This time, Oliver was writing from hearing semi-independently. I keep reminding him to keep to line discipline and remember this Capitals, which he seems to be improving at, and also I'm starting to ask him to write his letters smaller in size, which can but doesn't necessarily want to do. All in all though, I'm very happy in how his writing is progressing, but will need to look into the whole spelling game and figure out some system soon.
I'm trying to stick to the correct spelling of words we encounter in his reading or in those, which crop up all the time, even if they not phonetic and very bizarrely inconsistent with the way they sound e.g. 'Right', the word fitting all of the above criteria more or less.
This half way compromise I decided to settle on because: A. it's quite tricky to 're-learn' spelling afterwards, but B. it will be very difficult for O to make sense of things if he can't just write what he hears unless I explain to him why not ( he's particular like that ) and I can't possibly / wouldn't want to explain the logistics behind every word.
So that's us. We'll see if it works. I'm a bit worried that it might confuse him even further but then with the randomness of phonics and spelling relationship in English this way or another, it might just work! Fingers crossed :)
I'm finding that working alongside whatever it is we covering in his reading sessions, really helps.
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