Steck-Vaughn Spelling: Linking Words To Meaning

Description

This program (copyright 2002) is very similar to the original (1996) Steck-Vaughn Spelling (now out of print). On the whole, both versions are very similar, with differences in the illustrations and the format of the activities. Looking side-by-side at both versions, it appears that the lessons cover the same content (the tables of contents are virtually identical), and the words studied in each lesson are basically the same, give or take a word here and there.

In the original version, the words were introduced at the beginning of each lesson, and then children would answer questions about different letters and sounds found in the spelling words. For instance, questions ask things like "Which words end with the letter /p/?" which the student would answer with words from the spelling list. In the newer version there are fewer of these questions, but they focus more on the letter or sound being learned in that particular lesson and less on analyzing other sounds or letters in the words. The spelling words are listed, and then a blank list is given with headings for different spelling constructs. For instance, in the 4th grade lesson on long /o/, the student would sort out and rewrite the spelling words by "o Words," "oa Words," and "oe Words."

The second page of each lesson is where the biggest difference is found. In the original version, the "Checkpoint" part of the lesson gives the student clues and asks for the spelling word that is referred to. The Linking Words to Meaning version rarely relies on general word "clues," rather, the questions focus more on language and thinking skills like using synonyms, antonyms, analogies, classification, rhymes, and definitions. Often one or two skills are stressed in this section, asking the student to respond with the correct spelling word. For instance, a partial analogy may be given, where a spelling word will finish it correctly, or a sentence with a synonym of the spelling word is offered, and the student must supply the correct spelling word. On this page, word history is highlighted more than in the previous edition, and "family trees" of words are also included. Other lesson activities, such as the reading passage with blanks for using the spelling words in context, proofreading activities, writing activities, and extra-challenging words are still included, with only the page layout and presentation differing from the previous version.

The Teacher's Edition is also slightly different, with the biggest differences being the page layout and organization. The layout is more visually attractive, and it seems easier to see the different activities and components of each lesson with the abundance of separate boxes and headings used. Additional features include a pretest and posttest, where you would read a sentence containing the spelling word, and the student would spell the word on their own. Other changes include more focused attention on related topics (including pronunciation), tips for teaching students with varying abilities, enrichment activities, and additional activity masters. - Jess

Teaching Method
Traditional
Teacher-centered curriculum commonly used in classrooms that may include a text, teacher manual, tests, etc.
Charlotte Mason
A methodology based on the work of a 19th century educator who maintained that children learn best from literature (Living Books), not textbooks.
Classical
A methodology based on the Latin Trivium (three stages of learning), including the grammar stage (memorization and facts), logic stage (critical thinking), and rhetoric stage (developing/defending ideas).
Unit Study
A thematic or topical approach centered around one topic that integrates multiple subject areas.
Montessori (Discovery)
A methodology based on the work of a 20th century educator that emphasizes student and sensory-driven discovery learning and real-life applications.
Other
Other methodologies
Religious Content
Secular
Contains content contrary to common Christian beliefs (i.e. evolution).
Neutral
Avoids religious or theoretical topics or presents multiple viewpoints without preference.
Christian/Religious
Faith-based or including instructional religious content.
Learning Modality
Auditory
Learns through listening, talking out loud or reading out loud.
Visual
Learns through seeing, prefers written instructions and visual materials.
Kinesthetic/Tactile (Hands-On)
Learns through moving, doing and touching.
Multi-Sensory
Curriculum that employ a variety of activities/components.
Presentation
Sequential
Curriculum progresses through well-defined learning objectives. Emphasizes mastery before moving to the next topic.
Spiral
Topics and concepts are repeated from level to level, adding more depth at each pass and connecting with review.
Conceptual/Topical
Focus is on the “why,” often with a unifying concept as well as specific skills; coverage may be broader.
Teacher Involvement
Low Teacher Involvement
Student-led materials; parent acts as a facilitator.
Medium Teacher Involvement
A mix of teacher-led time and independent student work.
High Teacher Involvement
Teacher-led lessons; may utilize discussions, hands-on activities and working together.
Additional Materials Required
No other materials needed
Everything you need is included.
Other Materials Required
There are additional required resources that are a separate purchase.
Other Materials Optional
There are additional resources mentioned or recommended but are not absolutely necessary.
Consumable
Consumable
Designed to be written in; not reusable.
Non-Consumable
Not designed to be written in; reusable.