Today I had the pleasure of delivering a keynote at a conference in Wolverhampton today alongside some great speakers and the team from Wolverhampton LEA.
One thing I will take away is using technology to aid spelling in writing. Mark Smith and others demonstrated how Siri can be used to aid those children whose spelling problems stop them from using a dictionary properly. His example was with children looking up 'mystery' in the dictionary by searching in the m-i-s- section and being unable to find the word they want.
Here is a video of Noah in Y2 asking Siri to spell 'Caterpillar' for him:
As you can see in the video as well as displaying the written spelling it also reads the spelling to the child.
We then tried it with a homophone 'allowed' with mixed results. There is also an option on Google Search using the microphone button there. Here is what happened:
So as you can see it may be that homophones confuse the situation, but it could still be a useful tool for some children.
We were advised today that if this is normal classroom practice that STA will accept it as independent writing for assessment purposes. (when used for single words and not whole sentences)
Even if you do not think you would like to use it in independent writing it could be useful for novice writers in other year groups who can write but struggle with spelling.
Comments welcome as ever.
“Don’t tell me the moon is shining; show me the glint of light on broken glass.” Anton Chekov talking about the use of a well know literary device called ‘Show, don’t tell’ and more recently ‘Show, not tell.’
This method which has many proponents in the world of literature is not a new phenomenon. Ernest Hemingway opens his novel ‘To have and have not’ written in 1937 with the following lines:
You know how it is there early in the morning in Havana with the bums still asleep against the walls of the buildings; before even the ice wagons come by with ice for the bars?
Here Hemingway is painting a picture of early morning in Cuba, he could have easily written ‘One very early morning…’ some writers may argue that these examples are still ‘telling’ although somewhat elaborately. Calling it ‘Show, not tell though does simplify it for our students and is a great way of getting them to use vivid description.
Evan Marshall from http://themarshallplan.net/ says:
Don’t just write “The subway station was shabby.”
Write: “Near the edge of the platform, a man with knotted hair held out a Dixie cup to no one in particular, calling, ‘Spare some change? Spare some change?’ Swirls of iridescent orange graffiti covered the Canal Street sign. The whole place smelled of urine and potato chips.”
Perhaps both are telling but one is telling in much more detail. The latter has much more detail and drama.
I use film widely in my teaching and I use film to demonstrate this technique.
The following two extracts are from a music video called 'Titanium' by David Guetta.
These two excerpts are from one of my favourite films on The Literacy Shed, called 'Catch a Lot.'
There are many other examples in the films on www.literacyshed.com and I may follow this blog up with them if people think it is useful.
Thanks for reading and I hope you leave a comment.
If you and I were to read a description of a setting or a character in a book then we would both come up with a different image in our heads. If I asked you to write a description then it would be that image in your head which you then transfer to the page. As adults, with a wide ranging life experience, it is relatively easy to form an image in our heads. This image may be based on real life experiences or virtual experiences from film or other images we have seen.
Rob from Literacy Shed