What is needed for the initial steps is a phonetic system based on English that kids can use to learn the 40 phonemes of English.  This is provided by truespel.  First grade kids will be able to read and write phonetically and be able to look words up phonetically for true phonetic awareness.  This enables transition to standard spelling because truespel is designed as close  to traditional spelling as possible.

 

This establishes good total-set learning for the kids.  There are 26 letters, that's all there are.  There are 40 sounds for USA English, that's all their are.  Now we can spell those 40 sounds using those 26 letters, and you can spell any word you hear.  This makes a consistent sound-spelling.  It also ties in with truespel dictionaries so you can look words up phonetically if you can't spell them.  It also leads to translation guides for global integration.  No other notation is designed to do this.  I use it for spreadsheet analyses in my books.  And no problems with email.  These are big pluses.

 

I'd be glad to help integrate truespel into any curriculum.  Also, truespel is free.  Make your own lessons using the converters at truespel.com.



Tom Zurinskas, USA - CT20, TN3, NJ33, FL7+ 
see truespel.com phonetic spelling


 
 





 


Date: Tue, 3 Nov 2009 12:21:28 -0500
From: joy.hunder at losttech.com
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 5094] Re: a real curriculum vs. textbook


The seven steps scientifically verified by The National Institute of Child Health and Human Development: 

1) First, directly teach phonemic awareness.
2) Teach each sound-spelling correspondence explicitly.
3) Teach frequent, highly regular sound-spelling relationships systematically.
4) Teach students directly how to sound out words.
5) Teach students sound spelling, decodable text.
6) Teach reading comprehension using interesting teacher read stories.
7) Teach decoding and comprehension skills separately until reading becomes fluent. 

More than 1.2 billion spent in research. 

  

On Mon, 2 Nov 2009 23:13:29 +0000, Tom Zurinskas wrote: 

  

That approach seems very reasonable.  Phonetics or phonics can only go so far, then it's on to sight memorization of the word lists.  
 
Studies show that "phonemic awareness" correlates to success in early readers, so I think it's good to show the best letter-sound relationships you can, then on with the word lists.  At least there is grounds there for "sounding out."
 
My take is that kids can learn the 26 letters and then the 40 sounds of US English early through truespel notation.  They would then have a simple means of spelling phonetically for what they hear, because truespel uses only letters of the alphabet with the closest match to traditional spelling-sound relationships.

Tom Zurinskas, USA - CT20, TN3, NJ33, FL7+ 
see truespel.com phonetic spelling


 
 


From: cherylthornett at hotmail.com
To: englishlanguage at nifl.gov
Date: Mon, 2 Nov 2009 17:10:08 +0000
Subject: [EnglishLanguage 5084] Re: a real curriculum vs. textbook

.ExternalClass .ecxhmmessage P {padding:0px;} .ExternalClass body.ecxhmmessage {font-size:10pt;font-family:Verdana;} 
The current policy in the UK is to recommend concentrated synthetic phonetics, with associated listening skills, in the early stages of education (ages 5-6), but then to move children on to other techniques, including whole word recognition and recognition of word elements such as prefixes and suffixes. I haven't read many complaints about it so far, but as I am in Adult Ed, I'm going by one particular educational journal. The pilots were successful, I believe, but it may be a few years yet before the policy can be evaluated accurately. 
  
 I am hoping to learn more or to find colleagues able to work on using synthetic phonetics with adults, especially with NNES (non-native English speakers, for anyone unfamiliar with these initials). Do you have any suggestions or pointers for this? 
  
Cheryl Thornett 
ESOL & Adult literacy teacher
Birmingham UK 
  




From: Tom Zurinskas 
Sent: Sunday, November 01, 2009 7:47 AM 
To: englishlanguage at nifl.gov 
Subject: [EnglishLanguage 5080] Re: a real curriculum vs. textbook 

England has abandoned "whole language" or "whole word" reading insrtruction for "synthetic phonics" .  How's it going?



Tom Zurinskas, USA - CT20, TN3, NJ33, FL7+
see truespel.com phonetic spelling





________________________________

> Date: Sat, 31 Oct 2009 12:09:49 +0000

> From: N.Hann at leedsmet.ac.uk

> To: englishlanguage at nifl.gov; englishlanguage at nifl.gov

> Subject: [EnglishLanguage 5077] Re: a real curriculum vs. textbook

>

>

>

>

>

>

>

>

>

>

> Hi Everyone,

>

>

>

> In England, an ESOL curriculum was put together around 2001 and learner materials to support it followed a couple of years later. Here is a link to the Adult ESOL Core Curriculum we refer to when planning courses etc. It has been particularly useful for new teachers and had supporting documents such as exemplars of learner language which helped tutors and assessors/ exam bodies get a 'feel' for the levels.

>

>

>

> Here is a link to it http://www.excellencegateway.org.uk/sflcurriculum

>

>

>

>

>

> with best wishes,

>

>

>

> Naeema

>

>

>

>

>

> Naeema B.Hann

> PhD Candidate

> Leslie Silver International Faculty

> Macaulay Hall

> Headingley Campus

> Leeds Metropolitan University

> Leeds LS6 3QS

>

>

> ph. 0113-8129311

>

>

>

> ________________________________

>

> From: englishlanguage-bounces at nifl.gov on behalf of Amber Gallup

> Sent: Fri 30/10/2009 15:45

> To: The Adult English Language Learners Discussion List

> Subject: [EnglishLanguage 5076] a real curriculum vs. textbook

>

>

>

>

>

> Hello colleagues –

>

>

>

>

>

> I’m wondering if anybody out there has recently gone through the process of designing or formalizing a leveled curriculum for their program (instead of just using a textbook as a curriculum)? Would love to hear about your experiences – how you did it, what your process was, or just what you learned or found challenging? A program around here is thinking about doing just that, so I thought it would be good to hear what the field has to say about it – thanks in advance!

>

>

>

>

>

> Amber Rodriguez

>

>

> Riverdale, Maryland

>

> To view the terms under which this email is distributed, please go to http://disclaimer.leedsmet.ac.uk/email.htm 



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