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school extension work..help
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<blockquote data-quote="Marguerite" data-source="post: 434902" data-attributes="member: 1991"><p>Is this that blasted awful quota spelling system? I hated that when easy child was going through primary, and was increasingly objecting to it when I found it still in use when difficult child 3 was going through 12 years later. </p><p></p><p>The quota spelling system gives word lists to teachers and they use X number of words from this list as homework. The kids had to write out their spelling words every night and also write out their tables. On Friday they were tested on the words they had had. If they got them all right, then a list of 20 words would be 24 next week. And so on, increasing the "quota" with every success. easy child would work her way through the lists, get through all the words right up to Year 6, then the following year (even with the same teacher who knew what she could do) she was started at the same point again, often doing words she had demonstrated competency in, early the previous year. For my kids, the words were far too simple and with easy child, the teacher was wracking his brain by the end of the year to come up with words she hadn't done. He actually gave her "supercalifragilisticexpialidocious" at the end of Year 3 which I objected to because it is not a real word. easy child was finding her own words and frankly it was laughable when the teacher didn't know how to spell them. And the following year? It was back to the beginning of the Grade 4 lists for her, and very basic, simple words. I wanted to scream. She did scream.</p><p></p><p>Basically, it's a system that rewards a kid who gets it right, with a longer list next time. It actually can teach a kid to do badly in order to reduce his workload. </p><p></p><p>What I suggested as extension work, within the quota system, was for the child to use all the words in a piece of creative writing. If other students do this too, they can compete to see who can use all the set words, with the lowest word count and still have it make sense.</p><p></p><p>For example, a quota list that has the following words: station; house; ladder; spaceship; kennel - the sentence could be "We left our house and drove to the station. The dog was in his kennel but barked when he saw us. Out back of the station was a huge silver spaceship with a ladder."</p><p>Or he could write something about the dog at the fire station being able to climb a ladder, and a poster of a spaceship on the wall. This encourages creativity and boosts language skills and word connectedness. Doing it on the computer should also be possible - talk to the Dept of Ed about this. difficult child 3 had authorised use of computer from Year 1. Getting this in exams in high school means running the gauntlet of Board of Studies, but you're in Qld, aren't you? They're not so stuffy. Besides, we have successfully got these accommodations for difficult child 3 so it can be done.</p><p></p><p>Keep pushing that school to give him what he needs and point out that this idea is great for ALL the students. Make it an optional exercise if they must, but give credit to those who attempt it.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 434902, member: 1991"] Is this that blasted awful quota spelling system? I hated that when easy child was going through primary, and was increasingly objecting to it when I found it still in use when difficult child 3 was going through 12 years later. The quota spelling system gives word lists to teachers and they use X number of words from this list as homework. The kids had to write out their spelling words every night and also write out their tables. On Friday they were tested on the words they had had. If they got them all right, then a list of 20 words would be 24 next week. And so on, increasing the "quota" with every success. easy child would work her way through the lists, get through all the words right up to Year 6, then the following year (even with the same teacher who knew what she could do) she was started at the same point again, often doing words she had demonstrated competency in, early the previous year. For my kids, the words were far too simple and with easy child, the teacher was wracking his brain by the end of the year to come up with words she hadn't done. He actually gave her "supercalifragilisticexpialidocious" at the end of Year 3 which I objected to because it is not a real word. easy child was finding her own words and frankly it was laughable when the teacher didn't know how to spell them. And the following year? It was back to the beginning of the Grade 4 lists for her, and very basic, simple words. I wanted to scream. She did scream. Basically, it's a system that rewards a kid who gets it right, with a longer list next time. It actually can teach a kid to do badly in order to reduce his workload. What I suggested as extension work, within the quota system, was for the child to use all the words in a piece of creative writing. If other students do this too, they can compete to see who can use all the set words, with the lowest word count and still have it make sense. For example, a quota list that has the following words: station; house; ladder; spaceship; kennel - the sentence could be "We left our house and drove to the station. The dog was in his kennel but barked when he saw us. Out back of the station was a huge silver spaceship with a ladder." Or he could write something about the dog at the fire station being able to climb a ladder, and a poster of a spaceship on the wall. This encourages creativity and boosts language skills and word connectedness. Doing it on the computer should also be possible - talk to the Dept of Ed about this. difficult child 3 had authorised use of computer from Year 1. Getting this in exams in high school means running the gauntlet of Board of Studies, but you're in Qld, aren't you? They're not so stuffy. Besides, we have successfully got these accommodations for difficult child 3 so it can be done. Keep pushing that school to give him what he needs and point out that this idea is great for ALL the students. Make it an optional exercise if they must, but give credit to those who attempt it. Marg [/QUOTE]
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