Jan. 21, 2008 - wk 15 (O-3 & S-1)
January 14-18, 2008
Our read aloud this week is The Cat of Bubastes by G. A Henty. We’re almost done, and we’re in the most exciting part of the book!
Tuesday, Part 1
MC-CALL-CRABBS We started with a McCall-Crabbs reading.
Tuesday, Part 2
WARM-UP We reviewed all phonogram cards with the round robin format and with full spelling dialogue.
Tuesday, Part 3
DICTATION I dictated Section O-3 to the children. One of the things ways we do dictation is that the children take turns dictating the words back to me and telling me how to do the markings. We do this so that one child does not dominate the process, to keep them alert and attentive, and so I can tell who is understanding the material. Here’s how it works. Let’s say it’s JD’s turn. After I dictate the word and the children write it in their logs, JD will then dictate it back to me. The others are to be listening quietly. Next, JJ (sitting to JD’s left) will tell me how to do the markings. On the next word, JJ will dictate it back to me and SE (sitting on JJ’s left) will tell me the markings. We continue this way until we’re done with the list.
A POST-TEST followed on the 20 words I dicated today as well as the words from lists O-1 and O-2, which were never tested back in December. Because a lot of time has transpired since we worked on those words, I gave “think to spell” clues on these words as needed.
Tuesday, Part 4
REINFORCEMENT The children added error words to their word banks and wrote sentences with today’s new spelling words. The only special requirements for the sentences were to write 10, using two new words in each sentence.
Thursday, Part 1
MC-CALL-CRABBS We started with a McCall-Crabbs reading. Today was the tenth reading recorded on the students’ current record forms. Therefore, we took an average of the ten scores, drew a red line across these last ten scores on their point graph, collected the record forms and point graphs, and set up these forms for starting the next reading at our next lesson. By the way, I’ve been doing these readings along with the children which helped greatly as I was able to discuss with them the more difficult questions. I’m pleased to say all three increased their average scores.
Thursday, Part 2
DICTATION We have increased our words per week to forty. However, I want to challenge the children even further, especially considering how well they did with the advanced spelling words Wanda gave them last week. Therefore, I have decided that we’ll do 20 words per week continuing in Section O, but we’ll also do 20 words per week starting in Section S. It’s going to take a bit of work on my part to be prepared ahead of time with my understanding of the words, but also to coordinate any Reference Pages that will need to be done. Let’s see how this goes.
I had the children format their Black Logs so that section titles were added from O-4 through S-1. The children folded pages and added titles per instructions. I then dictated Section S-1, again using the round robin format explained above.
A POST-TEST followed with all 40 words dictated this week and 10 from our review stack of cards.
Thursday, Part 3
REINFORCEMENT Error words were added to the word banks, and the students wrote 10 sentences with today’s spelling words.
Goals for next week:
(1) Actually teach all five days!
(2) Finish up on this week's lists and keep moving!
Comments
Jan. 21, 2008 - SWR Accountability
Posted by Anonymous
Dear Liz:I love that you are so honest in your blogs. It really helps. It's so easy to get off-track and discouraged with SWR (really I mean homeschooling, but SWR takes vigilance--too bad I never learned SWR as a kid, I might know for sure how to spell vigilance!--and life just has a way of bumping school out of place. ) Thank you for your humble honesty. It helps as much as reading what you do! I appreciate it. God bless, another Liz (F.)
