Spelling Instruction Question Preview (ID: 41879)
How To Teach Spelling To Students.
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In the pre-phonetic stage of spelling development...
a) The student understands that each sound in a word needs at least one letter
b) The student’s words are represented by letter-like scribbles until they realize that words are made of letters.
c) The student spells all their words correctly except the ones that are new to them and difficult to spell.
d) The student knows most patterns of the English language.
In the phonetic stage of spelling development...
a) The student understands that each sound in a word needs at least one letter
b) The student’s words are represented by letter-like scribbles until they realize that words are made of letters.
c) The student spells all their words correctly except the ones that are new to them and difficult to spell.
d) The student knows most patterns of the English language.
In the transitional stage of spelling development...
a) The student understands that each sound in a word needs at least one letter
b) The student’s words are represented by letter-like scribbles until they realize that words are made of letters.
c) The student spells all their words correctly except the ones that are new to them and difficult to spell.
d) The student knows most patterns of the English language.
In the conventional stage of spelling development...
a) The student understands that each sound in a word needs at least one letter
b) The student’s words are represented by letter-like scribbles until they realize that words are made of letters.
c) The student spells all their words correctly except the ones that are new to them and difficult to spell.
d) The student knows most patterns of the English language.
Using the visual multisensory technique...
a) is when the students look at the word and write it an excessive amount of time
b) is when the students hear a word and write it, also helping when they hear each letter of a word and begin to write that.
c) is the science of human motion and done with large, exaggerated strokes.
d) approaches are motivational and work with younger students by using touch with different materials.
Using the auditory multisensory technique...
a) is when the students look at the word and write it an excessive amount of time
b) is when the students hear a word and write it, also helping when they hear each letter of a word and begin to write that.
c) is the science of human motion and done with large, exaggerated strokes.
d) is when students close their eyes and pretend they see someone or something write each letter of the word.
Using the kinesthetic multisensory technique...
a) is when the students look at the word and write it an excessive amount of time
b) is when the students hear a word and write it, also helping when they hear each letter of a word and begin to write that.
c) is the science of human motion and done with large, exaggerated strokes.
d) is when students close their eyes and pretend they see someone or something write each letter of the word.
Using the tactile multisensory technique...
a) is when the students look at the word and write it an excessive amount of time
b) is when the students hear a word and write it, also helping when they hear each letter of a word and begin to write that.
c) is the science of human motion and done with large, exaggerated strokes.
d) approaches are motivational and work with younger students by using touch with different materials.
Using the mental imagery multisensory technique...
a) is when the students look at the word and write it an excessive amount of time
b) is when the students hear a word and write it, also helping when they hear each letter of a word and begin to write that.
c) is the science of human motion and done with large, exaggerated strokes.
d) is when students close their eyes and pretend they see someone or something write each letter of the word.
Students should be expected to learn all of the following groups of words EXCEPT...
a) common topic words
b) commonly occurring orthographic patterns
c) high frequency words
d) common-need words
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