Spelling instruction should be multi-faceted and not tied to any special time of day. Teachers in a "spelling classroom" should demonstrate their fascination with words, encourage the exploration of words, and know that spelling is developmental. The spelling classroom can be identified by: (1) the print in the room and the children's engagement with it; (2) the teacher modeling her/himself as a writer first and a speller second; (3) acceptance of approximations at all levels, accompanied by appropriate challenge and support to move children towards the standard forms; (4) the high status of spelling; and (5) the existence of a rigorous but needs-based spelling program. These features support growing writers and spellers and help them to tackle the challenges of writing with confidence and enthusiasm. (RS)