Spelling/Encoding: Students will encode and write words in context and isolation by applying phonics, spelling patterns, and structural analysis skills.

4.2.SE.1 Students will use correct spelling when writing unfamiliar and multisyllabic words, using their combined knowledge of the following skills: 

● letter-sound correspondences 

• Students use correct spelling by applying their knowledge of letter-sound correspondence and syllable types to write unfamiliar and multisyllabic words.  

• Teachers provide daily lessons with explicit instruction following a gradual release of responsibility model using the “I Do, We Do, You Do” framework utilizing a logical, sequential order of skills. 

• I Do: Explicitly explain and model the principles that govern the focus spelling pattern.

• We Do: Students practice applying the spelling skill in isolated words and/or sentences with the teacher's guidance and feedback using dictation or similar technique

• You Do: Students independently use focus spelling patterns in writing. 

• Teachers model spelling words using the correct spelling patterns and explain how that spelling pattern is used in English words.  

• Teachers provide instruction in spelling on all major syllable types (i.e., closed, consonant +le, open, vowel digraphs, vowel silent e, r-controlled).

• Teachers provide instruction on how to utilize the understanding of sound-symbol relationships and syllable types to write unfamiliar or multisyllabic words. 

• Teachers provide opportunities for students to practice spelling using appropriate spelling patterns through dictation, writing practice, sorts, games, and other interactive activities. 

• Teachers monitor and provide opportunities for feedback.

• See 44 Phonemes for English phonemes and the related letter or letter combinations 

When students struggle with using the correct spelling, teachers can…

• review letters and sounds that have been taught. 

• write a line for each of the major sounds and have students write the corresponding letter(s) on each line.

• Use Elkonin boxes to represent sounds and then write the appropriate consonant letter for the sound.

• provide sound spelling cards with pictures that assist the student in remembering the sound-symbol correspondence. 

• provide letter tiles to practice making words.

• use letter tiles for word-chaining activities.  A word chain is where only one letter changes from one word to the next. (e.g. sap, lap, lash, dash, etc.). Word chaining provides time for students to review previous skills and practice new skills. 

• give practice through dictation…

• Say a word 2 times and have students repeat it back two times. 

• Have students segment each sound in the word and then write the word as they say each sound.

• Have students read the word.

• As students become more proficient than teachers can dictate sentences. 

• have students highlight when they hear or see a schwa in words.

When students struggle to use their knowledge of syllable types to correctly spell unfamiliar or multisyllabic words, teachers can…

• review syllable types with students by having them do hands-on activities such as sorting words by syllables.

• put lines for each syllable of the word they are attempting to write and model thinking of when to use a particular syllable type.

• make a connection between the new word they are spelling and a familiar word.

• Encode: to use letter-sound knowledge to write by applying phonics, spelling patterns, and structural analysis skills.

• 4.3.W.1:  Narrative Writing

• 4.3.W.2:  Informative Writing

• 4.3.W.3:  Opinion Writing

• 4.8.W:  Independent Writing