Spelling in Use: Looking Closely at Spelling in Whole Language Classrooms
Providing a practical look at the role of spelling in the overall language arts curriculum, this book helps those who interact regularly with young children understand how learning to spell is part of the broader fabric of learning to write in whole language classrooms. After an introduction, chapter 1 provides opportunities to explore how teachers' beliefs about language and literacy learning impact how they view their students' writing. Chapter 2 introduces three teachers who tell their personal stories of transition from a traditional approach to spelling instruction to incorporating the study of spelling in use in their whole language classrooms. Chapter 3 provides suggestions for developing ways to systematically study and assess children's spelling in use. Chapter 4 presents the "nuts and bolts" of spelling instruction in a whole language classroom. Chapter 5 provides practical help in communicating with parents about the teaching of spelling in use. The final chapter responds to questions that teachers most often ask about spelling instruction. Contains 19 references.

Intended for elementary school teachers, researchers, and materials developers, this book presents a cluster approach to vocabulary instruction, in which words are taught in semantically related groups. Over 7,000 words from elementary school textbooks have been organized into 61 instructional clusters, each containing two levels of subclusters which are grouped according to closeness of semantic relationship. For each word, the authors have provided a recommended grade level, its part of speech, and a note on whether it is a basic, fundamental building block word. The list of clusters is presented in the appendix. The four chapters that precede the appendix describe vocabulary theory, procedures for forming the clusters, instructional uses of the clusters, and additional vocabulary activities not directly tied to cluster approach. Also included in separate appendixes are (1) an alphabetized, referenced list of the words; and (2) definitions of commonly confused words such as "infer" and "imply."

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Many professional people in science and technology have an excellent command of their scientific subject, but have difficulty in expressing their knowledge in simple, accurate English. Good Style explains the tactics that can be used to express scientific information in a coherent, readable style. The book discusses in detail possible choices of vocabulary, phrasing and sentence structure. Many examples of writing from a variety of scientific and technical contexts.