2.Writing & Spelling:
Writing and spelling is how phonics gets used.
They hear the word, say the sounds, write the word, and mark the pattern.
10-15 minutes is enough
Confidence grows through practice.
The Goal of This Stage
Continue practicing correct letter formation (size, shape, spacing, this can be once or twice a month as needed)
Teach common spelling rules and patterns in a natural way
Help your child learn to sound out and spell words independently
Build confidence and writing stamina gradually
Progression of Skills
Begin with: Simple CVC words. Continue mixing these into future lessons.
Add: Beginning blends while continuing to review CVC words.
Add: Silent e words while continuing to mix CVC words and blends.
Add: Digraphs while continuing to review all previously learned patterns.
Continue: Mix all learned spelling patterns together as your child begins writing sentences.
Daily Writing Routine
Start small — Begin with just 6-10 words per session. As your child’s hand strength and confidence grow, you can increase to 12-15 words.
Step-by-Step Routine :
Choose words focused on the skill you’re working on (I’ll share word lists below).
Say the word clearly Ask your child to tell you how to spell it —then you both write it together, this is one of the most powerful steps!
Identify any blends, vowel sounds, spelling rules, etc.
Mark the special features together (model everything with your child) using a red pencil or red pen. ( note: red is used only for marking, not general writing because we like red)
Marking Ideas (use a red pencil or pen to make learning visual and memorable):
Underline blends (dr, bl, st, tr, etc.) in red
Draw a happy face mouth above short vowels
Draw straight line above long vowels
Draw an line through the silent e
Circle digraphs (sh, ch, th, ck, ng, etc.)
Underline doubled letters (ll, ss, ff, zz)
Write “Red Word” in red. (note: these are Dolch words. Words that can not be sounded out.)
Conclude your writing session with a sentence and an opportunity to illustrate your sentence. Keep your sentences short and use words they can read. (Teach capitals at the beginning of a sentence and punctuation at the end.)
Examples:
Word: drip Parent: “Tell me how to spell drip.” Child: “d-r-i-p” Discussion: “Great! dr is a blend — those two letters are friends and stay together.” Child writes: drip Marking: Underline dr in red + happy mouth over the short i
Word: bake Parent: “How would I spell bake?” Child: “B – A – K?” Discussion: “The “a” wants to say its long sound /ā/. It needs a silent e to help it. Remember: When two vowels go walking, the first one does the talking and says its name., what does the other vowel say? NOTHING.. it’s busy helping the vowel say it’s name” Child writes: bake Marking: straight line above the vowel with red, cross out the silent e with a single slash)
Word: hill Parent: “Tell me how to spell hill.” Child: “H – I – L?” Discussion: Remember we double the l'l’s and the s’'ss on ‘baby words : Underline or box the ll
Read Words: Write these words in Red. Say each letter s-a-i-d, then raise your hands above your head like a cheerleader and say S-A-I-D said!! Do this 3 times. Then write the word on your paper as you say each letter. The and Out are also good red words to work on. For out say “ Eeny, meeny, miny, moe O-U-T spells out Goes you! Then teach if you can spell o-u-t you can spell about and shout.( put a box around the word out. ( you can do the same thing with about. For THE do a cheerleader ( pretend you have pom poms T-H E raise your hand over your head and say the… also Y-E-S spells yes…. Y-O -U spells you. Just saying the letters for yes and you seems to work.