private and confidential. Each post is the

intellectual property of the author and therefore subject to copyright

restrictions.

[Guest guest]

Holy cow - kindergarten?! I think my kids had their first spelling

tests in second grade...

Sara Chaddock wrote:

> thanks everyone for all of the ideas!!!! I guess I should have added that

Hannah is only 5 and is in Kindergarten. This is just so scary. Its like our

first " real " test of her capabilities in the " hearing " world. For the first

time we are going to really understand what modifications she needs, etc. Nerve

wracking.

>

> maryemapa@...> wrote: I like 's and Elaine's suggestion of

visual phonics and cued

> speech. Both the schools Hayley went to, in CA and PA, used visual

> phonics.

>

> Sara, I wrote a long email from my office but it didn't make it

> here...so I'll try to remember and recreate. Hayley uses ASL and

> signed english. oo). At the beginning of the week we got index

> cards, 3x5 and wrote the word on the card and I would show her the

> word and she needed to tell me what it was (in sign) and then vice

> versa. Monday nights she wrote the words 5 times, Tuesday used the

> word in a written sentence, Wednesday mixed up letters, Thursday

> studied for test. Basically she needed to know the written word,

> the sign for it, and what it meant. By the end of the week, with

> the exercises and the flashcards (I still have them)

>

> Now, I don't know if you sign or not. I also don't remember how old

> your daughter is, but we used these techniques until Hayley was 12

> and this was a strong area for her. What may work for you, and this

> is just a suggestion, is to write the word on the index card and

> then draw a small picture or get a clip art of what it is. Maybe

> she needs to link the word with something visual. Another idea is to

> purchase the Picture Perfect Dictionary

>

>

> http://www.buttepublications.com/dictionaries.asp?SessID=283501

>

> Actually for all parents, Butte Publications is a good resource.

> With the dictionary, I dont' think it is necessary that you sign -

> the picture and the word in the sentence is quite descriptive.

>

> Good luck!

>

>

>

>

>

>

>

>> We also used cued speech for spelling tests and teaching phonics.

>>

> It's an incredible resource whether you want your child to be oral

> or signing. It's a tool that visually represents the sounds that

> are produced by touching places on the lower part of the face,

> combined with hand positions. It is visual phonics. We still use

> it for new vocabulary words in highschool. What you'll find is that

> when your child begins reading, they'll rely on reading and often

> mispronounce the words because they read them the way they should be

> said according to normal pronunciation rules and they haven't heard

> them well enough to know the accurate pronunciation...example,

> KNIFE. They might say K - nife. Knowledge might be K- now -

> ledge. Then you use your hand gestures/touches to show them

> visually what sound is being said and they get it immediately.

>

>>

>>

>> -------------- Original message --------------

>> From: " elaine_blackford "

>> The only thing that got us through the spelling tests was that we

>>

> used

>

>> cued speech in elementary school. Why do they always do words that

>> sound alike????? Jake is in 6th grade and they do root words so

>>

> the

>

>> first week they were words with the root AUDI--audiogram,

>>

> audiology,

>

>> audit, etc. At least they are just doing definitions and matching

>> right now and have not had an oral spelling test because we do not

>>

> have

>

>> a transliterator anymore. However, I am wondering about something

>>

> in

>

>> his IEP that says NO ORAL TESTING...does that include spelling

>>

> tests?

>

>> Can they make them multiple choice where they do maybe four words

>>

> and

>

>> three are spelled wrong? I don't know, just a thought.

>> Elaine

>>

>>

>>

>>

>>

[Guest guest]

>

> Do you have a link? I would be interested as I'm told cued speech is

very difficult to come across in my state and most don't even bother

teaching it to you!

>

>

Sara, Don't you live in LA?

Elaine

[Guest guest]

http://www.visualphonics.com/index.htm

I wish I could give them a hearty endorsement, but their instructors are

sparse, and the company does not allow sale of their materials without

taking the training class, which usually take place only over the summer.

Some of the individual instructors are a little more encouraging.

----- Original Message -----

From: " Sara Chaddock "

Do you have a link? I would be interested as I'm told cued speech is very

difficult to come across in my state and most don't even bother teaching it

to you!

[Guest guest]

Yes - am I getting wrong info?? Of course I probably am - don't I always get

wrong info?

