Immediately upon reentering the university setting I recognized my delinquent vocabulary. Having the opportunity to revisit my own learning journey alongside elementary students will be a fun adventure! I have included word work because I find it engaging and I think it matters. I have intentions of progressing my Cree literacy skills, and I would like to find ways to incorporate that knowledge into my ELA courses.
My new awareness regarding spelling tests marked for me a definite shift in understanding. I would not have imagined a time where students would be choosing their own spelling words and challenging themselves in order to elevate their own ability, at a pace that works for them! Lots of times I see we have added things to our curriculum, like Indigenous ways of knowing. We have also removed things from our practices, like elimination games such as dodgeball. In this instance, we have taken a spelling test and helped it to evolve into a holistic tool that supports students’ ability to assess themselves no matter where they go in life. Perhaps next I should try to imagine what it would be like if I set myself up with five spelling words per week. I could demonstrate for the class what a lifelong practice of word work might look like. I love how empowering education has become!
I recognize and understand the truth in the statement “grammar snobs are racist” which was noted during our class discussion. I had to take a few breaths during class, and again now as I am reviewing this learning as I have an emotional connection to my language that makes this learning difficult to process. I will need a regular reminder to meet people where they are at, and not to judge someone whose English is not as strong as mine. Not everyone has ancestors who practiced this language for hundreds of years, so I will be sure to check that privilege when it arises again. I recognize that dealing with students’ grammatical errors is a lot different than poor grammar being used in a corporate or professional setting. With my current level of understanding of assessment I will suggest that a practice of assessing grammatical use as is required by the outcomes is most appropriate.
I tried to find tools for assessment under the resources section of the Saskatchewan Curriculum, but I was unable. However, I was able to find a great cross-curricular resource from the Saskatchewan Ministry of Education titled Deepening the Discussion. It provides a great source for vocabulary words that need to be incorporated into the curriculum. By introducing words that were previously considered taboo into everyday practice and even including the ones that students struggle to spell on the word wall we are helping children see that power of words and how to manage that power respectfully.
Jigsaws are one of my favorite activities because each person is responsible for learning, and then teaching the material assigned to them. For this week I read the article Fostering Lifelong Spellers Through Meaningful Experiences by Gary L. Alderman and Susan K. Green. My contribution to the conversation was focused on the example where a lower level grade 4 student could be called upon to support students who are in grade 1 or 2. This practice was engaging, encouraging and empowering for the child.
When we went to the breakouts with other jigsaw readers, I learned that Carolyn’s reading was about Vocabulary and she discussed what I would describe as a student’s relationship with words. The when, where and how of phonetic praxis was discussed. She mentioned discussing with students how words are spelled, what the root word is, and identifying patterns that can help to figure a word out. She talked about how words can be celebrated in an “energized verbal environment.”
Sadie shared that the article she read was quite touching. Titled, Why Downt You Riyt Bact To Me? it was about literacy practice through letters to family members. I see this as a great way to touch on spelling, grammar, vocabulary and handwriting at once. That is why I suggested our group use that as a lesson plan idea. This real-life practice helps us to demonstrate social literacy while helping students to understand the personal experience that letter writing can be. Carly shared about the spelling article she read. She talked about using a word wall for frequently misspelled words, and then assigning journal writings that incorporate those words. It was also mentioned that we should be teaching word knowledge, not simply recognition or memorization through repetition.