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Description
Some children, even though motivated, full of phonics instruction, and diligent workers, just don't seem to "catch on" to spelling. Gayle Graham designed her spell¬ing program for just such a child and in the process developed a program that would be a strong contender for teaching any child to spell. What a coincidence, then, that she selected this title (How to Teach Any Child to Spell) for her little (35 pages; 5.5" x 8") teacher's manual. Expanding on one of Ruth Beechick's three approaches to teaching spelling, Mrs. Graham has developed the Beechick "individualized method" into an individualized spelling note-book. Her methodology is simple enough; put one spelling rule on each page, help the student categorize his own spelling mistakes under the proper rule, discuss the reason for each error developing a strategy for remembering the word's spelling, and drill the student's own misspelled words daily. However, she's pack¬aged all this into a 90-page notebook (Tricks of the Trade); hole-punched with an attractive layout and engaging illustrations. What sets this approach apart from other phonics-based spell¬ing programs is the reasoning involved. The student is actively involved in the classification/ analysis of his very own spelling difficulties. This reasoning process is a significant element in each daily spelling lesson along with more typical elements - daily writing, phonics review, review of misspelled words. Another key and unusual element is daily oral reading with "penciling" - a process which draws the reader's attention to patterns of words and phrases.
The How to Teach book is full of helpful information including an examination of spelling myths, a look at spelling stages and strategies, a short tutorial on teaching spelling by syllables, and a strategic compilation of basic phonics/ spelling rules. Although phonics plays a key ele¬ment in any student's command of spelling, the slightly different perspective of seeing phonics as the building blocks for words helps engage the student in the analysis process which is the key to success. Carefully chosen helps continue into the appendix: rules worth remembering, daily phonics review, frequently misspelled words, and a recommended resource list.
The two-book set includes both the teacher's manual How to Teach Any Child to Spell and the consumable Tricks of the Trade: A Student's Individualized Spelling Notebook. ~ Janice
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Teaching Method
Traditional
Teacher-centered curriculum commonly used in classrooms that may include a text, teacher manual, tests, etc.
Charlotte Mason
A methodology based on the work of a 19th century educator who maintained that children learn best from literature (Living Books), not textbooks.
Classical
A methodology based on the Latin Trivium (three stages of learning), including the grammar stage (memorization and facts), logic stage (critical thinking), and rhetoric stage (developing/defending ideas).
Unit Study
A thematic or topical approach centered around one topic that integrates multiple subject areas.
Montessori (Discovery)
A methodology based on the work of a 20th century educator that emphasizes student and sensory-driven discovery learning and real-life applications.
Other
Other methodologies
Religious Content
Secular
Contains content contrary to common Christian beliefs (i.e. evolution).
Neutral
Avoids religious or theoretical topics or presents multiple viewpoints without preference.
Christian/Religious
Faith-based or including instructional religious content.
Learning Modality
Auditory
Learns through listening, talking out loud or reading out loud.
Visual
Learns through seeing, prefers written instructions and visual materials.
Kinesthetic/Tactile (Hands-On)
Learns through moving, doing and touching.
Multi-Sensory
Curriculum that employ a variety of activities/components.
Presentation
Sequential
Curriculum progresses through well-defined learning objectives. Emphasizes mastery before moving to the next topic.
Spiral
Topics and concepts are repeated from level to level, adding more depth at each pass and connecting with review.
Conceptual/Topical
Focus is on the “why,” often with a unifying concept as well as specific skills; coverage may be broader.
Teacher Involvement
Low Teacher Involvement
Student-led materials; parent acts as a facilitator.
Medium Teacher Involvement
A mix of teacher-led time and independent student work.
High Teacher Involvement
Teacher-led lessons; may utilize discussions, hands-on activities and working together.
Additional Materials Required
No other materials needed
Everything you need is included.
Other Materials Required
There are additional required resources that are a separate purchase.
Other Materials Optional
There are additional resources mentioned or recommended but are not absolutely necessary.
Consumable
Consumable
Designed to be written in; not reusable.
Non-Consumable
Not designed to be written in; reusable.