 Children Books: · “Where Words Come From” by Jack Umstatter · “Talk About English”, by Janet Klausner · “Eat Your Words: A Fascinating Look at the Language of Food” by Charlotte Jones · "Sorpresas en palabras" por Krystyna Libura y Gabriel López Garza http://topdocumentaryfilms.com/story-of-english/ http://www.takeourword.com http://www.hoagiesgifted.org/language.htm http://www.mysteriesofvernacular.com/pants.html http://www.cal.org http://www.readingrockets.org/article/how-spelling-supports-reading http://pages.towson.edu/duncan/orthography1/orthography1.htm http://pages.towson.edu/duncan/Orthography2/Orthography2.htm http://etimologias.dechile.net (Spanish) A 3rd grade teacher's Etymology unit: http://www.scholastic.com/teachers/top-teaching/2012/10/exploring-etymologies-stories-our-words Reads: Essinger, James. (2007). Spellbound: the surprising origins and astonishing secrets of English spelling. New York: Random House Freeman, D.E., Freeman, Y.S. (2004). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar. New Hampshire: Heinmann Fillmore, L.W., & Snow, C. (2000). What teachers need to know about language. McHenry, IL, and Washington, DC: Delta Systems and Center for Applied Linguistics. Johnston, F.R. (2000), Spelling Exceptions: Problems or Possibilities? The Reading Teacher. Vol. 54, No. 4,pp. 372-378 Joshi, M., Treiman, R., Carreker, S., & Moats, L.C. (2008/2009) How words cast their spell: Spelling is an integral part of learning the language, not a matter of memorization. American Educator, 32(4), 6-16, 42-43. Moats, L. C. (2005/2006, winter). How spelling supports reading: And why it is more regular and predictable than you may think. American Educator, 29(4), 12–22, 42–43. Reed, D. K. (2012). Why teach spelling? Portsmouth, NH: RMC Research Corporation, Center on Instruction. Wong-Fillmore, L. and Snow, C. (2000). What teachers need to know about language. Washington D. C.: U. S. Department of Education, Office of Educational SHARE via
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