Improving Phonics Lessons with Structured Word Inquiry

Use SWI to study the word <grapheme>. Ask what does it mean? How is it built? What are its relatives? How is the pronunciation represented? Use the word sums and word matrix for the base <graph> to help answer the second and third questions.

Learn the term digraph and the fact that digraphs can be graphemes.

Learn the term trigraph and the fact that trigraphs can be graphemes.

Use SWI to study the word <consonant>.

Do each of the consonant graphemes <b>, <d>, <f>, <h>, <j>, <k>, <l>, <m>, <n>, <p>, <qu>, <r>, <t>, <v>, <w>, and <z> really represent only one sound? Use the LEX Grapheme Deck to find out.

Have the student make a commitment to learn how to write each grapheme as he or she progresses through the lessons. For help with handwriting instruction, watch “Shortcut to Manuscript Handwriting” by Don Potter.

Discover the zero allophone by investigating the morphological family for <crumb>.

Use SWI to study the words <etymological> and <marker>. Introduce the term etymological marker.

Learn about how <b> can be an etymological marker by investigating the morphological and etymological family for <debt>.

Look for the double <b> in base words like <rabbit>.

Use SWI to study the word <suffix>. Introduce the concept of a suffix.

Learn about consonant doubling by studying word sums such as web + ed -> webbed. Which other suffixes cause the <b> in <web> to become doubled?

Discuss how every English word has a base. Learn about free bases and bound bases.

Does <d> always represent [d]? Use SWI to study the word <educate> with the bound base <duce> to find out. Study the pronunciation of the <d> in <educate>.

Consider the difference between the /d/ phoneme and the allophones [d] as in dog and [ɾ] as in medal. Study homophones of medal: <meddle>, <metal>, and <mettle>.

Revisit the concept of etymological marker by investigating why there’s a <d> in <Wednesday>. Study <wednes>, <wode>, and <wood>. 

Study consonant doubling again by studying word sums such as mud + y -> muddy. Which other suffixes cause the <d> in <mud> to become doubled?

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <d>.

Revisit the zero allophone by studying the word <halfpenny>.

Learn about how the word <of> is a function word. Learn the difference between a content word and a function word.

Look for the double <f> in base words like <staff>, <cliff>, <off>, and <fluff>.

Revisit the zero allophone by comparing the word <shepherd> to the word <herd>.

Revisit the concept of etymological marker by investigating why there’s an <h> in <hour>.

Learn the concept of phonological marker by investigating why there’s an <h> in <yeah>.

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <h>.

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <k>.

Look for the double <l> in base words like <wall>, <tall>, and <fill>.

Study consonant doubling again by studying word sums such as pal + ing -> palling. Which other suffixes cause the <l> in <pal> to become doubled?

Does <l> always represent [l]? Find out by using SWI to study one or more of the following words: <tortilla> and <ratatouille>.

Learn how to count syllables. Listen for the phonemically syllabic /l̩/ in words like <sparkle> and <needle>.

Study consonant doubling again by studying word sums such as ram + ed -> rammed. Which other suffixes cause the <m> in <ram> to become doubled?

Study how <m> can be phonetically syllabic in words like <rhythm> and <prism>.

Revisit the zero allophone by using SWI to study the words <mnemonic> and <amnesia>.

Revisit the zero allophone by using SWI to study one or more of the following word pairs: <hymn> and <hymnist>, <autumn> and <autumnal>, <column> and <columnar>.

Look for the double <n> in base words like <Ann>, <penny>, <inn>, and <funnel>.

Study the homophones <in> and <inn>.

Study the homophones <an> and <Ann>.

Study consonant doubling again by studying word sums such as run + ing -> running. Which other suffixes cause the <n> in <run> to become doubled?

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <n>.

Study the morphological family for the bound base <pter>. Revisit the zero phoneme by comparing the grapheme and phoneme correspondences of <helicopter> to the grapheme and phoneme correspondences of <pterosaur>.

Revisit the concept of etymological marker by investigating why there’s an <p> in <receipt>.

Look for the double <p> in base words like <apple>, <pepper>, <poppy>, and <guppy>.

Study consonant doubling again by studying word sums such as slip + y -> slippy. Which other suffixes cause the <p> in <slip> to become doubled?

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <p>.

Is <q> without <u> a grapheme? Study words such as <qat> and <qoph>, then make a hypothesis.

Study how <r> can be phonetically syllabic in words like <flour> and <fire>.

Study consonant doubling again by studying word sums such as slip + y -> slippy. Which other suffixes cause the <p> in <slip> to become doubled?

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <r>.

Study homophones of metal: <meddle>, <medal>, and <mettle>.

What other allophones can <t> represent? Use SWI to study the free base <act>. Compare the grapheme and phoneme correspondences in the word <act> to those in the word <action>. Use SWI to study the free base <quest>. Compare the grapheme and phoneme correspondences in the word <quest> to those in the word <question>. Use SWI to study the free base <moist>. Compare the grapheme and phoneme correspondences in the word <moist> to those in the word <moisten>.

Revisit the concept of etymological marker by investigating why there’s a <t> in <ballet>.

Look for the double <t> in base words like <watt>, <petty>, <mitt>, <otter>, and <putt>.

