Why "From Sounds to Spelling"?
Follow a systematic scope and sequence - with a screener to help you place students in exactly the right spot
Easily adapt the pacing and materials to meet your students' specific needs while saving time with low-prep materials
Bring research-based phonics instruction to life for your Kindergarten, 1st grade, or 2nd grade students!
From Sounds to Spelling was developed by Learning At The Primary Pond, Inc. We are a team of literacy specialists and teachers who are dedicated to ensuring that all students achieve reading success.
Learning At The Primary Pond, Inc., was founded by Alison Ryan, M.Ed in 2012. Alison has been working in schools since 2005 as a classroom teacher, reading interventionist, reading specialist, and Director of Curriculum & Instruction. She is trained in the Orton-Gillingham method, has extensive experience working with struggling readers, and has a master’s degree in literacy leadership.
✔️ Flexible, editable lesson plans
✔️ Engaging, research-based lessons that can be taught whole group and/or small group
✔️ Materials for teaching phonics, phonological awareness, and high frequency words (high frequency word activities can be customized to a list of your choice, if necessary)
✔️ Completely customizable pacing and leveled materials for differentiation
✔️ Simple, fun independent activities with minimal-prep options
✔️ Printable posters and visual aids
✔️ Assessments, including an initial placement test
✔️ Professional development videos to help you understand how the program progresses, how to implement the lessons, how to schedule your time, etc.
✔️ Program explanation guide for families, plus optional weekly and unit family letters
A research-based program incorporates instructional practices that have been shown to be effective through educational research. From Sounds to Spelling incorporates all of the following research-based best practices:
☑️ Phonics instruction should be systematic and explicit.
☑️ Phonics knowledge is developmental. Students may develop at different rates, but they generally follow the same trajectory or sequence of learning.
☑️ Learners should have many opportunities to apply their phonics learning to real reading and writing tasks.
☑️ Phonics instruction should be differentiated in order to increase its effectiveness.
☑️ Review of skills should be intentionally built into instruction.
☑️ Multi-sensory instruction is highly effective for students with learning differences or special needs, as well as for ALL students.