1. Teaching Phonics, Words and Spelling In our School
Presented to SUPERSTAR DISTRICT TEACHERS

2. Assessment Beginning of the Year
Grouping of Students
RTI Students—Committee Members
Peer Partners—provide each of your lowest level with a peer partner from the top group.
DIBELS is our choice test within the district
BYO
MYO
EYO

3. Science of Reading 2 Domains Goal of 400 new words annually (2 a day)
Decoding
Phonological Awareness
Phonics
Fluency
Language Comprehension
Vocabulary
Text Comprehension
Human Brain stores visually is limited
Auditory is what can be stored long term for recall.
Dyslexic needs 100 repetitions of vocabulary for it to stick.

4. Reading Delays or Dyslexic
Language deficit
Brain must be rewired to overcome the deficit
Visual input is not sufficient—must be multisensory
Pushing and pulling individual sounds help these students visualize action.
Clapping or Tapping out the sounds very important.
These are taught in our ELA classrooms we just need to remind you so that you remember their importance.

5. The English language is comprised of 26 letters,
44 sounds represented by
74 basic phonograms.

6. Activity
Divide into small groups of 4-6 people. Taking turns being the teacher with each step of the lesson.
Sample lesson: Remember it is vital that students feel the sounds so stress tapping, spell tapping and tracing. Middle finger has a direct line to the brain so this is a vital step in multisensory learning.
1. Review—Sound cards—students need to be fluent in sounds and trace as they say the sound. If one misses everyone traces sound 3xs without calling attention to the one who is wrong.
2. Spell individual or groups of sounds– Teacher calls out sound—students repeat sound and write it. If one misses everyone traces 3xs without calling attention to the one who is wrong.
3. Read word cards rapidly– Misses are traced as a group spell checking with fingers.

7. Activity continued
4. Spell words-Student repeats word and finger spells then writes it. As before misses are finger spelled and traced by everyone. Dictate 2 sentences and have students write them after repeating sentence.
5. New Skill- Go over new skill—read words to correspond, finger spell write words.
6. Read sentences for fluency—Read as group repeating each sentence using emotion and fluency. Have students read sentences down and up so that fluency can be gained.
Purpose of this activity is to remind teachers how important the tracing, tapping, blending visibly, reading orally and repeating are to the multisensory approach anchoring these skills and words into memory.

8. English Language Sound blocked by tongue, teeth or lips.
Consonant Sounds
Vowel Sounds
Sound blocked by tongue, teeth or lips.
Sounds that can be sung or continued with mouth open.
Bring out mirrors and allow students to hear and see vowels formed.

9. Curriculum of ELA in our District
Fundations
Sonday
General Education population.
Follows Orton- Gillingham approach— multisensory.
RTI subgroups
Resource class
Self-Contained Class
These students are exposed dually in general education with Fundations and in special class with Sonday.
Multisensory/Orton- Gillingham approach

10. Steps for Teaching Phonics-Decoding
1. Review
2. Introduce New Skill
Letter/grapheme with card deck
Practice blending with concrete—cards, tapping, chips, visuals
Auditory Discovery
Visual Discovery
Keywords

11. Teaching Phonics-Decoding
3. Practice Reading Words
4. Teach Irregular Word for decoding
5. Practice reading phrases and sentences.
High Frequency word- words that are seen most often.
Irregular words do not follow phonic rules or patterns.
Sight words are previously learned and should be automatic recall “on sight”.

12. Encoding or Spelling
PGM-phonological graphing mapping
6 Syllable Types
Use tiles, chips or letter cards to represent sounds.
Touch spell words counting sounds.
Blend sounds using concrete objects
Can only spell what can be decoded.
Closed syllable-VC
Vowel Consonant e— Vce
Open syllable—CV
Vowel Team
Vowel r—Vr
Consonant le

13. Teaching Phonics, Words and Spelling
As a reading specialist or SPED instructor I would use this professional development file to revisit components of a good ELA program with my staff. Our school has spent hard earned time and money on good curriculum that teaches basic phonological awareness to our students in general and SPED programs. This is a means of reminding our teachers of the components that compose a well rounded reading program within the classroom using multisensory approach. Students will be identified through RTI tiers as of those who have dyslexia characteristics in order to be referred for more remedial help.
Fundations Curriculum
Sonday Curriculum
Manipulatives—
Tiles, letters, letter/word cards
By C. LaWanda Mounts
Arkansas Tech University
Structured Language Teaching
Phonics, Words and Spelling Presentation
Teaching Phonics, Words and Spelling

14. References
Fundations Curriculum,
Sonday Curriculum,
Essentials Assessing, Preventing and Overcoming Reading Difficulties by David Kilpatrick
Equipped for Reading Success, literacy link
McCormick, S. and Zutett, J. (2015) Instructing Students Who Have Literacy Problems, Pearson Education, Inc.