Study consonant doubling again by studying word sums such as rat + y -> ratty. Which other suffixes cause the <t> in <rat> to become doubled?

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <t>.

Use SWI to study the words <answer> and <sword>.

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <w>.

Revisit the concept of etymological marker by investigating why there’s a <z> in <rendez-vous>.

Use SWI to study the word <pizza>.

Look for the double <z> in base words like <snazzy>, <fizz>, <dizzy>, and <buzz>.

Use the LEX Grapheme Deck to study 2 allophones for <b>, 5 allophones for <d>, 3 allophones for <f>, 4 allophones for <h>, 5 allophones for <j>, 2 allophones for <k>, 2 allophones for <l>, 2 allophones for <m>, 4 allophones for <n>, 3 allophones for <p>, 2 allophones for <qu>, 2 allophones for <r>, 6 allophones for <t>, 2 allophones for <v>, 1 allophone for <w>, and 4 allophones for <z>.

Review concepts such as morpheme, grapheme, phoneme, allophone, zero allophone, free base, bound base, prefix, suffix, etymological marker, phonological marker, consonant, consonant doubling, function word, and content word.

Use SWI to study one or more of the following words: <long>, <English>, <young>, <strong>, <anger>, <mango>, <sponge>, and <angel>.

Use SWI to study the word <grasshopper>. Why isn’t there an <sh> grapheme in this word?

Use SWI to study the word <pothole>? Why isn’t there a <th> grapheme in this word?

Study the following words from the video: <who>, <whose>, <whole>, <whom>, and <whomever>. Notice how <wh> before <o> represents [h] in all of these words.

Learn about syllables and how every syllable must have a nucleus.

Investigate how <ai> can represent [ɛ] before <r> by studying the words <air>, <fair>, <hair>, <lair>, and <pair>.

Study loanwords with the <ai> grapheme such as <bonsai>, <samurai>, <haiku>, and <plaid>. What other allophones can <ai> represent?

Study more words with the <ay> grapheme. Are there any native English words where <ay> is not final in a base?

Analyze the words <eight>, <freight>, <weight>, <sleigh>, and <neigh> with <igh> as an etymological marker that does not represent a pronunciation. Now, what are the GPCs in these words? Use the LEX Grapheme Deck and Etymonline to identify word cousins to these words that can be used to support this analysis.

Use SWI to study the word <height>. What does the word mean? How is it built? What are its relatives? What are the GPCs in <height>? What is the <igh> in height marking?

Study the words <fiancée>, <matinée>, <protegée>, <purée>, and <toupee>. Can <ee> represent [eɪ]?

Compare <fiancé> to <fiancée> and <protegé> to <protegée>. What is the role of the <-ee> suffix in <fiancée> and <protegée>?

Study the word <might> using the card for this word from the “LEX InSight Words, Volume 3” deck.

Investigate how <oa> can represent [ɔ] before <r> by studying the words <oar>, <roar>, <boar>, <board>, and <hoard>.

Study the homophones <oar>, <or>, and <ore>.

Study the homophones <board> and <bored>.

Study the homophones <hoard> and <horde>.

Read about the homophone principle.

Study loanwords with the <au> grapheme such as <taupe> and <sauerkraut>. What other allophones can <au> represent?

How is the word <aunt> pronounced in your dialect? Have you heard it pronounced with a different vowel sound? Consider how useful it is that people all over the world can spell English words in the same way even though pronunciations may differ from one dialect to another.

Use SWI to study the words <cause> and <because>. Notice how <au> represents a schwa sound in <because>.

Investigate

Study French loanwords with the <oi> grapheme such as <soiree> and <memoir>. Notice how <oi> can represent [wɑ] in these words.

Investigate the word <choir> with SWI.

Investigate the word <coyote> with SWI.

Use SWI to study the base <fru> and the words <fruit> and <fruition>. Also study the base <circ> and the words <circuit> and <circuitous>. When <ui> surfaces in these words, is it one grapheme or two? Remember that graphemes can’t cross morpheme boundaries.

Learn the meanings of rhotic, non-rhotic, and rhotacized.

Learn about the schwar.

Study the morphological families of words where the <r> in the <er> grapheme gets doubled. Study <ver> with <aver> and <averring>, <ter> with <deter> and <deterred>, and <fer> with <refer> and <referral>.

Study the morphological families of words where the <r> in the <er> grapheme does not get doubled. Study <over> with <overing> and <overed>, as well as <swer> with <answer> and <answering>. Is the <w> in answer an etymological marker?

Study the suffixes: <-er> and <-ern>.

Study the morphological families of words where the <r> in the <ir> grapheme gets doubled. Study <stir> with <stirred> and <stirring>, <fir> with <firry>, and <whir> with <whirred> and <whirring>.

Study the morphological families of words where the <r> in the <ir> grapheme does not get doubled. Study <emir> with <emirate>, <levir> with <levirate> and <leviratic>, and <vir> with <triumvir> and <triumvirate>.

Study the <ir-> prefix.

Study the morphological families of words where the <r> in the <ar> grapheme gets doubled. Study <bar> with <barred> and <barring> as well as <jar> with <jarred> and <jarring>.

