Phonics can be broken down into two components: reading and spelling. These two are crucial for both teachers’ teaching it, moreover the students learning the way phonics work. The approach I have decided to take on is the spelling part of phonics, mainly focusing on: different rules for spelling, worksheets that can be used, and word families of both short and long vowels in level two and three. Moreover some will say spelling and phonics are two different components of reading, spelling is the building block from which phonics stem from. Different parts go into spelling when teaching it in phonics because learning to spell is needed for reading as the student grows older.
Spelling, in general, has many rules that can be mixed together, consequently these are followed in order to encode word/ sentences correctly. In “Go Phonics” one of the two approaches I was able to take away of spelling rules is the teachers must make sure children have a great basic knowledge of the difference of spelling rules such as what is a: digraph, special letters, red flag words, compound words, suffix, prefix, 1+1+1 rule, and so on. The other approach of spelling for myself is the children must understand when learning a new rule it is important to always have the other rules they have previously learned in mind because in order to spell a new word with
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I like this approach because it gives the children a tangible object to have moreover they are able to hold on to, so they are able to pull it out to look back on it. The worksheets are able to go as complex as having two or three lessons in one or as simple as going over one single word breakdown. I plan to use worksheets in my classroom as an assessment tool and monitor each of my student’s personal process. This will personalize my teaching to each student by allowing myself to identify both weakness with the strength of each of the students’