In Chapter 5 of Classrooms That Work, the focus lies on helping children learn to read words that they may know spoken, but not know in print. By using phonics and spelling games, the students can gain a better understanding on how to use familiar words and spelling techniques to figure out how to spell or say a word. When I was in third grade, I competed in the school wide spelling bee. I remember that it came to the words ceiling and aversion, both words which I had heard but had never seen spelled before. For ceiling, I remembered my previous knowledge of the rules "I before E except after C" and "-ing" so I was able to put together the whole word and make it to the spelling finals. My final word was aversion which I had heard spoken, but never saw written. I knew how to spell version from different video and Gameboy games I played with my brother, but I didn't know if it began with an -a or an -o. I thought about spelling it both ways, but (like with the student in the Chapter 5 example trying to pronounce "bow" both ways") I decided to stick with the letter -a and I won the Spelling Bee! I used previous knowledge and sounding out the words in order to develop the correct spelling of a word that I had never seen in print. I also liked the Guess the Covered Words game in Chapter 5, however, my question would be as to how you would keep it educated and less of a competition where students were just shouting out the first words that came to their mind in order to win and be the fastest? I also wondered how you would single out those students who continued to struggle with the game from the students who seemed to understand it right away?
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Cunningham, Patrica M. Classrooms That Work.
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