Study the morphological families of words where the <r> in the <ar> grapheme does not get doubled. Study <tsar> with <tsarism> and <tsarist> as well as <czar> with <czarism> and <czarist>.

Study words with the <ar-> prefix such as <arrive> and <arbitrary>. Notice how the first <r> in <arrive> represents a zero phoneme.

Study words with the <-ar> suffix such as <beggar> and <liar>.

Study the morphological families of words where the <r> in the <ur> grapheme gets doubled. Study <fur> with <furry>, <furred> and <furrily> as well as <spur> with <spurred> and <spurring>.

Study the morphological family for a base where the <r> in the <or> grapheme gets doubled by studying <hor> with <abhorred> and <abhorring>.

Study the morphological families of words where the <r> in the <or> grapheme does not get doubled. Study <odor> with <odorous> and <deodorant> as well as <labor> with <labored> and <laboring>. Compare the American spellings, <odor> and <labor>, to the non-American spellings, <odour> and <labour>. Why might the non-American spellings make it easier to tell that the <r> should not get doubled?

Study the <-or> suffix.

Study bases with <orr> such as <torr>, <sorry>, <borrow>  and <horr>.

Study words with the <-or> suffix such as <governor> and <error>.

Study words with the <cor-> prefix such as <corrupt> and <correct>.

Study how <ea> followed by <r> represents [ɪɹ] in <dear>, <hear>, <fear>, <near>, <year>, and <beard>.

Study how <ea> followed by <r> represents [ɛɹ] in <bear>, <pear>, <wear>, and <swear>. 

Study how <ea> followed by <r> represents [ɜɹ] in <earn>, <learn>, <earl>, <earth>, <early>, and <pearl>.

Study how <ea> followed by <r> represents [ɑɹ] in <heart>, <hearth>, and <heark>.

Use SWI to study one of the words listed above and make a hypothesis about why <ea> is the most suitable grapheme choice for the word.

Study how <ou> followed by <r> represents [aʊɹ] in <our>, <hour>, <flour>, <scour>, <sour>, and <dour>.

Study how <ou> followed by <r> represents [ɔɹ] in <four>, <pour>, <mourn>, <gourd>, <court> and <your>.

Study how <ou> followed by <r> represents [ɜɹ] in <journey> and <courage>.

Use SWI to study one of the words listed above and make a hypothesis about why <ou> is the most suitable grapheme choice for the word.

Study all the ways that <a> can be a morpheme. There is the base word <a>, the prefix <a->, and the suffix <-a>. Find words with each of these morphemes.

Study syllable structure.

Break the following one-syllable, closed-syllable words up to show which grapheme is spelling the onset (if it has one), which grapheme is spelling the nucleus, and which grapheme is spelling the coda of each word: <an>, <am>, <as>, <at>, <ax>, <bad>, <mad>, <ham>, <jam>, <map>, <nap>, <hat>, <fan>, <man>, <ate>, <late>, <fame>, <tame>, <bake>, <quake>, <ape>, <whale>, <wave>, and <fade>. Note that a closed syllable is a syllable with a coda. Note how the final <e> in <ate>, <late>, <fame>, <tame>, <bake>, <quake>, <ape>, <whale>, <wave>, and <fade> is a marker, not a grapheme.

Study the following suffixes: <-al>, <-ac>, and <-an>.

Study the following word sums: bake + er -> baker, late + er -> later, make + er -> maker. What does the <-er> suffix mean in each of these words?

Use SWI to study the word <paper>. Is there an <-er> suffix in this word?

Study how <a> can represent [ə] in words like <abuzz> and <afraid>.

Study how <a> represents a zero phoneme in <creature> but not in <create> by studying these words with SWI.

Study the words <a>, <all>, <an>, <father>, and <what> using the cards for these words from the “LEX InSight Words, Volume 1” deck.

Study the words <than> and <that> using the cards for these words from the “LEX InSight Words, Volume 2” deck.

Study the word <again> using the card for this word from the “LEX InSight Words, Volume 3” deck.

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <a>. Organize them into graphemes that you have studied and graphemes that you have not yet studied. Review the cards for the graphemes containing <a> that you have already studied. This should include <a>, <ai>, <ay>, <oa>, <au>, <aw>, and <ar>.

Study all the ways that <e> can be a morpheme. There is the base <e>, the prefix <e->, and the connecting vowel <-e->. Find words with each of these morphemes.

Break the following one-syllable, closed-syllable words up to show which grapheme (is spelling the onset (if it has one), which grapheme is spelling the nucleus, and which grapheme (or graphemes) is spelling the coda of each word: <egg>, <end>, <elk>, <elm>, <elf>, <leg>, <ten>, <bell>, <web>, <pen>, <vest>, <nest>, <deck>, <wet>, <bed>, <eve>, <meme>, <eke>, and <here>. Revisit how a closed syllable is a syllable with a coda. Note how the final <e> in <eve>, <meme>, <eke>, and <here> is a marker, not a grapheme.

Study the replaceable <e> card in the LEX Grapheme Deck. Notice how the single, final, non-syllabic <e> is an <e> that does not form the nucleus of a syllable. This <e> is an orthographic marker, which does not represent a pronunciation. Study all the jobs of this marker.

Study the prefixes: <de->, <em->, <en->, <re->, and <pre->. 

