Spelling Through Phonics

Foreword Preface 1. Introduction to the Program Five Beliefs About the Teaching of Spelling Writing Is an Alphabetic System Four Insights About Print Phonemic Awareness Penmanship Writing Tools Letter Formation Practice 2. Kindergarten Immersing Kindergarten Children in Language Hearing Language Seeing Language Using Language Seeing Print in Use A Brief Checklist of Kindergarten Activities 3. The First Weeks of Grade One Readiness for Writing: Oral Language Time Word Banks Writing Structures Response Writing Story Frames Readiness for Spelling Ability Groups How We Teach Spelling Lesson One: Teaching the First Consonant Lesson Two: Sequencing Spelling Dictation on Subsequent Days Teaching the First Vowel Whole Words 4. Learning and Practicing The Suggested Teaching Sequence Temporary Spelling How It Works Teaching to Eliminate Errors Teaching At-Risk Children Independent Writing Teaching What to Write Teaching How to Write Why Children Must Write Every Day Three Writing Assignments 5. Reacting to Children's Writing Reacting to Content Reacting to Skill Level How to Correct Children's Spelling 1. Words That Should Be Corrected 2. Words That Are Beyond the Child's Ability Doozers Suggested Day Plan to Fit Skill Teaching Into a Full Day 6. Spelling Dictation Grades 1–3 Teaching Strategies Introducing Practicing Reviewing Teaching Grades One to Three Contents Grade One Grade Two Grade Three Grade One Spelling Dictation Grade Two Spelling Dictation Grade Three Spelling Dictation Appendix Spelling Checklists Grade One Spelling Checklist Grade Two Spelling Checklist Grade Three Spelling Checklist Letter to Parents Regarding Temporary Spelling Practice-Writing Page with Houses Alphabet to Show Proper Letter Formation