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should I teach and how? How will students get contextualized practice with multipleopportunities? I know I will have above average to below average spellers in my classroom, sohow do I serve each one in the best possible way? How do I incorporate words for all learners touse and learn to spell? How do I keep my students actively involved in learning to spell withoutturning them off of spelling altogether?I have played around with a word wall in my classroom, using it to show contentvocabulary or third grade list words, but I never used the wall as a teaching tool. So how do Iincorporate the word wall words into my spelling program?
Question for Fall
Therefore, my question for fall 2009 will be:
Will the integration of spelling in reading and writing increase the spelling abilities of my third grade students? Literature Learning
Research has shown me that children learn to spell in the same manner they learned tospeak. Children need to take risks when learning to spell (Gentry, 1987). They need toexperience invented spelling and not have the pressure of spelling correctly when they arewriting. Children need to experience being wrong when spelling words, so that they are notafraid of writing, but are learning from it (Gentry, 1987). Students need to do purposefulwriting to experience words and the teacher can guide them with instruction to help them learn
strategies to use when they don’t know how to spell a word
(Graham, Harris, & Chorzempa,2002). Research has shown that there is a close relationship with spelling, reading, and writing,
so spelling needs to be instructed throughout the curriculum, and it shouldn’t be a fragmented
subject (Noell, Connell, & Duhon, 2006). Just because students are experiencing spelling in
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