If you stopped here to learn about phonics instruction, I highly recommend UFLI and my Orthographic Mapping pages.
I’m editing a few of my pages. If you seek any materials no longer posted here, please email me at judithearaujo@gmail.com. I am happy to help!
The Wilson Fundations program provides a detailed scope and sequence for teaching phonics and word study in elementary grades. Since I can’t provide the exact document due to copyright restrictions, I can give you an overview of the key phonics and skills covered in each grade based on the typical scope and sequence for the program. This will help guide you in understanding what is taught in each grade.
Wilson Fundations Scope & Sequence Overview
Kindergarten
Key Focus: Letter Knowledge, Sounds, and Word Structure
- Letter names and sounds: Teaching all uppercase and lowercase letters and their sounds.
- Letter formation: Correct formation of letters (uppercase and lowercase).
- Short vowel sounds: Introduction to basic vowel sounds (short a, e, i, o, u).
- CVC words: Consonant-vowel-consonant words like cat, dog, map.
- Blending sounds: Blending sounds together to form simple words.
- Beginning sounds: Identifying and producing the first sound of words.
- Rhyming: Recognizing and generating rhyming words.
- Sight words: Introduction to high-frequency words.
Grade 1
Key Focus: Word Families, Digraphs, and Short Vowels
- Short vowel sounds (continued): A deeper exploration of short vowel patterns (CVC).
- Consonant blends: Introducing blends like bl, cl, st, fr.
- Digraphs: Introduction of two-letter combinations like sh, ch, th, wh.
- Long vowels: Silent e rule and vowel-consonant-e (VCe) words.
- R-controlled vowels: Words with “ar”, “er”, “ir”, “or”, “ur”.
- Sight words: Building a larger set of high-frequency words.
- Syllable segmentation: Beginning work on syllable patterns (open syllables).
Grade 2
Key Focus: More Complex Vowel Patterns and Multisyllabic Words
- Vowel teams: Long vowel sounds like ai, ea, oa, ee, ou, ow.
- Digraphs and blends: More complex consonant blends and digraphs (ch, sh, th).
- Diphthongs: Vowel pairs like oi, oy, ou, ow.
- Soft c and g: Soft “c” as in “city” and soft “g” as in “giant”.
- R-controlled vowels: More practice with r-controlled vowels.
- Syllable types: Open syllables, closed syllables, silent e.
- Multisyllabic words: Reading and decoding words with multiple syllables.
- Prefixes and suffixes: Basic understanding of adding prefixes and suffixes to words.
Grade 3
Key Focus: Advanced Vowel Patterns, Prefixes, and Suffixes
- Advanced vowel teams: Digraphs and diphthongs like ei, ey, ou, au.
- Greek and Latin roots: Introduction to basic roots and affixes.
- Complex syllable patterns: Understanding closed syllables, open syllables, and syllable division.
- Suffixes and prefixes: More advanced use of suffixes like -ly, -ful, -ness, and prefixes like un-, dis-, re-.
- Multisyllabic word strategies: Breaking down multisyllabic words for easier decoding.
- Homophones and homographs: Understanding words that sound the same or are spelled the same but have different meanings.
Grade 4
Key Focus: Word Origins, Syllable Division, and Morphemes
- Syllable patterns: Review of all syllable types and advanced syllable division.
- Greek and Latin roots: Deeper exploration of roots, prefixes, and suffixes.
- Complex suffixes: More complex suffixes like -able, -ible, -ous, -tion.
- Multisyllabic words: Advanced strategies for decoding and understanding complex words.
- Morphology: Understanding morphemes (smallest units of meaning) and their role in word construction.
Grade 5
Key Focus: Advanced Word Structure, Prefixes/Suffixes, and Word Meaning
- Advanced prefixes and suffixes: Adding more complex prefixes and suffixes to words (e.g., -ly, -ous, -ness, -ment).
- Morphemes: Understanding how different parts of a word contribute to its meaning.
- Word origins: Study of Greek and Latin roots and how they form many English words.
- Advanced decoding strategies: Using knowledge of syllables, morphemes, and roots to decode longer words.
- Spelling and vocabulary: Word study to improve spelling and expand vocabulary.
