This is a synopsis of Richard Gentry's book on spelling.

2. Children learn to read by spelling and the alphabetic principle of reading can be taught through appropriate spelling instruction.

3. When we teach what beginning readers need to know – alphabet sounds, letter knowledge, concepts of what a word is, phonemic awareness an alphabetic principle, spelling patterns, mapping spoken language to its written form and phonics – we are teaching the underlying knowledge necessary for reading and writing. (p. 11)

4. Teach spelling explicitly.

5. What we know about how to teach spelling has changed.

6. Change your attitudes about teaching spelling and about spelling’s importance for literacy.

8. Four stages of spelling are in Kindergarten and Grade 1 are identifiable developmental levels. Use informal assessments (such as the Monster test) to track development.

9. Differentiate instruction during Phase 1based on levels of writing. Spelling instruction needs to be matched to the developmental phase of the child to assist them in moving to the next level as a writer. Differentiated instruction is also to the key to successful literacy teaching.

12. Use research based techniques to move students to the next level.

13. Teach in the Zone of Proximal development As identified, there is a tie between the child’s development and the best instruction for that level of development. (Vygotski, 1978).

14. Create a writing block – This block includes whole class mini-lessons, independent writing, and time for sharing. (Teaching block , 15 min., Writing block, 20-25 min., Sharing block, 5-10 min.) (Juel, 1994; Snow, Burns, and Griffin 1998).

15. Use of scaffolded writing - Scaffolding provides necessary supports for the learner to move to the next level (Bodrova and Leong, 1976, Vgotski, 1987).

16. Materialization – Use of tangible or material objects (hand spelling, letter boxes, finger spelling) (Bodrova and Leong , 1998; Galperin, 1969).

17. Adult Underwriting – The teacher models after the student has used few words of phrases to label a picture (3-5 words on a page), praising the child’s ‘kid’ writing and pointing out adult features in their writing. This is for low level writers, 0-2. (Feldgus and Cardonick, 1999).

18. Story Framing – i.e.: First, Then, Next, Last

19. Recognize when you are teaching writing at these levels, you are also teaching reading. Schedule plenty of time for writing.

21. Curriculums provide continuity and consistency.

22. Use research based techniques.

23. Teachers need to employ research based strategies and techniques.

24. Focus on the right words and patterns at the right time.

25. The type and timing of spelling instruction is important.

26. Differentiate instruction.

27. All children are not at the same place at the same time. Teachers must match students to words and patterns and select appropriate methods and materials to meet the students’ needs.

28. Connect spelling and word study to reading and writing.

30. Differential, explicit instruction anchored in word lists

31. Explicit study of common word patterns

32. Incidental learning of spelling by reading

33. Focusing on writing and teaching spelling in use

34. Fad programs

35. “Teacher choice”

36. These seven methods are not equally effective – each has strengths and liabilities.

37. Strengths and Liabilities of Spelling Books

38. (Gentry, 2004, pgs. 44 – 52)

40. Teachers need alternate methods and quality instructional resources fro teaching spelling.

42. Match the right words with each child

43. Using a pre-test and post-test format

44. Pre-tests are an effective way to individualize spelling.

45. Word lists and test –study-test should be used only because the yare efficient and leave more time for other areas of literacy

46. Using a self correction technique

47. Research shows that students learn more from correcting their own spelling work

48. Teaching children how to study unknown words

49. Research by Horn (1954) and Allal (1997) identified a systematic technique for learning the correct spelling of words by using a combination of visual, auditory, kinaesthetic, and tactile procedures.

50. Pronounce each word carefully

51. Look at each part of the word as you pronounce it

52. Say the letters in sequence

53. Attempt to recall how the word looks, then spell the word

54. Check this attempt to recall

55. Write the word

56. Check this spelling attempt

57. Repeat the above steps if necessary

58. Spelling games and board games

59. Spelling games can supplement spelling instruction and is aligned with cooperative learning theory.

60. Word sorting

62. It is explicit study of words in list form.

63. It is explicit study of regular patterns

64. Focused on effective strategies and teachers a few rules

65. Connects content area to spelling

66. Connects spelling to writing

68. Good spelling instruction begins with knowing the learner and matching instruction to their needs.

69. Word sorting focuses student attention on the pattern structure of the English language.