What is the first procedure in early learning for HRSW?
Clapping syllables
100
How many sounds should you start with when working in sound boxes at the intermediate stage?
3-4
100
What may be troublesome for a child in sound boxes who is attempting to write: find, pond, or milk?
The buried consonants
100
What is the first question a teacher should ask herself when choosing words to take to boxes?
Where is the child is the sequence of learning about phonemes, letters, and letter-sounds in sequence?
100
What should the child mostly control before moving into advanced learning using spelling boxes?
Hear and record consonants well.
Have some control over writing letters.
Select some vowels correctly.
200
Boxes are drawn for what in early learning?
Each sound, not each letter
200
What prompts might a teacher give when beginning to work in sound boxes at the intermediate stage?
What can you hear?
How could you write it?
Where will you put it?
200
Early on in the intermediate stage, Clay says be prepared to to give the child what?
Vowel sounds that are buried
200
What is the second question a teacher should ask herself when choosing words for boxes?
What will provide the easiest next learning for this child?
200
How do the boxes change from the intermediate to the advanced stage?
In advanced learning, there is a box for every letter, not just every sound
300
When in the sequence of steps are picture cards used?
After syllable clapping and before pushing counters into boxes
300
True or false: The teacher initially must insist the child work at recording sounds in sequence in sound boxes.
False- Accept what the child can hear in any order at first.
300
What must the teacher consider when planning to ask the child to analyze the sounds in a given word?
What kind of analysis will move the child forward and what might confuse him
300
Name several kinds of words Clay suggests teachers should consider for boxes.
Words that have easy to hear sounds.
Words that have easy to see letters/known letters.
Words the child will use often.
Words that have simple letter-sound relationships.
Words that will lead the child to other words.
Words of 4-5 sounds.
300
What two things does the child need to learn to juggle while using spelling boxes?
Phonology (sounds) and orthography (spelling patterns)
400
What do you introduce in Step 2 of early learning for HRSW?
Coordinating saying a word slowly and pushing counters into boxes, sound by sound
400
When do we call for sounds in sequence in sound boxes?
After the child can hear most of the sounds and find the letters to record those sounds.
400
Vowels at the beginnings of words are usually what?
Easy to hear
400
True or false: Words like "night" or "lamb" are good words for sound boxes.
False- words should have simple letter-sound relationships
400
True or false: Once spelling boxes are introduced, the teacher has the flexibility to use either spelling boxes or sound boxes to aid solving because the child is familiar with both.
False
500
What is Step One of HRSW early learning?
Saying words slowly to hear sounds using picture cards
500
How must the teacher's prompting language shift from the beginning of the intermediate stage of sound boxes to the end of the same stage?
Shift from "What do you hear?" to "What letters do you expect to see?" (needs to happen early on)
500
Would you take the word "went" to boxes in the intermediate stage?
Not necessarily (Discuss)
500
Which word would you most likely consider for sound boxes:
was, flight, jump, bed
Give your rationale for your choice.
500
Name at least three ways a teacher can support a child using spelling boxes.
Articulate the word for the child.
Stress or pause for hard to hear sounds.
Find similar spelling patterns in known words to link to.
Write it for the child if it is unusual.
Give information rather than have the child guess.