Learning to Spell: A Manual for Teachers Using the Aldine Speller
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Learning to Spell - Catherine T. Bryce
Catherine T. Bryce, Arthur W. Kallom, Frank J. Sherman
Learning to Spell: A Manual for Teachers Using the Aldine Speller
EAN 8596547059561
DigiCat, 2022
Contact: DigiCat@okpublishing.info
Table of Contents
LEARNING TO SPELL
Object of Teaching Spelling
Teaching versus Testing
Selection of a Vocabulary
Selection of a Vocabulary through Investigation
When Should Spelling Be Taught
Other Investigations
The Construction of a Spelling Scale
The Boston List
Other Lists
The Construction of the Aldine Speller
Types of Learning
Written Spelling
Pronunciation and Enunciation
Root Words and Derived Words
Comparison of Roots and Derivatives
Homophones or Homonyms
Proper Names
Use of the Dictionary
Rules and their Uses
Review Lists
Use of Vocabulary
Phonetic Words
An Effective Method
Correction of a Word
Pupil Lists
The Futility of Some of the Spelling Grind
SUGGESTIONS FOR FIRST YEAR
The Alphabet
Alphabet Drills
A Phonetic List
Copying a Spelling Lesson
Dictating a Spelling Lesson
Marking and Correcting Papers
Sight Words
Writing Sentences
Reviews of Phonetic Words
Seat Work
Reviews of Sight Words
Additional Seat Work
SUGGESTIONS FOR SECOND YEAR
Review
Phonograms
Quotations
Capital Letters
Dictionary Preparation
Initial Words of Phonetic Series
Vocabulary
Phonic Series
SUGGESTIONS FOR THIRD YEAR
Use of Stories
Use of Pictures
Phonetic Words
Quotations
Suggestions for Study
Abbreviations
Preparation for Dictionary Work
SUGGESTIONS FOR FOURTH YEAR
How to Study Spelling
Dictionary Work
A Story with a Hint in It
for Fourth Grade Teachers
SUGGESTIONS FOR FIFTH YEAR
Use of Story
Dictionary Work
Enunciation
Teaching of Rules
Spelling Demons
SUGGESTIONS FOR SIXTH YEAR
Words Used in the Schoolroom
Dictionary Work
Building a Vocabulary
Demon and Review Words
Vocabulary
SUGGESTIONS FOR SEVENTH YEAR
The Story
Roots and Derivatives
Troublesome Endings
Synonyms
Dictionary Work
The Teacher’s Opportunity
Reviews
Proper Names
Vocabulary
SUGGESTIONS FOR EIGHTH YEAR
Review
Prefixes and Suffixes
Review of Rules
Words Having Two Pronunciations
Vocabulary
Appendix
LEARNING TO SPELL
Table of Contents
Are we spelling as well in our schools today as our forefathers did in the little red schoolhouse? This is the question that has been asked many times but no one has been able to answer it in any convincing way. There have been advocates of both sides of the question. The fact remains that no one knows. We do not know how well children could spell fifty, or even twenty-five, years ago. As time goes by there is a glamour thrown over the past and we see only the high lights. We remember that in spelling a match there was a certain boy, or girl, who spelled down the entire school time after time, or possibly had a reputation for being the best speller in the entire county. When a spelling match was announced it was a foregone conclusion that the victory lay between two or three pupils. How many children of the eighth grade could spell the following list of words?
phthisicky
ichthyology
abstemious
demoniacal
magisterial
convalesce
calligraphy
saccharin
We remember the pupils who were able to spell these difficult words, and we forget those who were unable to spell them. We remember the good spellers and forget how many poor ones there were.
The question is not whether one or two could spell, or learn to spell such words, but could nearly every pupil in the school spell such words? If they could, what use did they make of their knowledge? The corollary to the proposition is, how many were unable to spell which,
there,
writing,
guess,
and a thousand other common words? The question then is fairly before us; viz., What is the object of teaching spelling?
Object of Teaching Spelling
Table of Contents
Ever since the school of early days spelling has accompanied reading, ’riting, and ’rithmetic
as a part of the curriculum. The day when reading was taught by the spelling method,
so called, is not far back in the past. How can one learn to read if one does not know his letters, that he may be able to spell out the words that he meets in his reading?
Not until recently has the question been asked, Why do we study spelling at all?
Do we need it in our reading? Modern methods have shown us that we do not. We need to know how to spell only when we wish to write. How often does the average person write phthisicky,
magisterial,
ichthyology,
convalesce,
and other equally uncommon words? Not often, perhaps never. Then why spend the time of our overcrowded school day in having children try to learn these words, when numerous recent investigations show positively that children are constantly misspelling which,
there,
their,
and many other common, everyday words?
Teaching versus Testing
Table of Contents
For many years the spelling lesson has been, with many teachers, a means of obtaining a breathing space in the day’s work. It was comparatively easy to say to the children "Take the next twenty