mudassardev312

Although this article is about a number of significant orthographic principles there are two topics that are particularly pertinent for me: Unravelling the 'story' of one word reveals the intertwined 'stories' of many other words. Investigating <one> clearly demonstrates that meaning and structure are the main concern of English orthography  not pronunciation! Recently, during math week, we investigated the number words, a wonderfully rich source of orthographic understandings. In education, <one> is generally considered a 'sight word' or a 'high frequency word', often a word memorised in isolation. It only seems logical to me, if words are considered  high frequency,  then we should be investigating and analysing them to fully understand the 'how' and 'why' of the spelling. A teacher recently asked, "How can you investigate all the 'sight words'...that seems impossible?" Do you know the singer/songwriter P...

Phonological analysis: a journey of accuracy!  From my experience young children love to express their ideas and thoughts in the written form... ...just like this student: who loves to write; is confident using the writing process; rereads her written thoughts with clarity and understanding and is willing to share her thoughts in the written form...BUT   ...when first analysing these pieces of writing, and other examples, you might ascertain that this child has some learning issues...However, I wonder if this student's misspellings and inaccurately formed letters could be a misunderstanding of how the English system works?  Is this student doing exactly what she has been taught to do?                        It's our responsibility as educators to ensure we teach  accurate information about how the English spelling system works so learners can make informed and meaningful spelling choices. This child's spell...