1936 Quivira Way, San Diego, CA 92109
Both days will draw on classroom/tutoring lessons across the grades to help teachers/tutors make sense of English spelling and ways to bring that understanding in their own educational contexts. Both days will be driven by the participants questions and both will have investigations teachers will engage in, but there will be more time for digging into activities on Day 2 with the basics in place. The basic story will be something like this:
– A general introduction to the big picture of English orthography and SWI
– Working with word morphological and etymological word families
– Making sense the interrelation of morphology, etymology and phonology by working with matrices, word sums (spelling-out-loud and writing-out-loud), grapheme-phoneme correspondents and synchronic and diachronic etymology
– How to draw on SWI in the process of reading instruction, and to deepen understanding of key concepts and terms in any subject area.
– Brief description of the research
– A revisiting of the key concepts of Day 1, but now with much more time for activities.
– More time for activities
– much more time for the details of “writing-out-loud” and “spelling-out-loud”, bigger investigations
– more time learning how to work with Etymonline to inform SWI investigations
– more practice on grapheme-phoneme-correspon
– a more detailed account of the research
The point is that people can get an introduction on Day 1 if they can only commit to one day. Day 2 is hugely valuable to have time to process the concepts and terms of Day 1 and to refine understanding.