Stage 5: Strategies for TeachingPhonics and Word Identification
Continue to teach the studentsTeach root words / derivationalaffixes.
Teach students to identify words inEnglish, Latin, and Greek spellings.
Have the students sort words according toroots or language of origin using wordcards.
Have students check etymologies ofwords in dictionary
Stage 4: Strategies for TeachingPhonics and Word Identification
Teach how to divide words into syllables / rules firinflectional endings. Also teach schwa sound / spellingpatterns.
Teach homophones, contractions,compound words, possessives
Work with the students to makewords using letter cards.
Teach, model, and instill differentproofreading skills.
Stage 3: Strategies for TeachingPhonics and Word Identification
Expose children to word families, spelling patterns,word structure. Continue to model to students usingpaper how to write.
Teach students how to study a word.
Develop awareness of correctspelling, emphasizing visual featuresof words.
Continue to read to the child daily athome and in school.
Stage 2: Strategies for TeachingPhonics and Word Identification
Read books to children daily. Model for them how towrite words representing sounds in the order theyhear them.
Do LEA, and allow the child to askfor help with spelling.
Brain storm words (and the spellings ofwords) to create word banks for the child touse.
Display words frequently used in writing, andencourage the children to look at what otherclassmates are writing.
Stage 1: Strategies for TeachingPhonics and Word Identification
Start introducing the child to different types ofprint to develop and plan the seeds of interest.
Use LEA and teacher / student modeling.
Hold up and introduce differentletter names and forms.
Discuss and model directional and spellingusing books, paper, and white boards withmarkers.
Stage 5: Derivational RelationalSpelling
Students at this stage are typicallybetween the ages of 11 to 14.
They explore the differencesbetween consonant and vowelalternations.
They also start to learn about the Latin andGreek root words and derivational affixes.
They also start to learn and acquirethe concept of Etymologies.
Stage 4: Syllables and Affixes ofSpelling
Children in this age of spelling developmentare between the ages of 9 to 11 years ofage.
In this stage, students apply what they learned aboutone-syllable words to spell longer words, and how tobreak words down into syllables.
They also learn how to addinflectional endings to words.
Students at this age also start to learn aboutand even acquire Syllabication andHomophones.
Stage 3: Within-Word Pattern Spelling
Students at this stage are usuallybetween the ages of 7 to 9 years ofage.
Students at this stage start to experimentwith long vowel patterns and r-controlledvowels.
Stage 2: Letter Name-AlphabeticSpelling
Children in this stage are most oftenbetween the ages of 5 to 7.
Children in this stage start to develop anunderstanding of the alphabetic principal, and start tolink the sounds between words and letters.
They also start to develop an understandingof sounds, such as Consonant and ShortVowel.
By the end of this stage, they start to useconsonant blends, digraphs. and short vowels tospell words.
Stage 1: Emergent Spelling
This stage is typical of childrenbetween the ages of 3 to 5.
At this stage, children learn todistinguish between drawings andwritings.
At this stage, children also first learn how tomake letters and what direction a page goesin.
Towards the end of this stage, childrenstart to discover some letter soundmatches.
In this stage, children learn morecomplex consonant patterns.
They also start to learn about and acquireDiphthongs and other less common vowel patterns.
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