A perspective that suggests English is a predictable, even logical, language with exceptions. These exceptions are also consistence and logical when examined in connection with other words and influences
A perspective that suggests that the English language is not predictable and is beyond comprehension
An approach to spelling that encourages the examination of groups of words for similarities and differences; a way of looking at words and word parts
An approach to spelling that encourages the rote memorization of rules and exceptions
Small-group instruction that is assessment-based and tailored to students’ instructional spelling level
Whole-group, one-side-fits-all instruction in which all students study the same spelling curriculum
Spelling lists are differentiated according to students’ instructional levels and reflect both a comparison of sound or features and a predictable progression of spelling development as evidenced by research
Spelling lists are organized by conceptual themes, grade level expectations, or single features
Instruction in which students categorize, manipulate, and examine word sounds, patterns, meaning and word structures in order to form generalizations about words
Instruction in which the teacher explains the spelling rule or feature for memorization
Activities that promote the analysis of vocabulary words
Rote activities that encourage visual memory and repetition
Integrated into a balanced literacy program
Taught as a separate spelling program
Classrooms and teachers who encourage interest in words through reading aloud, vocabulary discussion, word study activities, and bulletin boards
Classrooms and teachers who consider vocabulary and spelling activities as assignments to be completed
A perspective that suggests English is a predictable, even logical, language with exceptions. These exceptions are also consistence and logical when examined in connection with other words and influences
An approach to spelling that encourages the examination of groups of words for similarities and differences; a way of looking at words and word parts
Small-group instruction that is assessment-based and tailored to students’ instructional spelling level
Spelling lists are differentiated according to students’ instructional levels and reflect both a comparison of sound or features and a predictable progression of spelling development as evidenced by research
Instruction in which students categorize, manipulate, and examine word sounds, patterns, meaning and word structures in order to form generalizations about words
Activities that promote the analysis of vocabulary words
Integrated into a balanced literacy program
Classrooms and teachers who encourage interest in words through reading aloud, vocabulary discussion, word study activities, and bulletin boards
A perspective that suggests that the English language is not predictable and is beyond comprehension
An approach to spelling that encourages the rote memorization of rules and exceptions
Whole-group, one-side-fits-all instruction in which all students study the same spelling curriculum
Spelling lists are organized by conceptual themes, grade level expectations, or single features
Instruction in which the teacher explains the spelling rule or feature for memorization
Rote activities that encourage visual memory and repetition
Taught as a separate spelling program
Classrooms and teachers who consider vocabulary and spelling activities as assignments to be completed
