Transforming the future of girls one word, one page, one book at a time…
Phonics instruction teaches children the alphabetic principle, or the concept that there is a predictable relationship between the sounds and the letters of English. The most effective phonics programs are systematic and explicit. Systematic means that instruction is planned in a logical sequence. Explicit means that the teacher gives specific instructions in the letter and the sound it makes including activities with words that contain the letter and sound. It is important that students have ample opportunities to apply what they have learned by reading words, sentences, and stories. Whatever program or sequence of teaching you choose, it is very important to make sure you are enunciating the sounds and giving students opportunities to repeat the sounds with the letters. Below you will find resources for teaching phonics and spelling.
One engaging program that provides a diagnostic assessment and word sorts is Words Their Way. This assessment is called a Spelling Inventory. Click here to find the Spelling Inventory and directions on administering it.
Downloads:
TG_WTW_assessment.pdf
Using the Word Inventory to create WTW groups
Using the Word Inventory to create WTW groups
The Primary Spelling Inventory (matches pages 266 – 269 in your WTW Book)
Sight words are high frequency words that are so common that students need to be able to recognize them quickly. Most sight words are phonetically irregular (they don’t follow phonics rules).
The most common lists of sight words are Fry Sight Words and Dolch Sight Words
You can explore activities for teaching sight words here.
