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1. Word Banks - these are individual to each student. They get about 10 new words every week that they use and memorize.
2. What Looks Right? - Students compare different words with the same ending. Through this they learn patterns and that words can be spelled differently but sound the same.
3. Writing Sentences with Rhyming Words - students chose two rhyming words and use them in a sentence. The teacher gives students a set amount of time to come up with sentences.

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1. Using Words You Know: This helps students realize patterns in like words, like those that rhyme. This helps students spell words that they don't know.
2.  Word Banks: These "banks" can be personalized for each student. It lets them select words that they want to use and work on.
3. What Looks Right: This is helpful for ELL students need to connect sounds and the visuals of the letters. It also lets them see different spellings of the same sounds or the same sounds in different words.

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1. Using Words You Know: This strategy helps students recognize word endings and new letters.  Students use words they already know to learn new words that are similar by finding rhyming patterns.  I think this is a useful strategy because it pushes them to learn new things while still giving them familiarity.
2. Word Banks: This strategy is used in my placement right now and is a great way to individualize to learners' needs.  The students circle words they do not know from their readings, which guarantees that students will be making good use of their time learning words they don't know, and the words will be at their reading level.
3. Use and Model the Displayed Words: This strategy makes learning new words very interactive.  The teacher displays the words for everyone to see and uses symbols to show important words, words with common endings, rhyming words, etc.

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1. Word Wall - These are high frequency words that students can look at and see which words will be frequently used or heard within their lives. The teacher can add a word or two each week or month depending on the variability of use of the wall.
2. Word Banks - These are banks of words that can be personalized to each student, letting them select which words they want to work on and use for their needs that week.
3. What Looks Right? - This is a visual need that ELL students need in order to connect sounds of words to the appropriate endings that the sound makes. It shows the different spellings of the same sounds, which broadens the students word dictionary.

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1). Using Words I Know Lesson (282-284) – This strategy involves students and teachers identifying patterns in like words (specifically word endings). Students use this knowledge to decipher words that they might not otherwise know. Students can also use this strategy to determine how to spell unknown words that have common endings to known words. This is a strategy I remember using a lot with my mom when I used to struggle in spelling.

2). What Looks Right (289-293) – this is another strategy that I remember using with my mom. This strategy helps students navigate word sounds that have more than one spelling pattern – for example “ite” and “ight.” For this strategy, the teacher identifies the sound pattern that will be focused on and makes a list of words with this sound pattern spelled both ways. Students then determine which spelling is correct and double-check their choice. I like this strategy because it acknowledges that these different spellings of the same sounds are confusing and gives students a chance to explore the dictionary.

3). High Utility Word Walls (261) – I have seen word walls used in many classrooms that I have been in. I really like how this section discussed ways to make your classroom’s word wall as beneficial as possible. This passage includes bullet points that I view as check points teachers should be ensuring their word wall has. This includes things like having word examples for all the common blends, having examples for common vowel patterns, etc.

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1. Making the Chart of Rhyming Words- Write down the spelling pattern you are working on and write it about ten times with a line in front of it. Students must fill in the lines and blend the onset and the rhyming pattern to make real words and see how many they come up with.  I like this activity because it gives students a structure for thinking of rhyming words. It also serves as a good visual for latter on in the rhyming lesson, it can be used as a reference point. There is also no limit to how many letters go in front so if your learners are more advances, instead of doing mad or glad, they can create a longer word like granddad.

2. What looks right?- In this activity students use their visual memory for words along with resources to determine the correct spelling of a word. When writing a word that could be spelled multiple ways, write them down and see which “looks right” then use a dictionary to check. I like this activity because it helps kids to learn how to use a self-monitoring spelling strategy. I think it is also important for students to really think about the spelling of a word instead of just looking it up right away. This mindfulness will help them to retain the spelling longer as well.

3. Try Word Banks- Using words banks is unique to each student. They all have their own word bank based on words chosen by that student coming from meaningful text. They can add frequently throughout the week as new words appear. I like this because of the personalized manner of the word banks and the fact that there are games that can accompany it. By playing games with these words as well there is that repeated exposure which makes the learning that much more meaningful.