Study the suffixes: <-ed>, <-able>, <-en>, <-ate>, <-ment>, <-end>, and <-ee>.

Watch “For [e]’s a Jolly Good Fellow! The Final Non-Syllabic [e]” from the classroom of Mary Beth Steven.

Break the following one-syllable, open-syllable words up to show which grapheme is spelling the onset and which is spelling the nucleus of each word: <she>, <be>, <me>, and <we>. Note that an open syllable is a syllable without a coda.

Study the words <have> and <the> using the cards for these words from the “LEX InSight Words, Volume 1” deck.

Study the words <she>, <then>, <there>, <together>, <when>, <where>, and <whether> using the cards for these words from the “LEX InSight Words, Volume 2” deck.

Study the words <been>, <eight>, <height>, and <people> using the cards for these words from the “LEX InSight Words, Volume 3” deck.

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <e>. Organize them into graphemes that you have studied and graphemes that you have not yet studied. Review the cards for the graphemes containing <e> that you have already studied. This should include <e>, replaceable <e>, <ee> and <er>.

Study all the ways that <i> can be a morpheme. There are the bases <I> and <i>, the suffix <-i>, and the connecting vowel <-i->. Find words with each of these morphemes.

Break the following one-syllable, closed-syllable words up to show which grapheme (is spelling the onset (if it has one), which grapheme is spelling the nucleus, and which grapheme (or graphemes) is spelling the coda of each word: <is>, <it>, <if>, <in>, <inch>, <bit>, <quit>, <hid>, <lid>, <big>, <kick>, <fish>, <trip>, <twin>, <crib>, <bike>, <fine>, <kite>, <pipe>, <ride>, <kind>, <find>, <wild>, <child>, <pint>. Revisit how a closed syllable is a syllable with a coda.

Use SWI to study one or more of the following words: <item>, <direct>, <rival>, <rider>, <happier>, <funniest>, <patriot>, <medium>, <piano>, <onion>, <million>, <familiar>, <California>, and <spaniel>.

Study the prefixes: <inter->, <il->, <im->, <in->, <ir->, and <anti->.

Study the suffixes: <-ic>, <-ible>, <-ite>, <-ive>, and <-ish>.

Study the word <I> using the card for this word from the “LEX InSight Words, Volume 1” deck.

Study the words <think>, <which> and <with> using the cards for these words from the “LEX InSight Words, Volume 2” deck.

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <i>. Organize them into graphemes that you have studied and graphemes that you have not yet studied. Review the cards for the graphemes containing <i> that you have already studied. This should include <i>, <ai>, <igh>, <oi>, <ui>, and <ir>.

Study all the ways that <o> can be a morpheme. There is the base <o>, the prefix <o->, the suffix <-o>, and the connecting vowel <-o->. Find words with each of these morphemes.

Break the following one-syllable, closed-syllable words up to show which grapheme is spelling the onset (if it has one), which grapheme is spelling the nucleus, and which grapheme (or graphemes) is spelling the coda of each word: <on>, <off>, <odd>, <ox>, <dog>, <mom>, <hop>, <dot>, <nod>, <rock>, <moss>, <frog>, <shop>, <broth>, <ode>, <mode>, <mole>, <pole>, <old>, <fold>, <roll>, <bolt>, <son>, <ton>, <love>, <come>, <some>, <none>, <done>, <once> and <move>. Revisit how a closed syllable is a syllable with a coda. Is the video lesson correct when it says that “letter <o> represents the short <o> sound in closed syllables”?

Break the following one-syllable, open-syllable words up to show which grapheme is spelling the onset and which is spelling the nucleus of each word: <go>, <to>, <do>, <who>, and <two>. Note that an open syllable is a syllable without a coda.

Study the prefixes: <co->, <non->, <con-> and <over->.

Study the <-ion> suffix.

Use SWI to study the word <people>. Notice that the <o> in <people> is an etymological marker.

Study the homophones <to>, <too>, and <two>. Revisit why there is a <w> in the word <two>. Notice how the <w> is an etymological marker, which does not represent a pronunciation.

Study the homophones <son> and <sun>.

Read why <love> is spelled with an <o>.

Use SWI to study one or more of the following words: <over>, <motive>, <open>, <okay>, <ado>, and <Monday>.

Study the words <come>, <do>, <done>, <mother>, <none>, <of>, <one>, and <to> using the cards for these words from the “LEX InSight Words, Volume 1” deck.

Study the words <both>, <month>, <other>, and <who> using the card for this word from the “LEX InSight Words, Volume 2” deck.

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <o>. Organize them into graphemes that you have studied and graphemes that you have not yet studied. Review the cards for the graphemes containing <o> that you have already studied. This should include <o>, <oa>, <oi>, <oy>, and <or>.

Study all the ways that <u> can be a morpheme. There is the base <u> and the connecting vowel <-u->. Find words with each of these morphemes.

Break the following one-syllable, closed-syllable words up to show which grapheme (or graphemes) is spelling the onset (if it has one), which grapheme is spelling the nucleus, and which grapheme is spelling the coda of each word: <up>, <us>, <dug>, <sun>, <nut>, <gum>, <rub>, <drum>, <jump>, <luck>, <shrub>, <shut>, <cube>, <mute>, <huge>, <mule>, <fume>, <tube>, <duke>, <rule>, <flute>, <tune>, <put>, <push>, and <bush>. Revisit how a closed syllable is a syllable with a coda. Is the video lesson correct when it says that “letter <u> represents the short <u> sound in closed syllables”?

