No More Phonics and Spelling Worksheets
Discipline
Copyright
2014
Delivery Method
Imprint
Heinemann
Author(s)
Jennifer Palmer,
Marcia Invernizzi
We want students to be curious about how words work and develop strategies that work whether they are decoding words or spelling them. And our jobs would be easier if students couldn’t wait for word study.
Yet so many classrooms are stuck in the cycle of unengaging, one-size fits all phonics and spelling worksheets.
Reading specialist Jennifer Palmer and literacy researcher Marcia Invernizzi offer better, more effective, more engaging practices. Their suggestions lead kids to not only make progress during word study but also to transfer what they learn about words to their reading and writing. No More Phonics and Spelling Worksheets show us:
“We can cast off one-size-fits-all factory instruction and try a more useful practice,” write Jennifer and Marcia, “meeting each child where s/he is.” Pick up No More Phonics and Spelling Worksheets, discover practices that better support literacy growth, and help everyone make progress.
SECTION 1 NOT THIS—Worksheets/Workbooks: The Trap of Repetition Without Transfer
The Factory Model of Teaching Ignores Transfer
Stopping the Assembly Line: Taking the Time to Think
How Are Students Showing Their Learning: Engagement or Entertainment?
One Size Doesn’t Fit All
What Does Each Child Know and How Can I Teach from There?
There Is a Better Way
SECTION 2 WHY NOT? WHAT WORKS?—Let Students Show Us What to Teach Them
The Logic in Spelling Errors
Student Diversity in Word Knowledge
How to Assess Word Knowledge
Meeting Diverse Needs Through Differentiated Small-Group Instruction
Understanding Development
Debunking the Myths About English Spelling
Critical Principles for Word Study
Spelling and Vocabulary: What’s the Link?
SECTION 3 BUT THAT—Helping Kids Figure It Out Themselves
What Are Students Ready to Learn?
What Does Word Study Look Like?
Helping Kids Tackle More Complex Texts
Helping Students Notice and Name Letter, Sound, and Meaning Patterns
Allowing Ourselves to Be Learners