© by Vista Higher Learning, Inc. All rights reserved. | TG P-7 | Connect to Phonics PLUS Teacher Guide SPELLING & WRITING ROUTINES SPELLING Each lesson of Connect to Phonics PLUS includes fully decodable words that incorporate the lesson’s target sound-spellings and word structures. By engaging in various word sorts and decoding and encoding activities, students will understand the sound-spelling relationship regularities and irregularities. Additionally, these routines can help them practice spelling words. Spelling Routine 1: Sound-by-Sound Dictation 1. Display a list of decodable spelling words. Begin by choral reading the words as students track the print. 2. Then have students number a sheet of paper with a numeral for each spelling word. 3. Say a spelling word and have students repeat it. 4. Dictate the word sound-by-sound. 5. Circulate to ensure that students are correctly spelling the words. Provide corrective feedback and discuss sound-spellings and strategies for remembering them. Spelling Routine 2: Look, Say, Flip, Write, Check, Correct First, guide students to prepare a sheet of paper. They fold a sheet of paper in half lengthwise and then unfold it. Then students number the left half of the page and the right half of the page with identical numbers for each spelling word. Have students copy each spelling word onto the left half of the paper. Circulate to ensure that each word is written correctly. Next, students fold the paper in half on the previously folded line. Finally, lead students in practicing their spelling. 1. Look and Say: Students look at the correct spelling of the word on the left side of the paper and say it aloud. 2. Flip and Write: Students then flip to the other side of the paper and write the word from memory. 3. Check and Correct: Students then open their paper to check their work and correct any mistakes. WRITING Dictation sentences for this routine should only include words made up entirely of known soundspellings or taught high-frequency words to ensure that students have the skills to succeed. If students lose track of their writing and forget what they are supposed to write next, state the entire sentence again rather than telling them the specific word or sound that comes next. This will give students the tools they need to self-correct in the future. Dictate each sentence and have students repeat it back to you twice before they begin writing. 1. Give students time to write the entire sentence. Repeat the entire sentence if students get stuck. 2. Review proofreading marks and introduce any new marks students might need. 3. Guide students to proof their own work by asking questions and allowing time for them to make corrections. For each sentence, say the sentence aloud again and ask questions such as: • Does the sentence begin with a capital letter? • Does the sentence end with punctuation? • Did you write all the words in the sentence? Count them. (Repeat the sentence aloud.) • Are all the words spelled correctly? (Remind students of tricky sound-spellings and word patterns in decodable words.) • Are the high-frequency words spelled correctly? (Spell any irregular high-frequency words aloud.) • Read the sentence again. Does it look right?
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