🌟  Instruction follows the Phono-Graphix method for teaching reading and spelling which was developed with students with Dyslexia in mind. The Phono-Graphix method is very similar to Orton-Gillingham and is based on the Science of Reading.

📝 Students will be assigned a weekly spelling list. Video instruction will present an explanation of the patterns in the words and spelling rules as they apply. Instructional videos will include proper usage of the spelling words, as well as age-appropriate definitions.

📅 This class was created with a suggested weekly learning schedule with the first lesson on Monday, lesson two on Wednesday, and lesson three on Friday. The videos are labeled to reflect which lesson to do on which day. 

📹 Monday instructional video: Introduction of the word list. I will model how students should sort their list to best learn the spellings. Word usage and age-appropriate definitions will be discussed. Student-Teacher interaction following this video lesson includes sharing the sorted list and creative sentences with the teacher for feedback.

📹 Wednesday instructional video: "Spelling for the Visual Learner." In this video, I will model how to add color and shapes to the spelling words to identify where all the sounds are in the words and how each sound is spelled. (Colored pencils or fine-tipped markers are highly recommended when following this lesson!). This video session also addresses study skills so that students learn how to study effectively for their spelling tests. Many of these skills carry over to other academic classes as well.

✍ Student-Teacher interaction following this video lesson includes students posting their creative work using shapes and colors that make the spellings more memorable for their unique style.  

  📹  Friday instructional video: I will briefly provide instruction on words that students frequently struggle with so they remember those spellings on the test and beyond.  After a refresher on those frequently misspelled words from the list, a spelling test is given. Students are expected to follow the video to write the spelling words as they are called. I use the spelling words in sentences to clarify ambiguity concerning homophones. Students will write the spelling words and follow along with me to check their work for accuracy. Students are encouraged to post their tests in either a private message to me or on the classroom. 

✍🏻 Teacher-created worksheets will be available for additional weekly practice. A minimum of two homework submissions per week are recommended.   A video-prompted spelling test is included in the third lesson so students can measure their level of success.  Each week a new list will be assigned.

Spelling List Content:

Week 1: Words with Short A 
Week 2: Words with Short E
Week 3: Words with Short I
Week 4: Words with Short and Long O
Week 5: Words with Short and Long U
Week 6: Words with Long A
Week 7: Long E spelled three different ways (e, ee, e_e)
Week 8: Long I spelled with the i-consonant-e spelling pattern (i_e)
Week 9: Words with /SH/
Week 10: Words with /CH/
Week 11: Words with /TH/
Week 12: Words with CK endings
Week 13: Words with LL endings
Week 14: Words with OW /ow/ and Long O sounds
Week 15: Words with OO
Week 16: Long O
Week 17: Long I
Week 18: Long A
Week 19: Words with OY and OI
Week 20: Words with AU and AW
Week 21: O_E words (some, prove, done, none)
Week 22: Short O spelled with A (aka r controlled A)
Week 23: Words with -tch endings
Week 24: Words that end in Y

Instruction follows the Phono-Graphix method for teaching reading and spelling. This method was developed for students with Dyslexia and is based on the Science of Reading.