Break the following one-syllable, open-syllable words up to show which grapheme (or graphemes) is spelling the onset and which is spelling the nucleus of each word: <blue>, <true>, <glue>. Note that an open syllable is a syllable without a coda. Examine why there’s an <e> at the end of these words.

Study the prefixes: <under-> and <un->.

Study the suffixes: <-ure> and <-ful>.

Use SWI to study one or more of the following words: <unzip>, <umbrella>, <unit>, <humor>, <human>, <music>, <unite>, <rumor>, <fluent>, <tuna>, <ruin>, and <fluid>.

Study the word <put> using the card for this word from the “LEX InSight Words, Volume 1” deck.

Study the word <much> using the card for this word from the “LEX InSight Words, Volume 2” deck.

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <u>. Organize them into graphemes that you have studied and graphemes that you have not yet studied. Review the cards for the graphemes containing <u> that you have already studied. This should include <u>, <au>, <ui>, and <ur>.

Study all the ways that <y> can be a morpheme. There is the base <y> and the suffix <-y>. Find words with each of these morphemes.

Break the following one-syllable, closed-syllable words up to show which grapheme (or graphemes) is spelling the onset, which grapheme is spelling the nucleus, and which grapheme (or graphemes) is spelling the coda of each word: <myth>, <hymn>, <style>, <rhyme>, and <type>. Revisit how a closed syllable is a syllable with a coda. Is the video lesson correct when it says that “letter <y> represents the short <i> sound in closed syllables that begin and end with a consonant”?

Break the following one-syllable, open-syllable words up to show which grapheme (or graphemes) is spelling the onset and which grapheme is spelling the nucleus of each word: <by>, <cry>, <dry>, <fly>, and <shy>. Note that an open syllable is a syllable without a coda.

Use SWI to study one or more of the following words: <beyond>, <farmyard>, <canyon>, <rhythm>, <cylinder>, <crystal>, <reply>, <satisfy>, <lullaby>, <happy>, <baby>, <nasty>, <sadly>, and <dirty>.

Study the suffixes: <-ty>, <-ly>, and <-ary>.

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <y>. Organize them into graphemes that you have studied and graphemes that you have not yet studied. Review the cards for the graphemes containing <y> that you have already studied. This should include <y>, <ay>, and <oy>.

Study the words <any> and <many> using the cards for these words from the “LEX InSight Words, Volume 1” deck.

Study the word <why> using the card for this word from the “LEX InSight Words, Volume 2” deck.

Study the word <eye> using the card for this word from the “LEX InSight Words, Volume 3” deck.

Use SWI to study the word <myrtle>.

Revisit digraphs that contain the letter <a>: <ai>, <ay>, <oa>, <au>, <aw>, and <ar>.

Revisit digraphs that contain the letter <e>: Revisit <ee> and <er>.

Revisit digraphs that contain the letter <i>: <ai>, <igh>, <oi>, <ui>, and <ir>.

Revisit digraphs that contain the letter <o>: <oa>, <oi>, <oy>, and <or>.

Revisit digraphs that contain the letter <u>: <au>, <ui>, and <ur>.

Revisit digraphs that contain the letter <y>: <ay>, <oy>, <ye>, <yr>.

Read how there are only two syllable types: “closed, which have a consonant coda, and open, which have no coda.”

Use SWI to investigate one or more of the words called “exceptions” in the lesson: <facade>, <muscle>, <indict>, <cello>, <concerto>, <crescendo>, and <ocean>.

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter <c>.

Use SWI to study the words <reign> and <feign>. Make a hypothesis about whether or not the <g> in these words is an etymological marker.

Look for the double <g> in base words like <ragg>, <egg>, <wiggle>, <toggle>, and <juggle>.

Study consonant doubling again by studying word sums such as big + er -> bigger. Which other suffixes cause the <g> in <big> to become doubled?

Study the <-ing> suffix.

Study the words <get>, <give>, and <gone> using the cards for these words from the “LEX InSight Words, Volume 1” deck.

The lesson says that *<si> before an unstressed vowel can represent two sounds. It can’t because there is no *<si> grapheme.

Use SWI to study the word <isle>. Make a hypothesis about whether or not the <s> in this word is an etymological marker.

Look for the double <s> in base words like <pass>, .

Study consonant doubling again by studying word sums such as big + er -> bigger. Which other suffixes cause the <g> in <big> to become doubled?

Study the prefixes <super->, <mis->, <semi->, <dis->, <trans->, <sub->, and <suf->.

Study the suffixes <-s>, <-es>, <-ness>, <-less>, <-some>, and <-est>.

Study the words <busy>, <some>, <son>, and <was> using the cards for these words from the “LEX InSight Words, Volume 1” deck.

Study the words <such>, <these>, <this>, <those>, and <whose> using the cards for these words from the “LEX InSight Words, Volume 2” deck.

Study the words <against>, <because>, <said>, <says>, and <suit> using the cards for these words from the “LEX InSight Words, Volume 3” deck.

