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Stages of Orthographic Development

(Phonics, Spelling, and Vocabulary)

Emergent Stage
(Ages 1-7 and/or Pre-kindergarten to middle first grade)

Characteristics
The student conveys his/her message by scribbling, drawing shapes, writing
letter-like forms (mock letters), and/or random strings of letters/numbers. In
some cases, one letter represents an entire word or the most salient sound of a
word. The child generally lacks knowledge of the alphabet, lacks left-to-right
directionality in writing, and lacks concept of word (one-to-one matching of
spoken and written words). At this stage of development, writing only conveys
meaning for the student who wrote it.

What Students Do What Students Use


Independently but Confuse What is Absent
Early Emergent Hold writing Draw and Sound-symbol
utensils scribble for writing match
for park Write on page Left-to-right
directionality
Middle Emergent Distinguish Confuse letters, Sound-symbol
between writing numbers, and relationships
for mom and drawing letter-like forms
Draw letters and Wrap writing from
letter-like shapes right to left at the
ends of lines
Late Emergent Left-to-right Substitute letters Consistent
directionality and sounds that spacing between
for candy Some letter-sound feel and look words
matching alike (e.g., the Consistent use of
sounds /v/ and letter-sound
/f/, the letters d correspondences
and b)
Letter Name-Alphabetic Stage
(Ages 4-7 and/or Kindergarten to middle second grade)

Characteristics
Students begin to understand letter-sound correspondences (the notion that
individual sounds in spoken words are assigned to letters). At this stage,
students are becoming phonemic spellers. For example, they may use single
letters to represent sounds, words, and syllables (e.g., U for you). They may spell
every sound in a word with one letter and omit silent letters. Students may not
include spaces between all words.

What Students Do What Students Use


Independently but Confuse What is Absent
Early Represent most salient Represent some Spacing between
Letter Name- sound in words sounds based on all words
Alphabetic (usually beginning or point of Vowels in syllables
ending consonant) articulation (e.g., Consistency in
Know most letters of jrop for drop) representing
for cake
the alphabet Spell long vowel sounds in spelling
Letter-sound sounds with one
for book correspondences vowel
Some blends and
for you digraphs
Middle Most beginning and Substitute letter Preconsonantal
Letter Name- ending sounds name closest to nasals (jup for
Alphabetic Clear letter-sound point of jump)
correspondences articulation for
Some frequently used short vowels (e.g.,
for hit
short-vowel words het for hit)
Some consonant
for shop blends and
digraphs
for came Preconsonantal
nasals (e.g., jump,
for jump fund)

Late All of the above plus: Substitute Most long vowel


Letter Name- o Regular short common spelling markers
Alphabetic vowels (e.g., CVC) patterns for low Vowels in
o Most consonant frequency short unstressed
blends and vowels (e.g., bot syllables (e.g.,
for play
digraphs for bought) redr for reader)
o Preconsonantal
for reader nasals (e.g., jump,
fund)
for migh o Some common
long vowel
for float patterns
Within Word Pattern Stage
(Ages 6-12 and/or First to middle fourth grade)

Characteristics
Students at this stage of development spell most single syllable short-vowel
words correctly, along with most initial consonant digraphs and blends. At this
stage of development, they begin using long vowel markers in their spelling
(e.g., gaim for game or rede for read). They begin reading with greater speed,
fluency, and can read silently. They can write extended texts and can begin
revising and editing.

What Students Do What Students Use


Independently but Confuse What is Absent
Early Initial and final Long vowel Consonant
Within Word Pattern consonants markers (e.g., doubling (e.g.,
Consonants gaem for game) runing for
flaem for flame blends and running)
digraphs Vowels in
brite for bright Regular short unaccented
vowel patterns syllables (e.g.,
skiping for skipping Preconsonantal tabl for table)
nasals
Some common
long vowels
patterns (e.g.,
CVCe)
Middle All of the above Long-vowel Same as above
Within Word Pattern plus about half of markers for some
most single irregular long
flote for float syllable long- vowel words
vowel words (e.g., fite for fight)
spole for spoil
Late All of the above Low frequency Consonant
Within Word Pattern plus: long-vowel words doubling
o Single syllable phonetically Dropping silent e
hieght for height long-vowel (e.g., mite for (e.g., amazeing
words might) for
amazeing for o May know Use common amazing)
amazing some common inflectional
Latin suffixes endings (e.g., -
(e.g., action) ing, ed)
Spell common
Latin suffixes
phonetically
(puncshure for
puncture)

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