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Creative approach to teaching spelling : the what, why and how of teaching spelling--starting with phonics!
Creative approach to teaching spelling : the what, why and how of teaching spelling--starting with phonics!
상세정보
- 자료유형
- 단행본
- Control Number
- n953030053
- International Standard Book Number
- 9781472930125 (electronic bk.)
- International Standard Book Number
- 1472930126 (electronic bk.)
- International Standard Book Number
- 9781472930118
- International Standard Book Number
- 1472930118
- International Standard Book Number
- 9781472922458
- International Standard Book Number
- 147292245X
- Library of Congress Call Number
- LB1574
- Dewey Decimal Classification Number
- 372.632-23
- Main Entry-Personal Name
- Robinson, Kate
- Physical Description
- 1 online resource.
- Bibliography, Etc. Note
- Includes bibliographical references.
- Summary, Etc.
- 요약A Creative Approach to Teaching Spelling will help teachers address the spelling targets of the new English curriculum and can also be used to support and enhance the growing range of phonic based spelling programmes currently used within schools. It provides a basic summary of the major developments in the teaching of spelling over the last 40 years and outlines current research and approaches. The renewed emphasis on phonic knowledge as a key element of all reading and spelling programmes is highlighted, as are those additional complimentary approaches to teaching spelling that are supported by current research. The games and activities will help to develop and embed children's phonological awareness, phonic knowledge and auditory memory.
- Restrictions on Access Note
- Owing to Legal Deposit regulations this resource may only be accessed from within National Library of Scotland. For more information contact enquiries@nls.uk. StEdNL
- Formatted Contents Note
- 완전내용Cover; Half Title; Title; Copyright; Contents; Introduction ; 1 Spelling: the what, why and how ; Why teach spelling? ; Changing attitudes and approaches to the teaching of spelling ; Phonics ; The difference between reading and spelling ; 2 Phonics plus ; Sub-lexical sound-spelling correspondences.
- Formatted Contents Note
- 완전내용Morphology Rules ; Association ; Multisensory approaches ; Further approaches for tricky words ; Look Say Cover Write Check (LSCWC) ; Revisiting ; Dictionaries and spell checks ; Spelling in context ; Self- and peer-editing.
- Formatted Contents Note
- 완전내용3 Summary of key current approaches to word analysis for spelling 4 Introducing how we spell to pupils ; Processes for word building and strategies for spelling ; Terminology for spelling ; 5 Assessment and self-assessment ; Why are we assessing spelling?
- Formatted Contents Note
- 완전내용What are we assessing and what will we do with the information gathered? How should we assess? ; Gathering, collating and applying assessment information ; Selecting words to learn ; 6 Selecting and preparing games ; Selecting games ; How can computers enhance spelling games?
- Formatted Contents Note
- 완전내용Articulation Presentation ; 7 Games and activities for spelling ; Written words (Games 1-6) ; Spoken words (Games 7-10) ; Morphological analysis (Games 11-13) ; Word association (Games 14 and 15) ; Rules (Games 16 and 17) ; Tricky words (Game 18).
- Subject Added Entry-Topical Term
- English language Orthography and spelling Study and teaching
- Subject Added Entry-Topical Term
- EDUCATION Elementary.
- Subject Added Entry-Topical Term
- Primary & middle schools.
- Subject Added Entry-Topical Term
- Educational: English language & literacy.
- Subject Added Entry-Topical Term
- Education.
- Subject Added Entry-Topical Term
- English language Orthography and spelling Study and teaching.
- Additional Physical Form Entry
- Print versionRobinson, Kate. Creative Approach to Teaching Spelling: The what, why and how of teaching spelling, starting with phonics. London : Bloomsbury Publishing, ©2016 9781472922458
- Electronic Location and Access
- 로그인을 한후 보실 수 있는 자료입니다.
- Control Number
- joongbu:500922
MARC
008160705s2016 enk ob 000 0 eng d■001ocn953030053
■003OCoLC
■00520170112070659.7
■006m o d
■007cr cnu|||unuuu
■040 ▼aN$T▼beng▼erda▼epn▼cN$T▼dN$T▼dOCLCO▼dNLE▼dEBLCP▼dYDXCP▼dOCLCQ▼dOCLCO▼dOCLCF▼dOCLCO
■019 ▼a953494024▼a953659911▼a954254396
■020 ▼a9781472930125▼q(electronic bk.)