Study the <ex-> prefix.

Use SWI to study one or more of the following words from the video lesson: <xylophone>, <xebec>, <Xerxes>, <Xenophon>, <ax>, <ox>, <six>, <tax>, <fox>, <exit>, <axle>, <next>, <text>, and <mixer>.

Can the student write all capital and lowercase letters of the alphabet? If not, rewatch the video titled “Shortcut to Manuscript Handwriting” by Don Potter.

Teachers and tutors should consider taking the LEXinar titled “Syllables: Fact & Fiction” by Gina Cooke and read the blog post, “Fickle Syllable Boondoggle“.

Read the blog post, “Syllable Use Helps With Spelling? Not Likely” by Mary Beth Steven.

Teachers and tutors should consider taking the LEXinar titled “Stress and the Schwa” by Gina Cooke.

Use SWI to study one or more of the words in the video: <the>, <about>, <dragon>, <secret>, <animal>, <away>, <problem>, <offend>, and <idea>. Notice how spellings do more than represent sound, they communicate meaning. As Gina Cooke has stated, “Morphology, etymology, and phonology work together in a hierarchy to convey meaning.”

Also study the following graphemes, which were not mentioned in the video. Learn 1 allophone for <mb>, 1 allophone for <pf>, 1 allophone for <ugh>, 1 allophone for <ps>, 1 allophone for <rrh>, 1 allophone for <sch>, 1 allophone for <cch>, and 1 allophone for <gl>.

Note that *<aigh>, *<ci>, and *<ti> are not graphemes.

Watch “Final ‘tch’ trigraph” from the classroom of Mary Beth Steven.

Use SWI to study one or more of the following words: <rhyme>, <rhinoceros>, <rhinestone>, <rhubarb>, <rhapsody>, and <rhetoric>.

Use SWI to study one or more of the following words: <doghouse>, <ghost>, <ghastly>, <ghoul>, <aghast>, <ghetto>, and <burgh>.

Use the LEX Grapheme Deck to make a list of all graphemes that contain the letter string <gh>.

Replace the hypothesis from the video that “<gn> is only a phonogram when <g> and <n> are together in the same syllable” with your own hypothesis. Keep in mind that graphemes represent phonemes inside of morphemes.

Use SWI to study <sign>, <assign> and <signal>. Make a hypothesis about why there is no <gn> grapheme in these words.

Use SWI to study <magnet>. Make a hypothesis about why there is no <gn> grapheme in this word.

Use SWI to study one or more of the following words: <gnat>, <gnash>, <gnome>, <align>, <feign>, <gnocchi>, <lasagna>, and <mignon>. How many allophones can <gn> represent?

Use SWI to study <darkness>. Make a hypothesis about why there is no <kn> grapheme in this word.

Use SWI to study one or more of the following words: <knight>, <knee>, <knife>, <knit>, <knot>, and <know>.

Investigate the homophone pairs <knight> and <night>; <knit> and <nit>; <knot> and <not> as well as <know> and <no>.

Use SWI to study <showroom>. Make a hypothesis about why there is no <wr> grapheme in this word.

Use SWI to study one or more of the following words: <wren>, <wrist>, <write>, <wrong>, <wrinkle>, and <wrap>.

Investigate the homophones <write>, <right> and <rite>.

Use SWI to study the following words: <fudge>, <badge>, <judge>, <hedge>, <bridge>, <pledge>, <ledge>, <lodge>, <smudge>, and <knowledge>. Are <ledge> and <knowledge> in the same family?

Examine the following words and word sums, then make a hypothesis about when a single, final non-syllabic <e> following a <dg> grapheme must be replaced by a vowel suffix, may be replaced by a vowel suffix, and may not be replaced by a vowel suffix.

judge + able -> judgeable

knowledge + able -> knowledgeable

lodge + er -> lodger

fudge + ed -> fudged

edge + ing -> edging

wedge + ie -> wedgie

pledge + or -> pledgeor

pledge + or -> pledgor

widge + on -> widgeon

ridge + y -> ridgy

hedge + y -> hedgy

Analyze the words <fraight>, <quaigh>, and <straight> with <igh> as an etymological marker that does not represent a pronunciation. Now, what are the GPCs in these words? Use the LEX Grapheme Deck and Etymonline to identify word cousins to these words that can be used to support this analysis.

Use SWI to study the word <straight>. What does the word mean? How is it built? What are its relatives? What are the GPCs in <straight>? What is the <igh> in straight marking?

Use SWI to study one or more of the following words: <artificial>, <crucial>, <delicious>, <gracious>, <precious>, <social>, <spacious>, <special>, <sufficient>, <vicious>, <appreciate>, and <annunciate>. Since graphemes can only represent phonemes inside of morphemes, what conclusion can be made about the grapheme <c>? Can <c> only represent /k/ as in cat and /s/ as in city, or can <c> represent another phoneme?

Use SWI to study one or more of the following words: <potential>, <patient>, <ambitious>, <dictionary>, <solution>, <motion>, <confidential>, <illustration>, <nutritious>, <essential>, <multiplication>, and <vexation>. Since graphemes can only represent phonemes inside of morphemes, what conclusion can be made about the grapheme <t>? Can <t> only represent /t/, or can <t> represent another phoneme?