The lady that I speak to who works with Louisiana School for the Deaf said

that you just don't find it down here - that the public school system won't use

it and that it just isn't around. ???

elaine_blackford beat4girl@...> wrote:

>

> Do you have a link? I would be interested as I'm told cued speech is

very difficult to come across in my state and most don't even bother

teaching it to you!

>

>

Sara, Don't you live in LA?

Elaine

All messages posted to this list are private and confidential. Each post is the

intellectual property of the author and therefore subject to copyright

restrictions.

[Guest guest]

>

> Yes - am I getting wrong info?? Of course I probably am - don't I

always get wrong info?

>

> The lady that I speak to who works with Louisiana School for the

Deaf said that you just don't find it down here - that the public

school system won't use it and that it just isn't around. ???

>

>>

Sara, Let me ask around and see if I can find the lady that teaches it

in area. She came to Slidell to teach us. Email me personally

and tell me exactly where you live. Beat4girl@...

Elaine

[Guest guest]

By the way. I don't know if this is just our district or state or what, but

teachers here can't use spelling tests to grade spelling anyway. Spelling

grades have to come from the child's own work. Teachers still do spelling tests

in most classes, but they don't really have to. My husband was considering

doing away with them in his class this year. I don't know what he ever decided

on it.

Rhonda Savage

Mom to Audrey, 9 1/2, hearing; and Neal, 7, CII at 2.9 years

" Hard does not mean impossible. "

[Guest guest]

Sara,

Although I know plenty of school that start spelling tests in K, that's

still very young. I bet once she gets the hang of it, she'll do much better.

I taught K for 2 years, but didn't start spelling tests until the second

semster. Even then I had kids that just didn't get it, and these were kids who

had no other issues.

If you want, I know of some fun spelling games that you might be able to play

with her to help her study.

Debbie

Some men see things as they are and ask why. Others dream things that never were

and ask why not. G.B Shaw

---------------------------------

Stay in the know. Pulse on the new Yahoo.com. Check it out.

[Guest guest]

Our school had/has a very progressive reading program and part of it was

that they had journals, where phonetic spelling as acceptable, and correct

spelling was brought in a little at a time. They learned the alphabet and its

sounds out of order (no ABCs there). The first letter was A, not because it

began

the alphabet, but because so many simply words can be formed with it. From

there they added consonants: T M N P. Now we have the building blocks for nap,

man, pan, tan, etc. They added the letter E next (not using silent E for

quite a while). Now there are ten, men, pen ... Then we added more consonants.

You get the idea. In a very short time, these kids had basic spelling words.

The kindergarten teacher found out I was an illustrtor (not a secret) and

asked if I'd make some coloring pages for her based on her simply word

sentences. Cat sat on hat, ten men and a pen ... the kids colored and copied the

words. It was fun. By the end of the year she and I had made up a basic workbook

that she used until she retired (last year).

Also, many kids start kindergarten with basic reading skills. In my kids'

classes, the separated the kids into groups based on reading levels. Actually

readers, emergent readers and true beginners. They did the same with math

skills and the kids were also learning to write in script starting in

kindergarten. A great program that was supported all through their elementary

years.

Since Ian was doing this program, got to sit in on the homework and

the benefit was that by the time she started Kindergarten, she was reading at a

2nd grade level. The fact that they set up leveled groups is what kept her

from getting bored.

Best -- Jill

In a message dated 9/9/2006 12:05:20 P.M. Eastern Standard Time,

pcknott@... writes:

I'm wondering how they can have spelling tests at the beginning of

kindergarten. Don't they need to teach the letters, the sounds the letters

make, the

fact that letters make up words and that the same letters make up the same

words all the time??? Maybe I'm old school, but doesn't it make sense to build

a

foundation and then build on the foundation, rather than jumping right into

spelling??? But my middle child would have loved this, she was really

disgusted with preschool and 5K because there wasn't any spelling. Her baby

sitter

homeschooler her child who was 3 years older and she had spelling so that's

what Ellen was thinking school was all about!

[Guest guest]

I'm wondering how they can have spelling tests at the beginning of kindergarten.

Don't they need to teach the letters, the sounds the letters make, the fact that

letters make up words and that the same letters make up the same words all the

time??? Maybe I'm old school, but doesn't it make sense to build a foundation

and then build on the foundation, rather than jumping right into spelling???

But my middle child would have loved this, she was really disgusted with

preschool and 5K because there wasn't any spelling. Her baby sitter

homeschooler her child who was 3 years older and she had spelling so that's what

Ellen was thinking school was all about!