Practice and Direct Feedback
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Students are assigned to a phonics station once per week for independent practice. A list of words with the phonics spelling pattern are written on the board for practice.
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Students are asked to do two free-choice worksheets with these words and turn them in.
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These worksheets asked students to practice words in isolation to increase focus on the phonics skills.
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Worksheets are checked daily for accuracy and returned with fixes.
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Feedback is also given during small-group instruction while reading phonics words, spelling phonics words, and sorting phonics words.
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Differentiation​
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Students who scored in the top third of the class on the 34 word pre-test were assigned an alternate phonics spelling list of words containing the desired pattern that are more difficult.
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These students were also assigned to practice these words in sentence contexts. These students already mastered the phonics spelling in frequently used words, so they were given a list of words that had longer words, less frequently used words, or words that contained exceptions to the phonics rules. These students also practiced in sentence contexts because they could get more practice on grammar, capitalization, and punctuation.
- Differentiated practice was the following activites​
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Word-color association with sentences on note-cards
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Sentence pyramids​
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THREE SAMPLES OF DIFFERENTIATED WORD LISTS FOR HIGH SPELLERS