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1. Using Words You Know: This strategy helps students to realize the common elements between words that rhyme. Using words that they already know is great for placing them at their level and seeing if you can push them slightly. It also increases engagement because they are already familiar with some of the words.
2. Use and Model the Displayed Words: In this strategy, the teacher makes the word wall interactive. Words with a dot are words that are important and frequent in reading. Words with their endings underlined are words that are part of a certain word family. Modeling the use of these words in both reading and writing is beneficial for the students.
3. Word Banks:
This strategy allows for the students to keep track of their progress on the words that they are learning. Each week they should be adding 8-10 words to their word bank. These are words that the students know well, and are individual to them.

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1. Building Meaning for High Frequency Words - I thought of this activity in terms of accommodating English Language Learners.  This can be most essential when high frequency words are abstract by giving them a worksheet that lists them or a poster that explains their uses and possible placement in a phrase or sentence.
2. Try Word Banks - The accommodation and visualization of having words and seeing them start with letters from the alphabet.  Also the versatility of tailoring it to higher or lower grades.
3. What Looks Right? - The visual need that English Language Learners need to visually connect the sounding of the words on the smart board and pointing them out to see how different endings can sound the

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1. Word Banks
-personalized to each individual student’s readings and needs. The student selects 8-10 words a week from their readings to add to their own individualized word bank.
2. Rounding up the Rhymes
-After reading a book with lots of rhyming words, have students tell you which words rhyme together. Only focus on words that have same spelling patterns. Introduce them to new words that rhyme and have the same rhyme pattern as to the words that rhymed from the book.
3. Word Wall
- Have high frequency words that students use on a daily basis on the classroom word wall. Each week, add some more words to the word wall based on the frequency of the words that are used by the students and that are being taught during lessons.

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1. Rounding Up the Rhymes- I like this strategy because I think showing students the joy of reading rhymes is amazing. I love the excitement that rhymes bring to reading, and I think having student help pick them out of a reading is a great idea to help get them used to the patterns and usage of rhymes.
2. Using Words You Know- This strategy is a great way to introduce spelling and rhymes patterns to students with familiar words that they are comfortable using. I think having students work with the words orally, auditory, and visually the students create deeper connections to the words, their meaning and their spelling.
3. Making the Chart of Rhyming Words-  I think that creating a chart for rhyming words allows all students to grasp the idea and pattern of rhyming. Having the chart set up so the students can see from the beginning that every word has the same ending may 'make the lightbulb turn on' in their head. I think this strategy may help a lot of student understand the concept of rhyming.

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1. What Looks Right?: This strategy really helps learners decide what is the correct spelling of a word. They will look at two words that have the same pronunciation, but are spelled differently. The students would then have to decide which spelling was the correct one.
2. Rounding Up Rhyming Words?: The students would have to pick a word from a rhyming list, and then write those two words in a sentence. I think this would be fun to have students write short stories like this, or you could even tie it into a poetry unit.
3. Using Words You Know: This strategy helps students to look at words that are simple theat they se in their everyday language, and see that other words are very similar. So you come up with words that they all know, and take off the beginning letter/letters, and make a new word that they might now know. This would help with spelling, and help them see similarities in words.

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Kaylee Kessler - Strategies to Support Phonics Learning

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Kaylee Kessler - Strategies to Support Phonics Learning

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1. What Looks Right?: This strategy helps students with both spelling and phonics. Students will compare words that sound the same, but are spelled differently. The students are supposed to write down how they think the word should be spelled and then check their guess in a dictionary to see if they got it correct.
2. High frequency word wall: This strategy allows students to  see some of the most frequently used words that will show up in their lives visually posted around the classroom. Each day or week the teacher can add a word or two and go over what it means so the students are exposed to the spelling of those words and their meanings.
3. Writing sentences with Rhyming Words: This strategy asks students to pick rhyming words from a list and then write a sentence containing those two words. This strategy can be done individually or as a whole group.

