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What Really Matters in Spelling Research-Based Strategies and Activities

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What Really Matters in Spelling Research-Based Strategies and Activities by Cunningham, Patricia M., 9780132612227
Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
  • ISBN: 9780132612227 | 0132612224
  • Cover: Paperback
  • Copyright: 2/1/2011
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A part of them What Really Matters series, this book offers a focused explanation of spelling and the most important strategies teachers can use so their students become good spellers and better communicators.

Featuring a trusted author team and compact design, What Really Matters in Spelling: Research-Based Strategies and Activities discusses why spelling matters and its relationship to the entire reading process.

Chapters progress sequentially, grouping words (100 at a time) by spelling patterns and complexity. With an emphasis on best practice, the book explains how to use a classroom word wall, identifies the 100 most common words and patterns, and examines ways to develop sophisticated, independent spellers.

"Cunningham explicitly outlines the necessary steps for introducing 100 key words per school year and offers engaging activities for classroom teachers to help all of their students become great spellers. This is exactly what classroom teachers are looking for: step-by-step spelling instruction that is meaningful and relevant to their studentsí needs." - Shanalee Cannon, K-5 Literacy, Southern Nevada Regional Professional Development Program, North Las Vegas, NV

"I liked the point on page 62 about if your student can spell the first 100 words, they should really be able to spell over 600 based on those patterns. This is very interesting and useable information for a classroom teacher and would be great information to share with students learning to spell." - Mary Schroepfer, McKinley Elementary, Owatonna, MN

"Yes, I would recommend this book for professional development as well because in speaking with many of the teachers it seems that studentsí writing has become a sore spot in the classroom. It seems that no matter how much writing you incorporate in your classroom, students are still misspelling common words that make their writing difficult to read. There is definite need for this program and if it proves to be successful I am sure the books will fly off the shelf." - Karen Berecsky, Second Grade Teacher, Mill Lake, Monroe, NJ

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