Transcript

- [Narrator] In Stacey Cicero’s primary classroom, students are examining the reciprocal relationship between spelling and reading words, by using the Spelling to Complement Reading instructional practice.

- Here’s the word. Time. Repeat it.

-Time.

- [Narrator] In this practice, students must isolate the phonemes in a spoken word and match those phonemes to the graphemes that represent them.

- Colleen just showed me, yes, you take the silent E. It doesn’t make a sound, so we’re putting it right outside of the sound box.

- [Narrator] In the first part of this instructional practice, students listen to a spoken word.

- Prime.

- [Narrator] Say the word.

-Prime.

- [Narrator] And then segment the phonemes in the word.

-Puh-er-i-mm, prime.

- [Narrator] They determine the number of sounds in the word and print the spelling of each sound, using the boxes of their sound boards.

- [Stacey] Check your sound board to make sure each sound is in each box. How many sounds are in the word, prime?

- [Narrator] Students determine that the word, prime, has four phonemes, but is spelled with five letters.

- So, which sound board am I going to use? The one with three boxes or four? Justice? I should use four?

- [Narrator] The teacher and students analyze letter-to-sound connections, using the sound board.

- E.

- E would be the next one, but, Justice, I don’t have any more sound boxes.

- It doesn’t go in a sound box.

- It just hangs out there? Why does it hang out there?

- Because, if it doesn’t say its name, it’s not supposed to go in a sound box.

- It doesn’t have a sound, does it? But it helps what?

- It helps the I say its name.

- It helps the I say its name. Great! Prime, check your boxes.

- [Narrator] To wrap up the lesson, students hear the words again and write them from memory.

- Okay, here comes the next word. Bribe.

- [Narrator] This gives students further practice with the sound spelling pattern and provides the teacher with immediate feedback.

- Tap it. Buh-er-i-buh.

- [Narrator] For students, understanding the relationship between spelling a word and reading a word helps them cement letter-to-sound connections.

- [Stacey] All right, so we worked a lot this morning on silent E. I am so proud of you.