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Jessica Golema: Strategies to Support Phonics Learning

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Jessica Golema: Strategies to Support Phonics Learning

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1. Building Meaning for High-Frequency Words: This strategy helps students learn the meaning of abstract words. Teachers should utilize pictures and sentences to help the students gain meaning. By showing students multiple examples of how the word should be used, they students begin to see that these small words hold meaning. For example, "piece OF cake & bowl OF cereal."
2. High-Utility Word Walls: This should include words that are most frequently used by the students. This is a strategy that allows students to reference the words when they are writing. There should be examples for initial consonants, blends, vowel patterns, phonograms, and contractions. The wall should increase by five words a week.
3. Using Words You Know: This strategy allows students a chance to learn how to read and spell new words, based on a few words they already know. Words such as, "big," that have a lot of rhyming words are a good place to start for this lesson. Once the student knows the pattern of how to spell a word like "day," they will be able to hear that "stray" has the same spelling pattern.

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Lauren Hogikyan - Strategies to Support Phonics Learning

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Lauren Hogikyan - Strategies to Support Phonics Learning

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Rounding Up the Rhymes- This strategy is used with books that contain many rhyming words. First, the teacher will read through the entire text and after reading he or she will emphasize the fun nature and catchiness of the story. Then, passage by passage the teacher will ask students to identify the rhymes. The rhymes are written on index cards and added to a chart. Lastly, the teacher will read through the entire passage again and students are asked to point to the rhymes on the chart when they hear them.

What Looks Right? - This strategy starts out with a teacher placing a heading on a chart with two words the students can spell that have two patterns. Students are asked to add words to each column, and to use their best spelling. You can compare spellings by first displaying words that students know within columns that have similar spellings. Then, students must make their choice on the correct spelling and add it to their copied chart. Then, students must look the words up in their dictionaries. Lastly, the teacher will continue to place pairs of words (including homophones) and ask students to discern which words are spelled correctly.

High-Utility Word Walls - This strategy places a lot of choices in the hands of the teachers. The general idea for these word walls is to create a displayed list of words in a classroom that students use often in their writing. So, the lists would change based on grade and ability. These walls serve as easy reference. In addition to words, teachers can also display phonograms to help students build off of their vocabulary and use their phonics skills to write the remainder of the words.

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Natalie Thayer: strategies for phonics learning

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Natalie Thayer: strategies for phonics learning

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High frequency word wall- This allows students to see words that will show up in their lives frequently right in front of them at school. You post words on a wall in the classroom and go over what they mean when you put them up. This works well in my current placement.
Rounding up the rhymes- Read a book with many rhyming words in it. While reading, have the students pick out the rhyming words on a page, ignoring the words with different spelling patterns. Then make a book out of the words the students chose.
Writing sentences with rhyming words- Have the students pick two rhyming words from a list. Then they need to write those two rhyming words in a sentence. This is repeated, seeing how many they can do in a certain period of time.

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1.  Writing Sentence with Rhyming Words: You use a chart of rhyming words that your students have come up with. You then have your students come up with oral sentences that have at least two of the rhyming words.
2. High Utility Word Walls: Teachers and students come up with frequently used words, that students use a lot in their writing. The words that should be included are most frequent words, an example word for each consonant, example for most common blends, example for most common vowel spelling patterns, example for highest-utility phonograms, and most common contractions.
3. Rounding up the Rhymes: This can be used after reading a book, story, or a poem that contains a lot of rhyming words. After reading the book point out to your students that aside from the pictures and silly writing that there is a lot of rhyming words. Have students point to the words and have them say them. You will then have them underline the rhyming part in the words.

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Elizabeth Bradford- Strategies to Support Phonic Learning

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Elizabeth Bradford- Strategies to Support Phonic Learning

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1. Making a Chart of Rhyming Words
Use cards that have the each letter of the alphabet on them for this activity. Project a ending rhyme on the board with a line on it several times (__ed). Then, students who feel like they can make a word with their card will use a magnet to create the word on the board!
2. Using Words You Know
Make a chart labeled at the top with words that all the students are familiar with (examples: Bed and Mad). Underline the end of the word and list off words that rhyme with the label words. Students can use their knowledge of the known words to understand how to spell the new words.
3.High- Utility Word Wall
This is a teacher created resource intended to help students interact with the "most common" words. The list/ chart should be in alphabetical order and visible by all students. A best practice for this strategy would be to add 5 words to the wall weekly to continue to increase student understanding and vocabulary.

