Describes how elementary teachers can get good results using invented spelling in the classroom. The article presents the history of invented spelling and whole-language learning, then explains how to use core word lists, avoid sloppy drafts, conduct conferences, teach spelling effectively, and create a balance between writing and spelling. (SM)

Describes how a first-grade teacher developed an effective spelling program for his classroom that teaches sounds and words in the context of children's experiences. His program encourages students to memorize and learn words because the words are important to them rather than picked for them. (SM)

Presents an excerpt from the journal of a second grade teacher who reflected on the daily challenges and possibilities of learning in a child-centered, meaning-based classroom free of workbooks and standardized testing; an interview with author Nancie Atwell, a language specialist and veteran teacher; and suggestions for books and journals. (SM)