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Phonics, Spelling & Vocabulary

Components of explicit, systematic code instruction1. Introduce new pattern

– Auditory (hear it)– Visual (see it) – Kinesthetic (touch or manipulate it)

2. Practice Reading– Words with that pattern from text (to develop accuracy

and automaticity)– Sentences/Phrases from the text (accuracy and

intonation)– Text (accuracy/automaticity/intonation=fluency)

3. Practice Spelling– Words (sound/symbol and patterns)– Sentence dictation (accuracy and automaticity)

Review in Teaching Phonics

• Teach high-utility phonics skills that are most useful for decoding and spelling unfamiliar words

• Follow a developmental continuum for systematic phonics instruction, beginning with rhyming and ending with phonics generalizations

Teaching Phonics Continued

• Provide direct instruction to teach phonics skills.• Choose words from books students are reading and

other high-frequency words.• Provide opportunities for students to apply what

they are learning about phonics through word sorts, making words, interactive writing, and other literacy activities.

Video

Spelling stages

Stage Emergent Beginner Within-word Syllable Juncture

1. pan 2. stem 3. bike 4. chart 5. dotted 6. drizzle 7. criticize 8. majority

N CM K

HT DD J K M

pan sam bik crt ditd j rezl

cretsiz mgrt

pan stem biek chrat dotid drizul

critusize mujortea

pan stem bike chart doted drizzle

critasize mejoraty

adapted from K. Ganske (2000) Word Journeys, NY: Guilford Pubs.

Beginner level

Guidelines for Teaching Spelling

• Recognize that phonics and spelling go hand-in-hand.• Analyze the errors in students’ writing to provide

appropriate spelling instruction based on their stage of development.

• Connect phonemic awareness, phonics, and spelling during instruction by having students manipulate words orally and read and spell words

• Teach students to use spelling strategies, including “think aloud” to spell unfamiliar words.

Guidelines for Teaching Spelling

• Post words on word walls and use them for a variety of reading and writing activities.

• Involve students in making words, word sorts, and other hands-on spelling activities

• Consider spelling tests as only one part of a spelling program.

• Involve students in daily authentic reading and writing activities to develop spelling knowledge

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Vocabulary Strategies

• Knowledge Rating• Context Clues (4)• Morphemic (structural analysis)• Etymology of Words• Semantic Maps

• Concept of Definition• Multiple Meaning of Words• Semantic Feature Analysis• ABC’s of comparing and contrasting

Tier 1 Tier 2 Tier 3

Short basic words:See, up, how

Critical to comprehension;sleep, energy

Subject matter specific: hormone, tissues

Vocabulary and Tier Words

Incidental Word Learning

• Through independent reading – reading workshop, literature circles, reciprocal teaching

• Read-alouds (by teacher) using fiction and non-fiction materials

Research: • Reading is the single largest source of vocb. For

students after grade 3 (Beck & McKeown, 1991)• Students learn as many words incidentally while

listening to teachers read aloud as they do when engaging in independent reading. (Stahl, Richek & Vandevier, 1991)

It’s Your Turn . . .

• Choose a book.• Identify 5 Tier 1, 2, and Tier 3

Words• Present them.