How To: Introduce a New Phonology Concept

• Lesson Objective: Use vocabulary squares to develop shared definitions of key terms.

• Grouping:  Whole-group

• Methodology: Students take scaffolded notes supported by projected visuals, word banks, and cloze sentences. Instruction begins with a clear introduction to the phonological pattern, using visual anchors, grapheme mapping, and high-frequency examples to reinforce connections. Timed brainstorms and interactive sharing deepen engagement and promote retrieval, pattern recognition, and generalization across multiple phonemes.

• Duration: Entire 45-minute period

It's hip to be square.

Each unit begins in a similar way: with a focus on core vocabulary. I carefully consider which

Sample vocabulary square.

terms are essential for understanding each phonology concept. Sometimes that means introducing new language; other times, it’s a quick review. Typically, we define between two and five words.

I love using the classic Frayer Model vocabulary square. An oldie but a goodie, for sure. I find the combination of definitions, examples, and non-examples to be incredibly effective. It helps students make connections, organize their thinking, and deepen understanding.

🖍 How the Routine Works

I project on the document camera while students take notes. To support learners and save time, I provide word banks and cloze sentences. Note-taking is a new skill for most of my students, and since about half are English language learners, nearly all write at a slow pace. They fatigue easily, especially at the beginning of the year, so thoughtful scaffolds make a big difference.

After we define the key vocabulary, I introduce the phonological pattern. For each phoneme,

Two sample brainstorms for diphthongs.

I display an image featuring the target sound, a box subdivided to show the number of graphemes that can represent it, and a high-frequency anchor word.

Once all spelling patterns have been introduced, we brainstorm additional examples together. Typically, I'll set a timer for one minute while students jot down as many as they can. Next, we'll share out. I have "back-up" words on my teacher word bank if their brainstorm ends up a bit lackluster. I keep it interactive by giving clues so they can guess the word I'm thinking of (e.g. for audio--something you hear, the opposite of visual, we learned this Latin Base...). Wash, rinse, and repeat for each phoneme.

Sample teacher word bank. These can be found on each Interactive Unit Guide.

Check out the Interactive Unit Guides to see how this lesson fits within each unit. There, you’ll find links to the unit-specific Introduction to a New Concept lessons.