Engaging, Effective Instruction in Phonics, Spelling, Vocabulary

We examine how developmentally based instruction in phonics, spelling, and vocabulary guides children in learning words and learning about words. What are the relationships among decoding, encoding, and fluency instruction? What is the relationship between word-specific and generative vocabulary instruction, and how does this relationship evolve as children advance through the grades? How do we effectively teach the important Latin and Greek roots and affixes? How do teachers effectively differentiate instruction in word study, and how does this differentiation relate to grade-specific expectations in our English Language Arts standards? Our discussion should reaffirm but also stretch your approach to instruction about words!