Spelling through phonics /:
"This 40th anniversary edition of the beloved bestseller, Spelling Through Phonics, has the same compact and easy-to-use format thousands of educators know and love! With the McCrackens' original spelling instruction program, this book provides detailed instructions and reproducibles to he...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Winnipeg, Manitoba :
Portage & Main Press,
2022.
|
| Ausgabe: | 40th anniversary edition. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This 40th anniversary edition of the beloved bestseller, Spelling Through Phonics, has the same compact and easy-to-use format thousands of educators know and love! With the McCrackens' original spelling instruction program, this book provides detailed instructions and reproducibles to help you: understand phonemic awareness, and how it helps children develop spelling and other literacy skills teach spelling easily, quickly, and efficiently integrate visual, auditory, and kinesthetic learning strategies effectively assess and react to students' writing provide immediate feedback as part of spelling instruction organize students' spelling practice within the school day introduce, practice, and review new words and sounds with students in grades 1-3 Help your students become proficient spellers, as well as confident readers and writers, with this developmentally appropriate framework. Dedicated to the memory of The McCrackens, this 40th anniversary edition honors their invaluable contributions to English language arts and literacy instruction across North America."-- |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781774920336 1774920336 1774920344 9781774920343 |
| Zugangseinschränkungen: | Access restricted to LAC onsite clients. |
Internformat
MARC
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| 020 | |a 1774920336 |q EPUB | ||
| 020 | |a 1774920344 |q electronic book | ||
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| 100 | 1 | |a McCracken, Marlene J., |e author. | |
| 245 | 1 | 0 | |a Spelling through phonics / |c the McCrackens ; foreword by Sheri Sutterley. |
| 250 | |a 40th anniversary edition. | ||
| 264 | 1 | |a Winnipeg, Manitoba : |b Portage & Main Press, |c 2022. | |
| 264 | 4 | |c ©2022 | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 506 | 1 | |a Access restricted to LAC onsite clients. |f Online access with authorization. |2 star |5 CaOONL | |
| 520 | |a "This 40th anniversary edition of the beloved bestseller, Spelling Through Phonics, has the same compact and easy-to-use format thousands of educators know and love! With the McCrackens' original spelling instruction program, this book provides detailed instructions and reproducibles to help you: understand phonemic awareness, and how it helps children develop spelling and other literacy skills teach spelling easily, quickly, and efficiently integrate visual, auditory, and kinesthetic learning strategies effectively assess and react to students' writing provide immediate feedback as part of spelling instruction organize students' spelling practice within the school day introduce, practice, and review new words and sounds with students in grades 1-3 Help your students become proficient spellers, as well as confident readers and writers, with this developmentally appropriate framework. Dedicated to the memory of The McCrackens, this 40th anniversary edition honors their invaluable contributions to English language arts and literacy instruction across North America."-- |c Provided by publisher. | ||
| 588 | |a Description based on online resource; title from digital title page (viewed on April 21, 2023). | ||
| 505 | 0 | |a Cover -- Half title -- Title Page -- Copyright -- Contents -- Foreword 40th -- Foreword 30th -- Preface -- 1 -- Introduction -- Five Beliefs About the Teaching of Spelling -- Writing Is an Alphabetic System -- Four Insights About Print -- Phonemic Awareness -- Penmanship -- 2 -- Kindergarten -- Immersing Kindergarten Children in Language -- A Brief List of Kindergarten Activities -- 3 -- First week of Grade 1 -- Readiness for Writing: Oral Language Time -- Readiness for Spelling -- How We Teach Spelling -- 4 -- Learning and Practicing -- The Suggested Teaching Sequence -- Temporary Spelling -- Teaching to Eliminate Errors -- Teaching At-Risk Children -- Independent Writing -- Why Children Must Write Every Day -- 5 -- Reacting to children's writing -- Reacting to Content -- Reacting to Skill Level -- How to Correct Children's Spelling -- Doozers -- Suggested Plan to Fit Skill Teaching Into a Full Day -- 6 -- Spelling Dictation Grades 1-3 -- Teaching Strategies -- Grades 1-3 Spelling Dictation Contents -- Grade 1 -- Spelling Dictation -- Introducing m -- Introducing s -- Introducing f -- Introducing b -- Introducing t -- Introducing c -- Reviewing what has been taught so far -- Teaching short vowels -- Introducing short a -- Teaching short a in medial position -- Introducing r -- Introducing l -- Introducing p -- Reviewing what has been taught so far -- Introducing short o -- Introducing d -- Introducing g -- Reviewing what has been taught so far -- Writing sentences -- Introducing n -- Introducing w -- Introducing short i -- Reviewing what has been taught so far -- Introducing h -- Introducing j -- Introducing k -- Introducing v -- Introducing short u -- Reviewing what has been taught so far -- Introducing y -- Introducing qu -- Introducing z -- Introducing x -- Introducing short e -- Reviewing consonant sounds, sequencing of sounds, andshort vowels. | |
| 505 | 8 | |a Spelling two-syllable words -- Adding the endings s, ing, y, and er -- Introducing ch in initial and final position -- Introducing sh in initial and final position -- Introducing th in initial and final position -- Introducing long vowels in grade 1 -- Grade 2 -- Spelling Dictation -- Reviewing short vowels with what has been taught so far -- Reviewing one- and two-syllable words and the wordendings er, ed, ing, y, es, and s with the short vowels -- Teaching words with short vowels followed by r -- Dictating sentences -- Reviewing simple two-syllable words -- Reviewing two-syllable words with er -- Teaching common spelling patterns -- Teaching double consonant words -- Teaching double consonant words with er -- Teaching the ng spelling patterns -- Teaching vowel sound patterns -- Reviewing what has been taught so far -- Teaching long vowels -- Teaching long a vowel patterns -- Teaching long e vowel patterns -- Teaching long i vowel patterns -- Teaching long o vowel patterns -- Teaching long u vowel patterns -- Grade 3 -- Spelling Dictation -- Reviewing the spelling learned so far -- Teaching changing y to i and adding es or ed -- Teaching the oo spelling patterns -- Teaching the double ll spelling patterns -- Teaching the use of tion to spell /shun/ -- Teaching prefixes and suffixes -- Appendix -- GRADE 1 SPELLING CHECKLIST -- GRADE 2 SPELLING CHECKLIST -- GRADE 3 SPELLING CHECKLIST -- Letter to parents -- Quick Reference Guide. | |
| 650 | 0 | |a Spellers. |0 http://id.loc.gov/authorities/subjects/sh85126511 | |
| 650 | 0 | |a English language |x Orthography and spelling |x Study and teaching (Primary) |0 http://id.loc.gov/authorities/subjects/sh90006099 | |
| 650 | 6 | |a Anglais (Langue) |x Syllabaires. | |
| 650 | 7 | |a spelling books. |2 aat | |
| 650 | 7 | |a English language |x Orthography and spelling |x Study and teaching (Primary) |2 fast |0 (OCoLC)fst00911466 | |
| 650 | 7 | |a Spellers. |2 fast |0 (OCoLC)fst01129497 | |
| 700 | 1 | |a McCracken, Robert A., |e author. | |
| 700 | 1 | |a Sutterley, Sheri, |e writer of foreword. | |
| 758 | |i has work: |a Spelling through phonics (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFVt3R9v6R83djyTpJrXMK |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a McCracken, Marlene J. |t Spelling through phonics. |b 40th anniversary edition. |d Winnipeg, Manitoba : Portage & Main Press, 2022 |z 1774920328 |z 9781774920329 |w (OCoLC)1289919038 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EDU |q FWS_PDA_EDU |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3271864 |3 Volltext |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH42235555 | ||
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| 938 | |a EBSCOhost |b EBSC |n 3271864 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EDU | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EDU-on1298604002 |
|---|---|
| _version_ | 1816797230933213184 |
| adam_text | |
| any_adam_object | |
| author | McCracken, Marlene J. McCracken, Robert A. |
| author_facet | McCracken, Marlene J. McCracken, Robert A. |
| author_role | aut aut |
| author_sort | McCracken, Marlene J. |
| author_variant | m j m mj mjm r a m ra ram |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1574 |
| callnumber-raw | LB1574 .M33 2022 |
| callnumber-search | LB1574 .M33 2022 |
| callnumber-sort | LB 41574 M33 42022 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EDU |