■020 ▼a1472930126▼q(electronic bk.)
■020 ▼a9781472930118
■020 ▼a1472930118
■020 ▼z9781472922458
■020 ▼z147292245X
■035 ▼a(OCoLC)953030053▼z(OCoLC)953494024▼z(OCoLC)953659911▼z(OCoLC)954254396
■037 ▼a9781472930125▼bCodeMantra
■050 4▼aLB1574
■072 7▼aEDU▼x010000▼2bisacsh
■08204▼a372.632▼223
■1001 ▼aRobinson, Kate▼eauthor.
■24510▼aCreative approach to teaching spelling ▼bthe what, why and how of teaching spelling--starting with phonics! ▼cby Kate Robinson
■264 1▼aLondon▼bBloomsbury UK▼c2016.
■300 ▼a1 online resource.
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■5880 ▼aOnline resource; title from PDF title page (EBSCO, viewed September 21, 2016).
■504 ▼aIncludes bibliographical references.
■520 ▼aA Creative Approach to Teaching Spelling will help teachers address the spelling targets of the new English curriculum and can also be used to support and enhance the growing range of phonic based spelling programmes currently used within schools. It provides a basic summary of the major developments in the teaching of spelling over the last 40 years and outlines current research and approaches. The renewed emphasis on phonic knowledge as a key element of all reading and spelling programmes is highlighted, as are those additional complimentary approaches to teaching spelling that are supported by current research. The games and activities will help to develop and embed children's phonological awareness, phonic knowledge and auditory memory.
■506 ▼aOwing to Legal Deposit regulations this resource may only be accessed from within National Library of Scotland. For more information contact enquiries@nls.uk.▼5StEdNL
■5050 ▼aCover; Half Title; Title; Copyright; Contents; Introduction ; 1 Spelling: the what, why and how ; Why teach spelling? ; Changing attitudes and approaches to the teaching of spelling ; Phonics ; The difference between reading and spelling ; 2 Phonics plus ; Sub-lexical sound-spelling correspondences.
■5058 ▼aMorphology Rules ; Association ; Multisensory approaches ; Further approaches for tricky words ; Look Say Cover Write Check (LSCWC) ; Revisiting ; Dictionaries and spell checks ; Spelling in context ; Self- and peer-editing.
■5058 ▼a3 Summary of key current approaches to word analysis for spelling 4 Introducing how we spell to pupils ; Processes for word building and strategies for spelling ; Terminology for spelling ; 5 Assessment and self-assessment ; Why are we assessing spelling?
■5058 ▼aWhat are we assessing and what will we do with the information gathered? How should we assess? ; Gathering, collating and applying assessment information ; Selecting words to learn ; 6 Selecting and preparing games ; Selecting games ; How can computers enhance spelling games?
■5058 ▼aArticulation Presentation ; 7 Games and activities for spelling ; Written words (Games 1-6) ; Spoken words (Games 7-10) ; Morphological analysis (Games 11-13) ; Word association (Games 14 and 15) ; Rules (Games 16 and 17) ; Tricky words (Game 18).
■590 ▼aeBooks on EBSCOhost▼bAll EBSCO eBooks
■650 0▼aEnglish language▼xOrthography and spelling▼xStudy and teaching
■650 7▼aEDUCATION▼xElementary.▼2bisacsh
■650 7▼aPrimary & middle schools.▼2bicssc
■650 7▼aEducational: English language & literacy.▼2bicssc
■650 7▼aEducation.▼2bicssc
■650 7▼aEnglish language▼xOrthography and spelling▼xStudy and teaching.▼2fast▼0(OCoLC)fst00911463
■655 4▼aElectronic books.
■77608▼iPrint version▼aRobinson, Kate.▼tCreative Approach to Teaching Spelling: The what, why and how of teaching spelling, starting with phonics.▼dLondon : Bloomsbury Publishing, ©2016▼z9781472922458
■85640▼uhttp://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1265097
■938 ▼aEBL - Ebook Library▼bEBLB▼nEBL4585037
■938 ▼aEBSCOhost▼bEBSC▼n1265097
■938 ▼aYBP Library Services▼bYANK▼n13068940
■994 ▼a92▼bKRKUC
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