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SAFMEDS for spellings: help please(29 Posts)
Ok, have been looking this, but have hit an apparent hurdle....
How can I use a card with the word (correctly spelled) on it, without briefly reminding the dc of the spelling just in time to stop me working out whether or not they 'really' know the spelling? Are the safmeds cards for me when teaching spellings? Is it better to get the dc to spell it out, write it down, select the 'correct' card from a group or similar words?
Or do I need to make 'picture dictionary' flash cards with relevant drawings on one side and words on the other <aargh> <please say no>
I know we should do what the teacher said for up to 10 min every single day.
But try as I might, I just can't . I might actually die of boredom, and even if I prop my mortal remains up next to the worksheets, the dc will erupt in
entirely justified violent rebellion dangerous challenging behaviours.
I'm not sure I would teach spellings with safmeds tbh, though I might introduce timing for fluence (but you have to be careful because not all words take the same time to write). So if you were to do it, it would have to be in 'sets'. And I imagine you would have to say them.
Actually, I see a whole technology development opportunity. Writing on a tablet pressing a button for the next word to be heard........
I've been considering this whole thing myself as it is probably about time someone taught ds to write and school aren't doing it. Now ds can read. Spellings are pretty key as he hasn't linked up reading with writing. His words are very strange and needs sorting pronto.
Ah, well there you go. They're in sets already.
You say the word. He writes it 4 times. You tally count every time it is correct so he hears a click. When he gets to the end of the row he presses a buzzer/hits a xylophone/claps his hands and you say the next one. See how many he can do in the allocated time. Then go through the ones he got wrong and practise again.
Change the order the words are presented each time.
Absolute best for ds is solid objects in a box (we have tons in a very fetching wooden pot we brought back from holiday eg dog, ribbon, crayon, bead, book etc)
He produces the spellings answers in lots of ways, paper and pencil, chalk blackboard, solid alphabet, whiteboard, aloud.
So stick things in the box,
Shake, pull out your choice, try to spell it out by whatever means.
The slight draw back is you tend to get a bit obsessive about collecting stuff.
to both of you, star's method sounds logical, zzzz's sounds like it reduces the tedium somewhat
But still <sob>
I want a quick, easy, non-tedious, and eventually successful method.
I fear a re-run of my long search for the (theoretically possible but non-existent) perfect double buggy.
Ah so do both.
The thing about the fluency one is that it is really easy to see progress in just a few goes, and obviously you record the number that he has got right from each set in the allocated time, so you can graph/chart/tally and he can see progress too and feel good about the development.
You don't need to at all. But for some with the more mathematical mind, there can be rewards found in recording progress in a systematic way, as well as a clear picture of 'getting better' to grow confidence iyswim.
You know. Like lots of friends I know who are trying to lose weight, like to plot their weight on a graph periodically to keep them motivated and see how far they have come.
You can buy the kit, but I just lifted the list of words (and added from some other stuff) and set it as a scavenger hunt for my older children . Lots of fodder in the dolls house.
Hmm. Do both.... Love the montessori catalogue. Funnily enough, I did the 'real objects' thing with 10 spellings one week. We'd been trying to learn them so they were in my head, and going round Asda, we saw 'cheese' and then 5 more of the 10 words just sat on the shelves!
Another couple of things at home, and 2 little drawings for verbs, then all in a bag. The cheese did get a bit
facilitating multi-sensory learning styles ripe though . It worked, but then I got lazy...
We had a lovely moveable alphabet (with integral chalkboard <more sobs>) some years back, never used except to chuck on the floor, and got fed up of constantly picking it up off the floor, so it went . Luckily it wasn't anywhere near the prices of the 'proper' ones.
Definitely need the weightwatchers-type charting motivator.
And to steal catalogue ideas... not buy more stuff <wags finger at self>
I think that is why I gravitate towards the pencil and paper methods now. I'm broke
I used to think that buying things would reduce the impact of autism. Now I think it is time, and given I am the only one that cares enough it will be MY time (supported by dh). (Not saying there aren't products that can help make time efficient, though products don't work by themselves).
I feel guilt every day for all the things I haven't done. It can make you very unproductive.
I need to listen to my own advice but I have learned that doing something EVERY day, even if it is tiny, gets you into a routine and you can hang other things onto it iyswim.
Right, so from Monday, ds will be learning to spell..........
This won't be a SAFMEDS task as you can't really do this but it can be one pertaining to the academic field SAFMEDS belongs too, namely precision teaching. You will find it easier to work in spellings based in spelling rules otherwise your approach will have no logic. Despite my love if Headsprout I am amazed they have not ventured into the world of writing and spelling. There are two issues, namely writing neatly and spelling oroperly. For former I gave used lots if old fashioned practice with Luned paper and also lots if timing. A good reader should generally have good phonological awareness that will be invaluable when spelling. However if you want a ready prepared curriculum if sorts, a book like the old but splendid 'why johnny can't read and what you ca. Di about it' has list after list if spellings in the back. I've trialled these in time sensitive manner. Also not a fan of dreaded multiple sensory approach but google haughtiness matrix to get a good idea of working kn different input and output modalities.
Yy to time being most precious resource. Get into a habit . Do less but do it better. I never miss a day of doing something with my kids. They know it is non negotiable. A propos of nothing, just want to say that a. MNer recommended a working memory online resource called jungle memory which is brilliant. Ten minutes of that a dag has made a HHFA difference and crucially, they can do it without me with then! They know to shout their scores out to me though!
The number one method of "writing" the spellings here is a foam floor alphabet.
Ours is old and a little tired but there is a peaceful focusing thing about getting it out. Ds and I build it like a huge jigsaw A to Z, then get out the box of things. He spells the words by leaping from letter to letter.
That sounds like a sure way of me getting down that weightwatcher chart zzzzz!
Ok, will get cracking. We did some today. Will look at the 300 word list and group them as moondog suggests. Tomorrow can buy some cheap chalk and do zzz large letters solution, but cheaper
mummy dc get bored we'll make a spellings box.
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