| contents | Cover -- Half title -- Title Page -- Copyright -- Contents -- Foreword 40th -- Foreword 30th -- Preface -- 1 -- Introduction -- Five Beliefs About the Teaching of Spelling -- Writing Is an Alphabetic System -- Four Insights About Print -- Phonemic Awareness -- Penmanship -- 2 -- Kindergarten -- Immersing Kindergarten Children in Language -- A Brief List of Kindergarten Activities -- 3 -- First week of Grade 1 -- Readiness for Writing: Oral Language Time -- Readiness for Spelling -- How We Teach Spelling -- 4 -- Learning and Practicing -- The Suggested Teaching Sequence -- Temporary Spelling -- Teaching to Eliminate Errors -- Teaching At-Risk Children -- Independent Writing -- Why Children Must Write Every Day -- 5 -- Reacting to children's writing -- Reacting to Content -- Reacting to Skill Level -- How to Correct Children's Spelling -- Doozers -- Suggested Plan to Fit Skill Teaching Into a Full Day -- 6 -- Spelling Dictation Grades 1-3 -- Teaching Strategies -- Grades 1-3 Spelling Dictation Contents -- Grade 1 -- Spelling Dictation -- Introducing m -- Introducing s -- Introducing f -- Introducing b -- Introducing t -- Introducing c -- Reviewing what has been taught so far -- Teaching short vowels -- Introducing short a -- Teaching short a in medial position -- Introducing r -- Introducing l -- Introducing p -- Reviewing what has been taught so far -- Introducing short o -- Introducing d -- Introducing g -- Reviewing what has been taught so far -- Writing sentences -- Introducing n -- Introducing w -- Introducing short i -- Reviewing what has been taught so far -- Introducing h -- Introducing j -- Introducing k -- Introducing v -- Introducing short u -- Reviewing what has been taught so far -- Introducing y -- Introducing qu -- Introducing z -- Introducing x -- Introducing short e -- Reviewing consonant sounds, sequencing of sounds, andshort vowels. Spelling two-syllable words -- Adding the endings s, ing, y, and er -- Introducing ch in initial and final position -- Introducing sh in initial and final position -- Introducing th in initial and final position -- Introducing long vowels in grade 1 -- Grade 2 -- Spelling Dictation -- Reviewing short vowels with what has been taught so far -- Reviewing one- and two-syllable words and the wordendings er, ed, ing, y, es, and s with the short vowels -- Teaching words with short vowels followed by r -- Dictating sentences -- Reviewing simple two-syllable words -- Reviewing two-syllable words with er -- Teaching common spelling patterns -- Teaching double consonant words -- Teaching double consonant words with er -- Teaching the ng spelling patterns -- Teaching vowel sound patterns -- Reviewing what has been taught so far -- Teaching long vowels -- Teaching long a vowel patterns -- Teaching long e vowel patterns -- Teaching long i vowel patterns -- Teaching long o vowel patterns -- Teaching long u vowel patterns -- Grade 3 -- Spelling Dictation -- Reviewing the spelling learned so far -- Teaching changing y to i and adding es or ed -- Teaching the oo spelling patterns -- Teaching the double ll spelling patterns -- Teaching the use of tion to spell /shun/ -- Teaching prefixes and suffixes -- Appendix -- GRADE 1 SPELLING CHECKLIST -- GRADE 2 SPELLING CHECKLIST -- GRADE 3 SPELLING CHECKLIST -- Letter to parents -- Quick Reference Guide. |
| ctrlnum | (OCoLC)1298604002 |
| dewey-full | 372.63/2 |
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| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.63/2 |
| dewey-search | 372.63/2 |
| dewey-sort | 3372.63 12 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 40th anniversary edition. |
| format | Electronic eBook |
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| indexdate | 2024-11-26T14:54:17Z |
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| publisher | Portage & Main Press, |
| record_format | marc |
| spelling | McCracken, Marlene J., author. Spelling through phonics / the McCrackens ; foreword by Sheri Sutterley. 40th anniversary edition. Winnipeg, Manitoba : Portage & Main Press, 2022. ©2022 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. Access restricted to LAC onsite clients. Online access with authorization. star CaOONL "This 40th anniversary edition of the beloved bestseller, Spelling Through Phonics, has the same compact and easy-to-use format thousands of educators know and love! With the McCrackens' original spelling instruction program, this book provides detailed instructions and reproducibles to help you: understand phonemic awareness, and how it helps children develop spelling and other literacy skills teach spelling easily, quickly, and efficiently integrate visual, auditory, and kinesthetic learning strategies effectively assess and react to students' writing provide immediate feedback as part of spelling instruction organize students' spelling practice within the school day introduce, practice, and review new words and sounds with students in grades 1-3 Help your students become proficient spellers, as well as confident readers and writers, with this developmentally appropriate framework. Dedicated to the memory of The McCrackens, this 40th anniversary edition honors their invaluable contributions to English language arts and literacy instruction across North America."