Watch “The Grapheme ‘t’ – Is it always pronounced the same?” from the classroom of Mary Beth Steven.

Use SWI to study one or more of the following words: <tomb>, <womb>, and <lamb>.

Use SWI to study one or more of the following words: <dummkopf>, <hasenpfeffer>, <pfui>, <pfft>, <pfennig>, and <pfennige>.

Use SWI to study one or more of the following words: <tough>, <rough>, and <cough>.

Analyze the words <ought>, <bought>, <brought>, <fought>, <sought>, <thought>, <although>, <though>, <dough>, <borough>, <thorough>, <thoroughly>, and <slough> with <ugh> as an etymological marker that does not represent a pronunciation. Now, what are the GPCs in these words? Use the LEX Grapheme Deck and Etymonline to identify word cousins to these words that can be used to support this analysis.

Study the word <daughter> using the card for this word from the “LEX InSight Words, Volume 1” deck.

Study the word <through> using the card for this word from the “LEX InSight Words, Volume 2” deck.

Study the words <drought>, <enough> and <laugh> using the cards for these words from the “LEX InSight Words, Volume 3” deck. Notice that <ugh> can be a grapheme or an etymological marke

Use SWI to study one or more of the following words: <pshaw>, <psalm>, <psychic>, <psyllium>, <Psyche>, <Pschent>, and <pseudonym>.

Use SWI to study one or more of the following words: <myrrh>, <pyrrhic> and <diarrhea>.

Use SWI to study one or more of the following words: <schwa>, <borsch>, <mensch>, <tusche>, and <schuss>.

Use SWI to study <school>. Make a hypothesis about why there is not an <sch> grapheme in this word.

Use SWI to study one or more of the following words: <gnocchi>, <Bacchus>, <zucchini>, <radicchio>, and <zucchetto>.

Use SWI to study one or more of the following words: <consigliere>, <tagliatelle>, and <imbroglio>.

Also study the following graphemes, which were not mentioned in the video. Learn 2 allophones for <ue>, 3 allophones for <ae>, 2 allophones for <dh>, 2 allophones for <kh>, 2 allophones for <sc>, and 2 allophones for <ts>.

Note that *<si>, *<ed>, *<es>, *<eur>, *<augh>, and *<ough> are not graphemes.

Use SWI to study one or more of the following words: <expression>, <profession>, <tension>, <discussion>, <confession>, <division>, <explosion>, <television>, <ambrosia>, <decision>, <delusion>, and <confusion>. Since graphemes can only represent phonemes inside of morphemes, what conclusion can be made about the phonemes that correspond to the grapheme <s>?

Use the book “Teaching How the Written Word Works” to study the consonant doubling and final e suffixing conventions.

Watch “Spelling Rules: Focus on the Doubling Rule,” “Announcing Word Sums Doubling the Final Consonant,” “The Bound Base fer and the Doubling Convention,” “The Affix Squad: Doubling,” “Affix Squad Replacing final ‘e’,” and “Fifth Graders teach Second Graders about the ‘-ed’ suffix” from the classroom of Mary Beth Steven.

Use the book “Teaching How the Written Word Works” to study the y to i suffixing convention.

Watch “The Affix Squad Toggling ‘y’ to ‘i’” from the classroom of Mary Beth Steven.

Use SWI to study <birdies>. Why isn’t there an <-es> suffix in <birdies>?

Use SWI to study one or more of the following morpheme alternants: <leaf> and <leave>, <wolf> and <wolve>, <wife> and <wive>, <knife> and <knive>, <elf> and <elve>, <half> and <halve>, <calf> and <calve>, <self> and <selve>, <loaf> and <loave>, <shelf> and <shelve>, <scarf> and <scarve>, <wharf> and <wharve>, as well as <thief> and <thieve>.

Use SWI to study the following words, which share the Latin root studium meaning “eagerness, zeal”: <student>, <study>, <studies>, <studio>, and <studious>. Do these words share a base? Can they all be placed in the same word matrix?

Watch “Teaching Word Sums to 2nd Graders” and “Teaching Word Sums to 2nd Graders Part 2” from the classroom of Mary Beth Steven.

Notice that there is no <oe> grapheme in <goes> or <does> because graphemes can’t cross morpheme boundaries. The word sums for these words are:

go + es -> goes

do + es -> does

Study the word <does> using the card for this word from the “LEX InSight Words, Volume 1” deck.

In British English, what other allophone can the <oe> grapheme represent? Study the British spelling of <amoeba> to find out.

Study the words <could>, <you>, <young>, <four>, and <our> using the cards for these words from the “LEX InSight Words, Volume 3” deck.

Study the <-ous> suffix.

Study the homophones <four>, <for>, and <fore>.

Use SWI to study one or more of the following words from this lesson: <how>, <now>, <owl>, <crowd>, <brown>, <know>, <slow>, <row>, <own>, <follow>, <elbow>.

Study the word <down> using the card for this word from the “LEX InSight Words, Volume 3” deck.

Revisit what it means for a vowel to rhotacize. What happens to the sound represented by <oo> in the following words: <door>, <floor>, <poor>?

Study the word <school> using the card for this word from the “LEX InSight Words, Volume 2” deck.

