🌟  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.  A list of 25 words will be provided. 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 in order to identify where all the sounds are in the word 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: Instruction is provided on words that students often struggle with on the list and tips are shared as to how to remember them for the test and beyond. After a refresher on frequently missed spelling 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 in order 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 to 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. 

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

Here is a brief description of the weekly lists for the entire program. 

Week 1:  Focus on the sound /ow/ like in, “ground, however, and bounce”

Week 2: Words with the sound /er/ like in certain, nourish, piranha

Week 3: Words with the special ending pronounced /shun/ spelled with -ssion, and -tion, like in situation, discussion, expression, and question

Week 4: Words with Long E endings like, “jealousy, journey, and prairie”

Week 5: Words with the sound /oo/ like in nutrient, and Long U, like in utensil

Week 6: Words with Long A spellings: -eigh, -ei, -ai, -ay (freight, reins, trains, and display)

Week 7:  Irregular plurals like “criteria, antennae, species, loaves”

Week 8: Long E with seven different spellings (medium, machine, cream)

Week 9: Long O with six different spellings (thrown, yolk, groan)

Week 10: Silent letters (wreck, glisten, aisle, condemn, comb)

Week 11: Endings with -ion (union, situation, version, expression)

Week 12: Endings with -le or -al

Week 13: Words with ‘er’ endings (lobster, announcer, employer)

Week 14: Words with -en or -on endings (pardon, driven, written, falcon)

Week 15: Words with 'qu' (aquarium, quotation, quantity)

Week 16: Words with 'ph' (emphasize, symphony, pharmacy)

Week 17: Words with the sound /er/ like in rehearse, surrender, and currency

Week 18: Words with the special ending /cher/ spelled with -ture (moisture, miniature, feature)

Week 19: Words with the special ending pronounced /shus/ spelled with -cious, -tious, -scious

Week 20: Greek roots -bio, -dia, -auto, -baro, -para, -peri (biography, dialogue, automotive, barometric)

Week 21: Multi-syllable management with frequently misspelled words and special endings (ferocious, awkward, astounding)