-- Provided by publisher. Description based on online resource; title from digital title page (viewed on April 21, 2023). Cover -- Half title -- Title Page -- Copyright -- Contents -- Foreword 40th -- Foreword 30th -- Preface -- 1 -- Introduction -- Five Beliefs About the Teaching of Spelling -- Writing Is an Alphabetic System -- Four Insights About Print -- Phonemic Awareness -- Penmanship -- 2 -- Kindergarten -- Immersing Kindergarten Children in Language -- A Brief List of Kindergarten Activities -- 3 -- First week of Grade 1 -- Readiness for Writing: Oral Language Time -- Readiness for Spelling -- How We Teach Spelling -- 4 -- Learning and Practicing -- The Suggested Teaching Sequence -- Temporary Spelling -- Teaching to Eliminate Errors -- Teaching At-Risk Children -- Independent Writing -- Why Children Must Write Every Day -- 5 -- Reacting to children's writing -- Reacting to Content -- Reacting to Skill Level -- How to Correct Children's Spelling -- Doozers -- Suggested Plan to Fit Skill Teaching Into a Full Day -- 6 -- Spelling Dictation Grades 1-3 -- Teaching Strategies -- Grades 1-3 Spelling Dictation Contents -- Grade 1 -- Spelling Dictation -- Introducing m -- Introducing s -- Introducing f -- Introducing b -- Introducing t -- Introducing c -- Reviewing what has been taught so far -- Teaching short vowels -- Introducing short a -- Teaching short a in medial position -- Introducing r -- Introducing l -- Introducing p -- Reviewing what has been taught so far -- Introducing short o -- Introducing d -- Introducing g -- Reviewing what has been taught so far -- Writing sentences -- Introducing n -- Introducing w -- Introducing short i -- Reviewing what has been taught so far -- Introducing h -- Introducing j -- Introducing k -- Introducing v -- Introducing short u -- Reviewing what has been taught so far -- Introducing y -- Introducing qu -- Introducing z -- Introducing x -- Introducing short e -- Reviewing consonant sounds, sequencing of sounds, andshort vowels. Spelling two-syllable words -- Adding the endings s, ing, y, and er -- Introducing ch in initial and final position -- Introducing sh in initial and final position -- Introducing th in initial and final position -- Introducing long vowels in grade 1 -- Grade 2 -- Spelling Dictation -- Reviewing short vowels with what has been taught so far -- Reviewing one- and two-syllable words and the wordendings er, ed, ing, y, es, and s with the short vowels -- Teaching words with short vowels followed by r -- Dictating sentences -- Reviewing simple two-syllable words -- Reviewing two-syllable words with er -- Teaching common spelling patterns -- Teaching double consonant words -- Teaching double consonant words with er -- Teaching the ng spelling patterns -- Teaching vowel sound patterns -- Reviewing what has been taught so far -- Teaching long vowels -- Teaching long a vowel patterns -- Teaching long e vowel patterns -- Teaching long i vowel patterns -- Teaching long o vowel patterns -- Teaching long u vowel patterns -- Grade 3 -- Spelling Dictation -- Reviewing the spelling learned so far -- Teaching changing y to i and adding es or ed -- Teaching the oo spelling patterns -- Teaching the double ll spelling patterns -- Teaching the use of tion to spell /shun/ -- Teaching prefixes and suffixes -- Appendix -- GRADE 1 SPELLING CHECKLIST -- GRADE 2 SPELLING CHECKLIST -- GRADE 3 SPELLING CHECKLIST -- Letter to parents -- Quick Reference Guide. Spellers. http://id.loc.gov/authorities/subjects/sh85126511 English language Orthography and spelling Study and teaching (Primary) http://id.loc.gov/authorities/subjects/sh90006099 Anglais (Langue) Syllabaires. spelling books. aat English language Orthography and spelling Study and teaching (Primary) fast (OCoLC)fst00911466 Spellers. fast (OCoLC)fst01129497 McCracken, Robert A., author. Sutterley, Sheri, writer of foreword. has work: Spelling through phonics (Text) https://id.oclc.org/worldcat/entity/E39PCFVt3R9v6R83djyTpJrXMK https://id.oclc.org/worldcat/ontology/hasWork Print version: McCracken, Marlene J. Spelling through phonics. 40th anniversary edition. Winnipeg, Manitoba : Portage & Main Press, 2022 1774920328 9781774920329 (OCoLC)1289919038 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3271864 Volltext |