Study the words <blood> and <too> using the cards for these words from the “LEX InSight Words, Volume 3” deck.

Study the homophones <to>, <too>, and <two>.

Use SWI to investigate <sew> and its homophones <so> and <sow>.

The lesson says, “the eu phonogram makes two sounds, the long double o sound ōō as in neutral, and the long u sound, ū as in feud.” A better understanding is “the <eu> grapheme can represent [uː] as in neutral, [ju] as in feud, and [ɔɪ] as in Freud.”

Revisit what it means for a vowel to rhotacize. What happens to the sound represented by <eu> in the following words: <euro>, <Europe>, <eureka>, <neuron>, and <heuristic>?

Revisit what it means for a vowel to rhotacize. What happens to the sound represented by <ea> in the following words: <hear>, <ear>, <bear>, <early>, and <learn>?

Use SWI to investigate one or more of the words in the passage of text from the video. Study <steady>, <heavy>, and/or <beat>.

Study the word <each> using the card for this word from the “LEX InSight Words, Volume 2” deck.

Study the words <head> and <heart> using the cards for these words from the “LEX InSight Words, Volume 3” deck.

Study the homophones <heart> and <hart>.

Use SWI to study one or more of the following words: <beauty>, <beauteous>, <beautify>, <beautician>, <bureau>, <flambeau>, <plateau>, <beau>, <chateau>.

Study the homophones <beau> and <bow>.

Study the word <beautiful> using the card for this word from the “LEX InSight Words, Volume 3” deck.

Revisit what it means for a vowel to rhotacize. What happens to the sound represented by <ei> in the following words: <heir>, <their>, and <weird>?

Use SWI to study one or more of the following words: <foreign>, <forfeit>, and <sovereign>.

Study the word <either> using the card for this word from the “LEX InSight Words, Volume 2” deck.

There is no <ey> grapheme in the word <eye>. Revisit the word <eye> using the card for this word from the “LEX InSight Words, Volume 3” deck.

Study the <-ey> suffix.

Study the word <they> using the card for this word from the “LEX InSight Words, Volume 2” deck.

Use SWI to study the following words: <pie>, <lie>, <tie>, <die>, and <vie>. Do these words have the <ie> grapheme, or do they have an <i> grapheme followed by a single, final, non-syllabic <e>?

Study the word <friend> using the card for this word from the “LEX InSight Words, Volume 3” deck. Why isn’t there an <ie> grapheme in <friend>?

Study the <-ie> suffix.

Revisit the y to i suffixing convention by working with the following word sums:

baby + es -> babies

city + es -> cities

dry + ed -> dried

fly + es -> flies

cry + es -> cries

Analyze the words <taught>, <caught>, <fraught>, <aught>, and <naught> with <ugh> as an etymological marker that does not represent a pronunciation. Now, what are the GPCs in these words? Use the LEX Grapheme Deck and Etymonline to identify word cousins to these words that can be used to support this analysis.

Study the homophones <draught> and <draft>.

Revisit the word <laugh> using the card for this word from the “LEX InSight Words, Volume 3” deck.

Revisit the word <daughter> using the card for this word from the “LEX InSight Words, Volume 1” deck. Notice again that <ugh> can be a grapheme or an etymological marker.

Use SWI to study one or more of the following words: <enough>, <rough>, <tough>, <cough>, and <trough>.

Revisit the exercise from the <ugh> lesson where you analyze the words <ought>, <bought>, <brought>, <fought>, <sought>, <thought>, <although>, <though>, <dough>, <borough>, <thorough>, <thoroughly>, and <slough> with <ugh> as an etymological marker that does not represent a pronunciation. Now, what are the GPCs in these words? Use the LEX Grapheme Deck and Etymonline to identify word cousins to these words that can be used to support this analysis.

Revisit the word <through> using the card for this word from the “LEX InSight Words, Volume 2” deck. Notice again that <ugh> can be a grapheme or an etymological marker.

Revisit the words <drought> and <enough> using the cards for these words from the “LEX InSight Words, Volume 3” deck.

Study the word <true> using the card for this word from the “LEX InSight Words, Volume 3” deck.

Use SWI to study one or more of the following words: <Aesop>, <aeon>, <aegis>, <algae>, <sundae>, <aeneus>, <faery> and <faerie>.

Use SWI to study one or more of the following words: <dhal>, <dhole>, <lamedh>, <edh>, <yodh>, <dhoti>, <dhurrie>, <Gillie Dhu>, <bodhran>, and <ceilidh>.

Study the homophones <sidh> and <she>.

Use SWI to study one or more of the following words: <ankh>, <khan>, <samekh>, <kolkhoz>, <markhor>, and <khaddar>. 

Study the homophones <lakh>, <loch>, and <lock>.

Use SWI to study one or more of the following words: <science>, <scissor>, <scion>, <scincoid>, <scimitar>, <scent>, <scepter>, and <prosciutto>.

Study the word <mischance>. Why isn’t the <sc> in <mischance> a grapheme?

Study the homophones <rescind> and <resend>.

Use SWI to study one or more of the following words: <tsuba>, <tsuris>, and <tsunami>.

Study the words <pantsuit>. Why isn’t the <ts> in <pantsuit> a grapheme?