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Description
This is a wonderful, comprehensive spelling program, based on the Orton-Gillingham approach to reading and spelling. It presents a systematic, phonetic method of teaching and learning spelling, believing all students should: recognize the sounds in the English language; be able to decode words; and spell words correctly by relying on spelling rules and generalizations rather than memory. It is a structured, graded program that uses an incremental approach, reviewing previously-learned rules as students progress through the workbooks. Sight words are introduced at intervals and incorporated into the dictation. How to Teach Spelling is the manual for the entire program (and required for its use). It explains the philosophy, methods, and presentation of lessons by spelling rule, specifying grade level for which it is taught. It also contains all of the lessons, including dictation words and sentences. You will need to get familiar with this guidebook before you begin the program, but lessons themselves require little to no preparation. Worktexts contain all the phonograms, spelling rules and generalizations to be covered in that level (corresponding to lessons in the manual), space for copying and dictation, and exercises appropriate for that grade level. Each level contains three Sound Sheets, containing phonograms for memorization. It's like a little phonics course or review in preparation for the lessons. The program refers to the use of Phonics Drill Cards in presenting these phonograms. These are rather expensive, and you can construct your own using information in How To Teach Spelling. We have included them, however, below. How to Spell 1 includes exercise instructions for the teacher on each page. Other levels have a separate Teacher's Key with answers. All previously taught spelling rules are reviewed in later worktexts, so if you have a student needing remedial work in spelling, just begin at her grade level worktext. This is an excellent program for remedial spelling. It is one of the few programs that teaches and reviews all phonograms and spelling rules at upper grades.
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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.