(2nd grade; L-R: Emely, Julissa, José Luis, Jakelin, and Brenda)
I worked with Jaki and Juli (see previous post) today, and I doubt that any great gains were made. Aside from stamping in the notion that the student who does not pass English does not pass 2nd grade, I gave them little more than busywork. That's all it is because I don't know how to help them. I don't know what will make Spelling click. I think it is in part an unwillingness to try. Jaki, especially, starts simpering like a valley girl until I half expect her to lament "Woe is me!" while smiting her forehead and collapsing in a swoon.
(Maybe Honduran girls do not receive the indoctrination that US girls do about how we are able to do ANYTHING! Suddenly I am a fan of propaganda.)
Such different girls. Juli was abandoned to grandparent care by her parents, who are both in the States. Jaki, conversely, is being raised by her mom, an assistant at the school. Juli has a deep, husky, almost mannish voice. Jaki is high and girly, quick to squeal. Jaki coquettes. Juli is aloof.
And like many people, they are united in this: they find English to be an alarming vagabond of a language, one dreadfully in need of pruning and some discipline. And they would be right. What a wild tongue this is.
Wish I had a magic formula for you. In my experience, spelling, if it doesn't come naturally, is a slow process. The more exposure to reading, the better speller. This is a long term process. Sounds like maybe too much weight is given to this when it comes to assessing their progress.
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