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Ashley Beckstein - Strategies to Support Phonics Learning

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Ashley Beckstein - Strategies to Support Phonics Learning

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1. What Looks Right?: This is a strategy that teaches students self-monitoring spelling strategies. Students will compare two words that sound the same but have two different spelling patterns such as vote and coat by practicing how to spell other words with the same pattern. When stumped, students will write how they think it should be spelled and then check in the dictionary to see if they are correct.
2. Making the Chart of Rhyming Words/Writing Sentences: This strategy has students picking out a spelling pattern (sh, ad, or bl), making a chart filled with words that have this spelling pattern then creating sentences that include these same words within them within a time frame.
3. High-Utility Wall Words: Together, throughout the entire school year, the teachers and students will create a word wall. As they stumble across high frequency words, words with unique spelling patterns or hard-to-spell words, they will add these words to the word wall creating a reference for students. With this, a sense of independence will be formed as students will know have a easily navigated place to go in order to get help with words instead of asking the teacher.

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Dominique Brown-Strategies to support Phonics Learning

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Dominique Brown-Strategies to support Phonics Learning

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1. Reading/Writing Rhymes: Create an onset deck and pass these out to students. Create a chart with students of rhyming words that are a part of a specific spelling pattern. Start with single-syllable words, but eventually move on to longer words. After the chart is filled, provide students with 8 minutes to, individually or with a partner, create a poem with as many of the words as possible.
2. What Looks Right?: If students come to a word they are unsure how to spell, but it has the sound of two different words, have the student write the spelling they think it is, and then have them check it in a dictionary. This can be a whole class lesson by picking two rhyming patterns that sound the same, but are spelled differently(ex: oat/ote).
3. Build Meaning for High-Frequency Words: Choose a high-frequency word, such as "of", and show students pictures of things that include the word "of," such as "a piece of cake", "a glass of milk." This provides meaning to a word that does not have a meaning to our students.

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Sarah Langejans: Strategies to Support Phonics Learning

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Sarah Langejans: Strategies to Support Phonics Learning

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1. Writing Sentences with Rhyming words--> strategy asks students to create sentences that contain at least two oral rhyming words. These can be done as a whole class or individually to give students practice working with a paticular vowel sound or word family.
2. Rounding Up Rhymes--> After reading a text with many different words that rhyme (with different patterns) go back through and have students identify rhymes. Then underline the part of the word that rhymes. The students can then use those to build even more words that rhyme.
3. High-Utility Word Wall--> This is something that is left up for the entire year on a classroom wall. The words are sorted by beginning letter. The words are explicitly taught and given meaning. Approximately five words are added a week. These should be words the students can expect to encounter in their reading and writing.

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Megan Mila-Strategies to help support phonics learning

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Megan Mila-Strategies to help support phonics learning

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High-Utility Wall Words:  The purpose of a word wall is to help build students vocabulary by having high frequency words in front of them. A high-utility word wall includes common contractions, words that children write frequently (family, teacher, school, etc.), and others. The word wall should increase by 5 words each week to end the school year with 100-120 words.

Making Words: In this strategy students are given a mix of letters in front of them. These letters will be put together to make words. With this activity, the point is to make different words with the letters used to make the previous words to see how many different words can be made.

Making Words Part 2: Make word cards of all the words that are made and place them in a pocket chart. Remind students how the words were made. Have the students sort the rhyming words. Take one of each set of rhyming words and place them in the pocket chart. Ask students to find other words that rhyme and place them under the ones you put in there. As a class, have the students say the sets of rhyming words.

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Stephanie Petersen- Strategies to Support Phonics Learnin

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Stephanie Petersen- Strategies to Support Phonics Learnin

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1. Building Meaning Picture Card Kit- This a strategy where you get a kit together full of cards with images on them demonstrating common abstract words. The card contains a sentence, image, and word. The images are inclusive of all ethnicities and groups of people. The intent is to help students put meaning to abstract words.
2. Rounding Up Rhymes- This is a strategy where the students looks at a rhyming book, and then the students reread a handful of pages from the book. On each page the students will identify the rhyming words. As the students identify the rhyming words, write the words down on notecards or smart board. As a class underline the spelling pattern. Any words that do not have the same spelling pattern, get rid of. Then show the students new words that also have the same spelling pattern as the ones already listed. Lastly, say a couple of words that rhyme and have the same spelling pattern. Allow the students to come up with other words that rhyme with them, and ask them to spell them using the spelling pattern the other words follow.
3. Using Words You Know- This is a strategy where you talk about common words most students already know. On the board make a list of known words, and with every word underline the spelling pattern. Then on an index card write down one syllable words. On their cards, the students will write these one syllable words under words that have the same pattern. Then ask the students to say the word using the rhyme to help them. Then say a one syllable word, and ask the students to try to spell the word using rhyming words to help them. Continue to repeat this process with larger words. This helps students know that they can use words they already know to pronounce or read other words they may not know.

