Reading Foundations Supplemental Teacher’s Guide (RFSTG) is a companion to The Writing Road to Reading Teacher’ Guide. This Reading Foundations Supplemental Teacher’s Guide solely focuses on the components of the Spalding Spelling Lesson. Some procedures, objectives, and formatting have been updated. For a comprehensive look at The Writing Road to Reading multisensory, integrated language arts program including spelling, writing, and reading refer to The Writing Road to Reading Teacher’s Guide and The Writing Road to Reading textbook.

Reading Foundations Supplemental Teacher’s Guide (RFSTG) is divided into four sections that parallel the typical actions of classroom teachers.

5. Planning and Integrated Language Arts Lesson – explains what to teach by setting forth instructional objectives. These objectives are pacing guides to ensure that grade-level objectives are met. There are 165 academic days (i.e., 33 weeks) of instruction to allow for shortened weeks throughout the school year.

Spelling objectives teach and reinforce students’ knowledge of phonemic awareness, phonics, and vocabulary. Spelling objectives begin with the sounds of spoken high-frequency words, followed by the symbols represented that represent that represent those sounds. Then daily oral and written phonogram reviews prepare students for spelling dictation and reading words for spelling and reading. Next students analyze word structure and rule application. Lastly, students develop their vocabularies by composing oral/written sentences that demonstrate usage and meaning of unfamiliar spelling/vocabulary (S/V) words.

After each objective there is a code (e.g., M/CK/C that reminds you to always model new objectives, ask basic and higher-level questions that check for understanding, then coach as students attempt the task.

Your day will be composed of three integrated, mutually reinforcing lessons: spelling, writing, and reading.

• Spelling Objectives teach and reinforce student’s knowledge of phonemic awareness, systematic phonics, and vocabulary, reading words for spelling (by sounds/syllable) and reading (fluency), syllabication, and spelling rules.


6. Delivering and Integrated Language Arts Lesson explains how to teach the content. Delivering defines explicit, interactive, and diagnostic instruction and describes teacher-student interaction required when teaching any new skill. The Spalding Resource Center contains videos on how to model each skill or concepts

7. Assessing Skills explains how to test all student s and provides directions and forms for assessing spelling, writing, and reading to monitor students’ progress daily, weekly, and monthly.


8. Evaluating Skills Mastery explains how to use the information from spelling, writing, and reading assessments to differentiate instructions. Strategies, procedures, and tips enable you to challenge the student who learns easily and help the student who has difficulty.

Reading Foundations Supplemental Teacher’s Guide (RFSTG) guide is used by teachers to Implement the Spalding Spelling Lesson.