ERIC Number: ED423511
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
The Spelling Book: Teaching Children How To Spell, Not What To Spell.
A spelling manual for teachers of intermediate-level (grades 3-6) children, for elementary and middle school teachers working with students who have learning disabilities, and for teachers working with students for whom English is not their first language, this book outlines a methodology that combines whole language and phonetic strategies to teach children to spell as part of the entire language arts program. It acknowledges that spelling must be taught directly but argues that traditional methods of teaching spelling may often fail students. The book advocates the introduction of spelling as a meaningful activity through both structural lessons and the use of "teachable moments" during lessons across all content areas. Following an informational preface, chapters in the book are: (1) Teaching Spelling: An Introduction; (2) What We've Learned from Research; (3) Spelling Goals: How and What Do I Want To Teach?; (4) Generic Spelling Strategies; (5) Ongoing Assessment and Evaluation of Students' Spelling; (6) Getting Started with Spelling Instruction; (7) Guided Word-Study Lessons; and (8) Parents as Spelling Partners. (Contains 59 references and 36 "Black Line Masters," or teaching lessons.) (RS)
Descriptors: Elementary Education, English (Second Language), Learning Disabilities, Middle Schools, Parent Participation, Phonics, Spelling, Spelling Instruction, Student Evaluation, Student Needs, Teaching Methods, Whole Language Approach
Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139; Web site: http://www.reading.org
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: International Reading Association, Newark, DE.