Phonics, Word Study, and Handwriting
Phonics
K-2
- K-2 teachers should teach: explicit and systematic phonological & phonemic awareness; concepts of print; and letter-sound correspondence to students using: Heggerty: Phonemic Awareness; UFLI: Foundations; other fun games, songs, and arts-integrated activities. These skills, along with high frequency words, should be taught in short, regular micro-sessions each day to supplement (not replace) Writer’s Workshop and Reader’s Workshop times. Teachers should then routinely integrate phonics support into their daily workshop times to help students transfer phonics skills to authentic reading and writing tasks.
- Teachers should also prepare students for using these skills on "DIBELS" subtests, reminding students that while we might practice or assess a skill in isolation (like on "DIBELS"), they should always consider how the skill helps them create and convey meaning as readers and writers.
3-5
- 3-5 teachers should continue to support students’ knowledge and application of grade-level phonics and word analysis skills in decoding words, including all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar, multisyllabic words in context and out of context.
Word Study - Grammar - Conventions
Word study should happen at every grade level, be interactive and engaging, focus on sight word instruction, and teach general patterns of spelling and common irregularities. Teachers should also lead the whole class in general word inquiries, such as exploring prefixes and suffixes and using these to alter the meaning of a base word. Teachers should help students directly connect their word studies to the process of creating meaning while reading and writing.
K-2
- Teachers should use the same word list within each grade level. In grades K-2, UFLI: Foundations provides a list of irregular and temporarily irregular “Heart Words”. Teachers should use these Heart Words as the primary sources for their sight word lists, and include other words relevant to grade-level studies and assessed student needs. Teacher should remember to remind students that most words have at least some part that can be decoded and other parts that they just have to “learn by heart”.
3-5
- Teachers should continue regular vocabulary instruction and help students grow in their command of the conventions of standard English grammar and usage. Vocabulary and skills taught should be based on the NCSCOS 3rd-5th Language Standards – Grammar Continuum.
6-8
- Teachers should continue regular vocabulary instruction and help students grow in their command of the conventions of standard English grammar and usage. Vocabulary and skills taught should be based on the NCSCOS 6th-8th Language Standards – Grammar Continuum.
Handwriting (K-5)
A systematic approach to handwriting instruction (manuscript and cursive) in the elementary grades is essential for students to communicate their ideas clearly. ABS uses UFLI: Foundations for letter formation (print) in grade K-2, and Handwriting Without Tears for cursive in grades 3. To achieve handwriting proficiency, students need to apply their handwriting skills to authentic writing activities.
- Teachers in grades K-2 will teach students to print letters using UFLI: Foundations. Students should write with increasingly legible print as the year progresses, paying particular attention to accurate handwriting in their published writing.
- Teachers in 3rd grade will teach cursive using Handwriting Without Tears. Students will write more frequently and legibly using cursive as the year progresses, paying particular attention to accurate cursive in their published writing.
- Teachers in grades 3-5 will guide students in continuing to create readable documents through legible cursive handwriting.