How Wilson Fundations Aligns with the Science of Reading
The research behind mnemonics, letter chants, and keywords in literacy instruction is grounded in cognitive science, particularly how we process, retain, and retrieve information. The use of mnemonics (memory aids) and keyword methods has proven effective in aiding recall and enhancing learning, especially in literacy and language development. Here’s an overview of the key research and concepts related to these strategies:
1. Mnemonic Devices in Learning
What is a Mnemonic? (Check out Orton-Gillingham Visual and Auditory Mnemonics on p. 32 and 33.)
A mnemonic is any technique that helps improve memory. The goal of a mnemonic is to make information more memorable by using associations, patterns, or imagery that are easier to recall than the original material.
How Mnemonics Enhance Learning
- Cognitive Load Theory: Mnemonics reduce cognitive load by simplifying complex information. Instead of memorizing individual pieces of information, learners can encode information more efficiently through simplified cues.
- Dual Coding Theory: Mnemonics often use both verbal and visual cues, which taps into the brain’s ability to process and store information using both verbal (language) and visual (imagery) systems. This results in better memory retention.
- Elaboration: Mnemonics encourage students to elaborate on the material, linking it with something they already know, making the information more meaningful and easier to retrieve.
Research on Mnemonics for Reading and Phonics
- A study by Swanson (1999) found that using mnemonics significantly improved the ability of children with learning disabilities to recall word patterns and sounds.
- Baker et al. (2003) showed that mnemonic devices can improve word recognition, particularly for children who struggle with decoding. The use of rhymes, imagery, and auditory cues supports the development of phonological awareness.
2. Letter Chants and Sounds
What Are Letter Chants?
Letter chants are rhythmic patterns or songs used to associate a specific letter with its sound. Often used in early literacy instruction, these chants help reinforce the connection between sounds and symbols, making it easier for children to recall them when needed.
How Letter Chants Support Phonics Learning
- Phonemic Awareness: Letter chants emphasize the sounds of letters, helping students become aware of the individual phonemes in words. This is a foundational skill for phonics and word recognition.
- Musical Rhythm and Repetition: Repeating a sound in a chant allows for automaticity in learning. The rhythm makes it easier for students to remember the letter-sound associations.
- Active Engagement: Using a musical or rhythmic chant increases engagement and retention by tapping into students’ emotional responses to music. The movement and sound can improve attention and focus.
Research on Letter Chants
- Lester et al. (2013) found that using chants and songs to teach phonemes helped preschool children improve their phonemic awareness and phonics skills. The rhythmic and musical qualities of chants made learning enjoyable and effective for young learners.
- In the National Reading Panel Report (2000), teaching letter-sound relationships explicitly was highlighted as a key component of phonics instruction, with chants acting as a fun and interactive method to reinforce these relationships.
3. Keyword Method
What is the Keyword Method?
The keyword method involves associating an unfamiliar word with a known word or image that sounds similar. The image or known word serves as a visual anchor, helping the learner recall the sound or meaning of the unfamiliar word. This method has roots in visual memory and is particularly effective for recalling phonetic patterns or irregular spellings.
How the Keyword Method Helps in Phonics
- Phonological and Visual Processing: Keywords are designed to reinforce the connection between sounds and symbols by creating a visual link that the learner can easily remember. This approach can help with both decoding words and spelling them.
- Spelling Rules and Patterns: In literacy education, the keyword method can help students remember common spelling patterns (e.g., the “oi” sound in “coin” or “toy”) by linking them to keywords that are easier to remember.
Research on the Keyword Method
- Gattegno (1974) conducted research on the use of visual mnemonics and found that the keyword method significantly increased vocabulary recall. In phonics, this method has been found to be particularly useful for sound-symbol associations.
- Pressley & McCormick (1995) showed that keyword mnemonics help students who struggle with phonics by providing a visual and auditory bridge between new information (like a sound) and a familiar reference (the keyword or image).
- Bahrick et al. (1993) found that visual mnemonics (like the keyword method) have a lasting impact on recall and memory retention, especially when the information is abstract (like letter-sound relationships).
4. Application to Phonics Instruction
How These Strategies Integrate in Programs Like Wilson Fundations
- Wilson Fundations and similar programs often incorporate mnemonics, letter chants, and the keyword method into daily instruction. These strategies help:
- Reinforce phonemic awareness and sound-symbol correspondence.
- Promote fluency in decoding by making sound patterns memorable through rhythmic repetition or visual anchors.
- Support struggling readers by making abstract phonics rules more accessible through engaging, multisensory methods.
5/04/25
