🌟  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.

👀 In this TRIAL week of my third-grade spelling program, students will experience my teaching style, content delivery, assignment expectations, and the difficulty of the class content. This class will help you and your student decide to enroll in my full-program flex class. In the full program, you can expect to see the same predictable format and assignments week after week so what you see in this trial class is what you will get in the full program, just with different word lists.

📓 Students will be assigned a spelling list of 20 words. Five bonus words will be included to accommodate a differentiated learning experience. Feel free to adapt the length of the spelling list to your learner's needs by leaving out or adding in the bonus words. 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. 

Your learner does not need to follow this schedule, but it is recommended that students complete the assignments between lessons. The lessons were not intended to be viewed all in one day and especially not to be viewed in one sitting. 

📹  Monday instructional video: Introduction of the word list. I will model how the student 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 in 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 page. 

✍🏻 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 in the third lesson so students can measure their level of success. 

👉 When you enroll in the full program titled, "Third-Grade Spelling With Weekly Lists Focusing on Phonemic Awareness-Flex", a new list will be assigned each week.

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

📝  Content for this one-week trial class:  Words with Long A spelled with -ay, a_e, and -ai like in, “crave, sway, straight, and entertain”

Here are samples from the word lists for the full program in case you choose to enroll in it: 

Week 1: Words with Long A spelled with -ay, a_e, and -ai like in, “crave, sway, straight, and entertain”

Week 2: Long A spellings -a, -ea, -eigh, -ei, and -ai like in, "apron, neighbor, vein, steak, aiming"
 
Week 3: Long E spellings -ea, -ee, -ey like in, "valley, stream, and speech"

Week 4: Long E spellings -y, -ie like in, "nieces and battery"

Week 5: Long I spellings -ie, i_e, -y, and -igh like in, "delight, divide, might, pie, rely and deny" 

Week 6: Long O spellings -o, o_e, -oa, -ough, -ow like in, "obey, explode, afloat, although, and throw" 

Week 7: Long U and /oo/ like in, "amuse, June, tissue, and stew"

Week 8:  Silent Letters like in, "salmon, colonel, wrestle, and subtle"

Week 9: Endings with -tion, -ment, and -able like in, "portable, fiction, and apartment"

Week 10: Focus on Long Vowels in multi-syllable words

Week 11: Homophones

Week 12: Prefixes re-, dis-, and un-, like in "recycle, disappear, and unreal"

Week 13: Prefixes mis-, over-, pre- like in, "precaution, overgrowth, and misfortune"

Week 14: Words with endings -ly, -ful, and -less like in "honestly, wonderful, and breathless"

Week 15: Words ending in -er, -ier, -est, and -iest like in, "friendlier, quietest, hairiest"

Week 16: -ed and -ing endings like in, "capitalizing, excelling, and dismissed"

Week 17: Irregular plurals like in, "echoes, thieves, moose, people"

Week 18: Words with special endings like, "capture, conscious, freesia, and atrocious"

Week 19: Words with Soft C and Soft G like in, "cymbal, digital, sentence, and engine"

Week 20: Contractions

Week 21: Words with -en or -on endings like in, "frighten, lesson, wagon, sharpen"