Elementary Literacy Skills Block/Word Study

  • Philosophy

    To read successfully – to read independently and construct meaning from text – beginning readers need to be able to identify words automatically and have an effective strategy for decoding unknown words. The goal of phonics and word study instruction is to teach children that systematic relationships exist between letters and sounds, that written words are composed of letter patterns representing the sounds of spoken words, and that recognizing words quickly and accurately is a way of obtaining meaning from them.

  • Guidelines

    Kindergarten and Grade 1: Mondo Bookshop Phonics Program: 30 minutes

    • Provide small group lessons to intensive, strategic, and benchmark groups using the rotation guide in the phonics curriculum.
    • Provide two small group sessions (10 minutes each) daily followed by the whole group lessons of 10 minutes for a total of 30 minutes. 

    Grades 2-5—Mondo Bookshop Phonics Intervention: 15-20 minutes

    • Provide short-term intensive (80 lessons or less as indicated by data points) instruction focused on phonemic awareness, phonics, word analysis, high frequency words, structural analysis, syllable types, decoding skills, and strategic and fluent reading.

    Grades 2-5 Literacy Skills Block/Word Study – 30 minutes

    • Use Words Their Way qualitative spelling inventory to identify students’ developmental stage of word knowledge or instructional level.
    • Provide sequence of instruction from Words Their Way focused on phonics, spelling and vocabulary through the study of word features.
    • Group students for instruction based on developmental spelling stages.
    • Provide 15-20 minute teacher-directed small-group word study instruction 1 x per week with opportunities for independent and partner word sorts 3x per week.
    • Provide instruction and progress monitoring in literacy skills needed for reading, writing, listening, and speaking based on the needs of the class 1-2x per week.  These skills may include, but are not limited to, language use and conventions, both written and oral, and vocabulary development, and handwriting.

  • Variations

    • Choose iPad apps to support curriculum goals.
    • Provide multiple ways for students to practice the skills.
    • Have students use Seesaw to capture their learning and share with you and peers.
    • Teachers should monitor student use of iPads and adjust for individual needs.
  • Scope and Sequence of Phonics: Letters, Words and How They Work (K-2)
    Early Literacy Concepts

    • recognizing names
    • learning their name
    • hearing words in sentences
    • recognizing first and last letters
    • Concepts of Print

    Phonological Awareness

    • hearing rhymes
    • hearing syllables
    • saying words slowly
    • hearing beginning and ending sounds
    • making rhymes
    • hearing long vowels
    • blending
    • hearing and saying beginning sounds

    Scope and Sequence of Phonics: Letters, Words and How They Work (K-2)
    Letter Knowledge

    • exploring Letters
    • recognizing letters
    • learning letters
    • looking at letter features
    • learning to form letters
    • recognizing upper and lower case letters
    • labeling consonants and vowels

    Letter Sound Relationships

    • beginning consonant letters and sounds
    • connecting beginning sounds and letters
    • recognizing beginning and ending consonants

    Spelling Patterns

    • noticing word features
    • making words
    • high Frequency words, word meanings, word structure, word-solving
    • making connections between words, words meanings, and structure

  • key image For Elementary Literacy Schoology group access, please contact Sue Braithwaite (susan.braithwaite@spps.org)