| spellingShingle | McCracken, Marlene J. McCracken, Robert A. Spelling through phonics / Cover -- Half title -- Title Page -- Copyright -- Contents -- Foreword 40th -- Foreword 30th -- Preface -- 1 -- Introduction -- Five Beliefs About the Teaching of Spelling -- Writing Is an Alphabetic System -- Four Insights About Print -- Phonemic Awareness -- Penmanship -- 2 -- Kindergarten -- Immersing Kindergarten Children in Language -- A Brief List of Kindergarten Activities -- 3 -- First week of Grade 1 -- Readiness for Writing: Oral Language Time -- Readiness for Spelling -- How We Teach Spelling -- 4 -- Learning and Practicing -- The Suggested Teaching Sequence -- Temporary Spelling -- Teaching to Eliminate Errors -- Teaching At-Risk Children -- Independent Writing -- Why Children Must Write Every Day -- 5 -- Reacting to children's writing -- Reacting to Content -- Reacting to Skill Level -- How to Correct Children's Spelling -- Doozers -- Suggested Plan to Fit Skill Teaching Into a Full Day -- 6 -- Spelling Dictation Grades 1-3 -- Teaching Strategies -- Grades 1-3 Spelling Dictation Contents -- Grade 1 -- Spelling Dictation -- Introducing m -- Introducing s -- Introducing f -- Introducing b -- Introducing t -- Introducing c -- Reviewing what has been taught so far -- Teaching short vowels -- Introducing short a -- Teaching short a in medial position -- Introducing r -- Introducing l -- Introducing p -- Reviewing what has been taught so far -- Introducing short o -- Introducing d -- Introducing g -- Reviewing what has been taught so far -- Writing sentences -- Introducing n -- Introducing w -- Introducing short i -- Reviewing what has been taught so far -- Introducing h -- Introducing j -- Introducing k -- Introducing v -- Introducing short u -- Reviewing what has been taught so far -- Introducing y -- Introducing qu -- Introducing z -- Introducing x -- Introducing short e -- Reviewing consonant sounds, sequencing of sounds, andshort vowels. Spelling two-syllable words -- Adding the endings s, ing, y, and er -- Introducing ch in initial and final position -- Introducing sh in initial and final position -- Introducing th in initial and final position -- Introducing long vowels in grade 1 -- Grade 2 -- Spelling Dictation -- Reviewing short vowels with what has been taught so far -- Reviewing one- and two-syllable words and the wordendings er, ed, ing, y, es, and s with the short vowels -- Teaching words with short vowels followed by r -- Dictating sentences -- Reviewing simple two-syllable words -- Reviewing two-syllable words with er -- Teaching common spelling patterns -- Teaching double consonant words -- Teaching double consonant words with er -- Teaching the ng spelling patterns -- Teaching vowel sound patterns -- Reviewing what has been taught so far -- Teaching long vowels -- Teaching long a vowel patterns -- Teaching long e vowel patterns -- Teaching long i vowel patterns -- Teaching long o vowel patterns -- Teaching long u vowel patterns -- Grade 3 -- Spelling Dictation -- Reviewing the spelling learned so far -- Teaching changing y to i and adding es or ed -- Teaching the oo spelling patterns -- Teaching the double ll spelling patterns -- Teaching the use of tion to spell /shun/ -- Teaching prefixes and suffixes -- Appendix -- GRADE 1 SPELLING CHECKLIST -- GRADE 2 SPELLING CHECKLIST -- GRADE 3 SPELLING CHECKLIST -- Letter to parents -- Quick Reference Guide. Spellers. http://id.loc.gov/authorities/subjects/sh85126511 English language Orthography and spelling Study and teaching (Primary) http://id.loc.gov/authorities/subjects/sh90006099 Anglais (Langue) Syllabaires. spelling books. aat English language Orthography and spelling Study and teaching (Primary) fast (OCoLC)fst00911466 Spellers. fast (OCoLC)fst01129497 |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85126511 http://id.loc.gov/authorities/subjects/sh90006099 (OCoLC)fst00911466 (OCoLC)fst01129497 |
| title | Spelling through phonics / |
| title_auth | Spelling through phonics / |
| title_exact_search | Spelling through phonics / |
| title_full | Spelling through phonics / the McCrackens ; foreword by Sheri Sutterley. |
| title_fullStr | Spelling through phonics / the McCrackens ; foreword by Sheri Sutterley. |
| title_full_unstemmed | Spelling through phonics / the McCrackens ; foreword by Sheri Sutterley. |
| title_short | Spelling through phonics / |
| title_sort | spelling through phonics |
| topic | Spellers. http://id.loc.gov/authorities/subjects/sh85126511 English language Orthography and spelling Study and teaching (Primary) http://id.loc.gov/authorities/subjects/sh90006099 Anglais (Langue) Syllabaires. spelling books. aat English language Orthography and spelling Study and teaching (Primary) fast (OCoLC)fst00911466 Spellers. fast (OCoLC)fst01129497 |
| topic_facet | Spellers. English language Orthography and spelling Study and teaching (Primary) Anglais (Langue) Syllabaires. spelling books. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3271864 |
| work_keys_str_mv | AT mccrackenmarlenej spellingthroughphonics AT mccrackenroberta spellingthroughphonics AT sutterleysheri spellingthroughphonics |