A Phonetically Based Spelling Program for the Direct Teaching of the 2100 Most Needed Words in Writing
Spelling 2100 provides a simple, direct, and effective means of teaching the spelling of the 2100 words most needed in writing. These words represent approximately 95 percent of all the words students will ever write. Spelling 2100 features:
Phonetic and structural principles form the basis of instruction.
Students are guided to discover sound-to-letter and structural principles that are common to many English words. This reduces the need for laborious memorization and allows spelling and reading to work together.
Instruction is focused and direct.
Students are never sidetracked into peripheral areas already taught in other subjects. This strong, methodical attention to spelling and its application to writing pays off in immediate and measurable improvement.
Proven strategies are systematically employed.
Instead of busy work, students sort words by phonetic characteristics, analyze syllables, write, and proofread content. The result is a motivated, confident student.
Format and directions allow students to work with a high degree of independence.
Students wishing to work ahead may do so while others work on words requiring extra study.
Troublesome words are recorded and restudied until they are mastered.
Each lesson ends with a dictation test. Students record misspelled words for additional study using a five-step system. Teachers have the option of retesting students on words or having students work in pairs to test each other.
Optional tests in standardized formats are available in the Teacher’s Manuals.
By familiarizing students with the common testing formats, they become more competent on mandated district or state spelling tests.
The program is cost effective.
Regardless of tight school budgets, teachers can afford the highest quality instruction in spelling.
The Word List – Three factors were considered in creating the Spelling 2100 word list:
- the word’s frequency of use in writing.
- its occurrence in reading material.
- its spelling difficulty.
Teaching Plan – Spelling 2100 accommodates several teaching plans, depending upon the needs of the student and the teaching environment. Although most teachers will find that spreading a lesson over three sessions works best, lessons may be taught in a single session or several sessions.
Review and Assessment – The review lessons may be covered in a single or several sessions. The words reviewed in these lessons reflect the phonetic or structural patterns taught in the developmental
lessons. A special review feature is a Writing Prompt in the Teacher’s Manual. This springboard for an optional writing assignment is structured to encourage use of the words in an authentic writing situation.
Proven Learning Strategies – in every lesson.
Read and Think – Students read each word in a context sentence to confirm its meaning.
Study and Sort – Students differentiate the sound-letter correspondence, or structural principles at work in the words.
Remember – A concise statement of the spelling principle brings the analysis to closure.
Use the Clues – Students examine additional phonetic or meaning-related elements as they write the words a second time.
Proofread – A practical proofreading activity concludes the lesson.
Check the Spelling – Words still being misspelled are trapped for further study.
Student Books – There are six student books. Book A is a readiness book that focuses on helping
beginning learners establish reliable sound-to-letter associations and recognize basic phonetic patterns. Books B through F are made up of 30 lessons each. There is a review lesson after every four instructional lessons.
Teacher’s Manuals – There are six Teacher’s Manuals, one for each of the pupil books. The Manuals contain teaching suggestions, answer keys, dictation sentences, and writing prompts.