P13 Step 1 ：Plan before teaching 主要介绍了需要哪些教学资料、学生用品，怎么安置教学材料，这里讲得太细了，比如用一个拉链袋装诸如铅笔、记号笔、标签之类的小物品，这样的细节都写出来了，这些内容你可以不用看。
P18， Preview the Program 这里最好是认真读一下，根据指示，可以看 音图DVD，自己先熟悉一下，不必全记下来，因为一下子是记不住的，你可以跟孩子一起学的时候再记，卡片的反面有例词会提示你，但是你不要去记那些个例词，你需要建立音形的快速反应。 建立家长的学习本。一定要记住，自己要亲自做。19页花了大半页的篇幅写了建立教师学习本。
第十一章，评估孩子从WISE GUIDE 的哪个部分开始听写，如果是无拼写基础孩子，也不需要读了，直接从section A 开始。
我们回到前面第12页看下，这张目录展示得很清楚，从第十二章开始，进入每天的拼写活动。目录标题括号中的 after A, after C, before D... 是指WISE GUIDE 的某个section, 比如 第17章，括号里before D，表示silent page E page 这个要在听写section D 之前做。 这些提示，在WISE 的每个section的 prelimaries 部分也会有提示。
I'm starting homeschooling this fall and decided on the SWR curriculum ... just began looking through the SWR book. I am familiar with (and love!) the Orton/Spalding/Riggs method of teaching and was thrilled to find out about SWR in the Duffy Top Picks book.
Quick question - Are the numbered lessons in the SWR manual (I think there are 42?) supposed to be one for each week?
答：
SWR is the manual. However, just as you would not read your car manual from front to back, neither do you read that book from front to back. Rather, the WISE Guide is truly your guide.
The WISE Guide contains your lessons plans and all you need to do in order to teach the spelling lesson. After you give your children a diagnostic spelling test (see Appendix B of the manual), then you will place your children in the WISE Guide where they lack mastery. If your child is not yet spelling or reading, then you do not need to test him/her as you know that she must begin at the beginning of the WISE Guide, Section A.
先给你的孩子做个评估测试a diagnostic spelling test (see Appendix B of the manual) 测试单词和评估方法在SWR附录中。这样你就可以决定你的孩子从WISE的哪个部分开始。
如果你孩子还没有开始拼写和阅读，那你就不需要做这个测试，必须从section A开始。
So, knowing that the WISE Guide is where you spend your time. Allow me to explain how to "READ" the book.
Each Section of the WISE Guide contains 3 parts.
1) Preliminaries are located at the top of both the left and right page. These may initially take a few days to complete. Many times the preliminaries will direct you to a specific portion of SWR (the red book) to teach a concept or spelling rule. Here you will also be told which phonograms and spelling rules need to be introduced to the student prior to the spelling lesson.
2) Word Lists, begin on the left side and continue to the facing page right side. Markings, rule information, and additional teaching information are located on the right page of each section. We teach the spelling words via dictation. Here is a you tube link of me doing this with my own children.
3) Spelling Enrichments are located at the bottom of both facing pages. The purpose of enrichment activities is to reinforce spelling words in a real and purposeful manner. Spelling, writing, and reading are skills. They require practice. However, spelling practice does not need to be limited to passively coping spelling words 10 times each. Instead, use the spelling list to reinforce good penmanship while teaching composition, grammar, literature, creativity and vocabulary enrichment. This time-efficient method unifies language arts and adds interest to spelling instruction. You only choose 1-2 enrichments to work with per spelling list. You choose the enrichment that best fits the aptitude of your student.
In addition to the enrichment activities listed at the bottom of each spelling section, Step 13 of SWR contains many ideas for reinforcing spelling words.
When you complete a spelling section, you turn the page and begin with the preliminaries of the next section.
As I already stated, to determine WHERE to begin in the WISE Guide (we always begin where our child lacks mastery), give a diagnostic spelling test if your child is spelling and reading. You will find the test in Appendix B of the Red book.
If your student is beginning at section A of the WISE Guide, you will note that the preliminaries indicate you must complete steps 1-11 of SWR. The majority of the information in those steps contains information to enhance your understanding and ability to teach this program. Literally, it takes longer to read those pages than to teach them.
Students beginning at Section A of the WISE Guide only need to learn the first 26 single letter phonograms (ABC's) before beginning the spelling lesson. Students placing at other sections of the WISE Guide need to learn all 70.
摘要：如果是从section A 开始的，你必须先阅读 SWR的第1-11章，这前十一章的大部分内容是关于加强你对SWR教学的理解、提高教学能力的理念性解释性信息。告诉你怎样教，为什么要那样教等等。
从SECTION A 开始的，你只需先学习26个单字母音图后，就可以开始拼写课程。 从其它SECTION 开始的，需要先将70个音图都学完，才能开始拼写课程。
I hope I've provided you some direction. Feel free to clarify.
I believe it is better to start a beginner at Section A after teaching the first 26 single letter phonograms (ABC's), than to wait to teach spelling until the young students have all 70 phonograms learned.
Look at the preliminaries of Section A of the Wise Guide. Notice that they indicate that you are to introduce your students to 5 multi-letter phonograms: sh, th, oo, ee, and er. Now look at the preliminaries of Section B of the Wise Guide. Notice that they indicate that you are to introduce your students to 5 more multi-letter phonograms. Now look at Section C...Section D, Section E, Section F. Following this pattern, the student is introduced to all 70 phonograms by Section I-1. (For this reason, the student who begins the WISE Guide after Section I must be taught all 70 phonograms before beginning the spelling lesson).
The WISE Guide spelling list is ordered by frequency. The words at the beginning are words that we use often... personal pronouns, the articles, being verbs, prepositions, etc. The first 80 words account for 30% of all we read and write. We can teach these first 80 words with a limited knowledge of phonograms. And so, we teach the first 26 (the ABCs) and immediately begin showing our children how phonograms are used to build words. The child begins to see the purpose for phonograms and with this understanding they are encouraged to learn more phonograms so that they can learn even more words. Over time we slowly teach more and more phonograms until our child has both a complete knowledge of how phonograms are used to make words and words are used to make sentences, which express ideas. By the time our students reach Section I-1 they have been taught to spell 380 words as well as all 70 phonograms. At this point they have a working knowledge of the code and are able to begin reading books.
As a teacher of 3 students I understand you look for areas to combine them. However, you yourself need to learn the phonograms and the dictation process. It is an excellent opportunity for you to begin preparing to teach your older child by teaching the younger children at Section A. Section A words are easier to dictate. You will begin teaching yourself the process with these younger children, then by the time you are "fluent" in teaching, you will be ready to teach your older child.
The first step is to give your oldest a diagnostic spelling test to see where she should begin. If she misses any of the first 10 words, then she needs to begin at Section A. However, if she successfully writes the first 10 words, then she may begin later in the Spelling List.
If she begins later... then teach all your children the phonograms A-Z and begin the spelling list with those in Section A.
Step 6 explains how to teach phonograms A-Z in a multi-sensory way. There is an excellent sample 8-day schedule for teaching this located on page 225 of SWR, the manual. Use the schedule as a guide, realizing your child may need a day of review thrown in here and there. But, for the most part, you can plan to teach the A-Z phonograms as describe in Step 6 in a 2-3 week time period.
Then, begin teaching your younger 2 children how phonograms are used to make words by teaching the words in Section A following the dictation process. The video links I sent yesterday demonstrate the process. A dictation guide can be found on the inside cover of your books.
And, with your older child continue learning the other phonograms so that she too will soon be ready for spelling.