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Abby Frederick's Strategies to Support Phonics Learning

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Abby Frederick's Strategies to Support Phonics Learning

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1. Writing Sentences with the Rhyming Words - Students choose at least two rhyming words from a rhyming chart to include in a sentence. Allow students eight minutes to write rhymes using as many words as they can, individually or with a partner.
2. What Looks Right? - This strategy requires students to use their visual memory to help them spell words. Words can have similar pronunciations, but different spelling patterns. In order to figure out the correct spelling, students will need to write it out and see how it looks. If it doesn't "look right", students can check in the dictionary. This spelling strategy helps with self-monitoring.
3. Play with the Words - Teachers can create games with the words listed on the word walls. Students will be provided with clues about a word, such as letter/sound or meaning. Students will need to determine what the word is based on the clues. This helps students take a closer look at words without utilizing the meaningless drill and kill method.

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Taylor Martin-Strategies to Support Phonics Learning

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Taylor Martin-Strategies to Support Phonics Learning

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1. Rounding Up the Rhymes: When reading a book with lots of rhyming words, reread some of the pages and ask your students to find rhyming words (discard ones with different spelling patterns). Underline the spelling patterns, and show students the that the words that rhyme have the same patterns. Have the students make a book to help them decode new words.
2. What Looks Right?: To use this strategy, students will have to rely on their visual memory to help them spell words. For this activity, students will get the beginning letter to a spelling pattern (Ex: spelling pattern is oat/ote, student has the "g" for goat). They will need to put the beginning letter next to the spelling pattern they believe it belongs to in order to spell a certain word. In the end the students can look to see if the word looks like it is spelled right with that spelling pattern.
3. Picture Posters to Build Meaning (high frequency word walls): Many high frequency words are difficult for students because they have no concrete meaning and share many similar letters. To help students, you can make a high frequency word wall paired with pictures. For example, show a bowl of soup and label it a bowl of soup. After students grasp the meaning of one high frequency word, more can be added to the sentence of the picture. This will help students associate meaning with the high frequency words.

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Dionysia Damaskos- Strategies to Support Phonics Learing

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Dionysia Damaskos- Strategies to Support Phonics Learing

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1. Rounding Up the Rhymes- Students should search for various rhyming words on a page of the book that they are reading. Once students do this, they will make a book with what they have found. This book will help them decode and find new words.
2. Writing Sentences with the Rhyming Words- Students must pick two rhyming words from a chart. Once they do this, they must use the words in a sentence. Students will then try to write as many rhymes as they can in a certain amount of time.
3. What Looks Right- This strategy is done with rhyming. The students must rely on their visual memory to help them spell words. This helps students visual, spelling and how to use a dictionary. Students will get the first letter of a word and must figure out the rest of the word just by knowing the first letter.

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Hayden Adams:Strategies to help support phonics learning.

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Hayden Adams:Strategies to help support phonics learning.

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1. What Looks Right?- This strategy involves students to practice their visual memory, spelling, and how to use a dictionary. This can be done with rhyming to help support phonics. Students are given beginning letters on a card and they have to figure out what incomplete word it belongs to. This allows for them to figure out syllables and rhyming.
2. Building meaning of High-Frequency words-This is geared to help students with understanding basic words and practice their phonemes. This can be as easy as creating a poster to help a student understand what "of" means. the teacher makes the poster and shows a piece of cake and a sentence that says, "a piece of cake." This is helping them to put an image to the word.
3. High-Utility Wall Words- This is a great tool that can be seen all around the classroom. The concept of this, is that the teacher creates a word wall, but they try to use as many consonants, common blends, common vowel spellings, digraphs, phonograms, etc. By using as many of these words a possible, it allows for students to have a much larger contact with a wide variety of words.