MAKING SENSE OF DECODING AND SPELLING
Reviewed 11/22/2015
Access to this book courtesy of
MAKING SENSE OF DECODING AND SPELLING
Teachers' and Administrators' Guide
Charles A. MacArthur
Judith A. Alamprese
Deborah Knight
Washington, DC: National Institute for Literacy, August 2010 |
High
|
| ISBN-13 978-0-? |
| ISBN-10 0-? |
200+pp. |
Binder |
$0.00 |
I used this document in 2015 while tutoring for Partners in Reading, a program of the San Jose, CA public library. I found a great number of mistakes, which I detail below.
Errata
| Page 17-7: |
"6. dry + ly = dryly." |
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I believe this is archaic usage. My dictionaries show the only accepted spelling is "drily". |
| Page 18-8: |
Suffixes table: "ment / ate / able / ness / ing / s / ed" |
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Missing suffix: Add "tion". |
| Page 19-7: |
"Sickeness" |
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Spelling: S/B "Sickness". |
| Page 21-6: |
"Dictate the following words:" |
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The list has 8 words; the answer key (page 21-7) has 9. The missing word is "coast". |
| Page 22-2: |
"Pan fried Brook Trout with Sour Lemon" |
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In the student workbook, "Brook" is underlined, and "Trout" is italicized. |
| Page 22-5: |
"The first word is toy. Which column would you write toy in?" |
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The table for Activity C does not contain "toy." |
| Page 23-4: |
"The first word with an e-a digraph is great." |
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No, the first word in the Document of the Day with an e-a digraph is "Dear." |
| Page 23-5: |
Syllablification table of Activity B: "4. dis/pleas/ed 6. threat/en/ed" |
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Neither of these words has three syllables. |
| Page 23-6: |
"I had a great dream last night. I dream that I found a hidden treasure in a grassy meadow." |
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The story is told in past tense, so this word should be "dreamed." |
| Page 25-2: |
"Insurance Carrier: Good Hands
Employer: Parents for Humanitarian Progress" |
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These two lines from the "Accident Report Form" are not in the student's workbook, but only in the Teacher's Guide. It wouldn't be a problem except that the guide for this lesson asks about "carrier." This page is supposed to extend the form shown on 24-3, but instead reproduces it exactly. |
| Page 26-4: |
"Complete the word with either er, ir, or ur, ar, or ear." |
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The instance of "or" is italicized. It should not be, since it isn't one of the choices. Also, the choices could be presented more clearly, as in an enumerated list: Choose one of "er", "ir", "ur", "ar", "ear". |
| Page 26-4: |
For "3. learn", the student workbook has "l___rn." |
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This confuses some students, because it suggests that "learrn" is a possible choice. It should be "l___n." |
| Page 26-6: |
"I run outside and I saw the first snowflake falling gently from the sky." |
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This mixes present and past tenses. It should be: "ran outside and I saw". |
| Page 27-3: |
Inside the box: "Document of the Day" |
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The relevance is unclear, since the words in this table are not in the Document of the Day on page 27-2. |
| Page 28-7: |
"For many generations, my family lived in Germany. When I was six, we immigrated to the United States." |
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I think this word should be "emigrated," since it describes leaving Germany for a new country of residence. |
| Page 29-4: |
"After you divide the word, read it to make sure you have a real word." |
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Why "to make sure you have a real word"? The words provided are real. |
| Page 29-4: |
"Im / poss / ible." |
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"Impossible" has four syllables, not three. |
| Page 29-4: |
"[in] / ter / act / [ive]." |
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I would say the prefix is "[inter]". |
| Page 29-5: |
"Finally, write it the whole word together." |
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Extra word: S/B "write". |
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This page was last modified on 14 November 2015.