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Empower Your Students with SOS to Encode: Transformative Literacy Instruction Made Simple!
- Josh Morgan
- Dec 31, 2020
- 5 min read
Updated: Apr 7, 2024
Hello everyone! Thanks for stopping by Morgan Learning! After years of successful implementation in schools across the country, SOS to Encode continues to be a best-seller and high-quality, user-friendly literacy program.
Purchase on Teachers Pay Teachers or
get the paperbacks on Amazon!
SOS to Encode Part 1: Teachers Pay Teachers Amazon
SOS to Encode Part 2: Teachers Pay Teachers Amazon
SOS to Encode Part 3: Teachers Pay Teachers Amazon
SOS to Encode BUNDLE: Teachers Pay Teachers
These tutorial videos provide guidance and modeling to support the implementation of SOS to Encode!
The SOS to Encode Series contains is comprised of three parts
SOS to Encode Introductory Video!
This research based, intensive spelling and writing program capitalizes on multi-sensory techniques and developmental scaffolding. The series uses a scaffolded phonics structure in with a modified Simultaneous Oral Spelling technique to ensure students retain and are able to apply prerequisite phonics skills before moving on to the next lesson.
SOS to Encode Tutorial Videos!
Model Video 1: Phonemes
Model Video 2: Phonetic Words
Model Video 3: Sight Words
Model Video 4: Sentences & Editing
Placement Tests
SOS to Encode! employs placement tests to determine the exact instructional needs of each student. Forms and data sheets allow for easy analysis of student need. This informs homogeneous grouping decisions and provides a chance to focus on common skills needs for a small group. Students may be placed in any part of the program based on data from the placement assessments.
Three Levels of Intensity and Rates of Instruction
The three levels of intensity or rates of instruction allow teachers to place students on one of three plans based on need. For students with the most need (Plan A), the lesson is taught completely guided on the first day. On the second day students are released to become more independent with the skills. This allows time to address any misconceptions and teach any needed phonics skills. This plan will take the longest with two days for each lesson. Plan B, for students more independent with spelling and phonics skills, provides a single lesson with guidance only when necessary. Guidance should decrease throughout the daily lesson and throughout the program. Plan C focuses primarily on building sentence mechanics and applying spelling skills. This is the quickest plan and is meant to strengthen student writing while providing them with strong strategies to support independent writing.
Progress Monitoring
Data is collected daily through independent spelling and writing activities. Data from these formative assessments can be recorded either on small group or individual student data sheets. This allows for flexibility in analysis and record keeping. There is guidance on each data sheet to support analysis of data and determination of next steps.
Instructional Framework (Scope and Sequence)
The multi-sensory phonics and encoding strategies ensure highly effective instruction throughout the program. These are very engaging and students love the movement they get every day! Each part of the program includes an Instructional Framework (scope and sequence) with the lesson number, number of words in dictated sentences (increase through the program), words and sentences for dictation, focus phonemes or phonics patterns, and sight words. This serves as an easy reference for teachers to both remind them of the lesson focus and facilitate connections to upcoming lessons.
Common Core Connections in elementary literacy, writing, spelling, speaking, and listening are provided in each part of the program to support lesson planning.
Pre-Made Daily Lesson Plans and Flashcards
Daily lesson plans provide the lesson structure each daily lesson plan, the instructional protocol, phonics focus, sight words, sentences, and words for each lesson. These Pre-Made lesson plans save hours for even experienced teacher! The consistent, fast-paced lesson structure ensures students and teachers both know what to expect. This prevents time from being lost on explaining new techniques and students acting out because of anxiety or boredom!
Consistent Sentence Editing Strategy with Visuals
This program uses a consistent self-monitoring strategy with a mnemonic device (COPS) and visual supports (posters and bookmarks) to build self regulation during writing and begin to internalize the strategy. As students generalize these skills, the strategy should be supported in Tier 1 writing classes.
Multi-sensory Encoding and Decoding Strategies with Visuals
Decoding strategies and encoding strategies (i.e. Finger tapping phonemes, Table smacking syllables, Table pounding words in sentences, Spelling Aloud, Simultaneous Oral Spelling, etc.) continue the multi-sensory instruction of the program. In each lesson students tap the table to segment and blend words, pound the table to segment sentences, spell aloud to connect sound to symbol, and spell words (or say phonemes) while writing words to “hit the save button” as many ways possible in each lesson.
By the end of each part of SOS to Encode!
your students will learn...
By the end of each part of SOS to Encode!
your students will learn...
By the end of the Part 1 of SOS to Encode! students will be able to
Encode, decode, and spell CVC words, and closed syllables containing consonant digraphs,
Use a structured, self-regulation technique with visual supports and a mnemonic device to review and edit writing for sentence mechanics, and
self-regulate mechanics during authentic writing experiences.
By the end of Part 2 of the SOS to Encode! students will be able to
Encode, decode, and spell one-, two-, and three-syllable words with short vowels, consonant digraphs, double consonants (-ll, -ss, -zz, -ff), initial consonant blends, and final consonant blends.
Use a structured, self-regulation technique with visual supports and a mnemonic device to review and edit writing for sentence mechanics, and
self-regulate mechanics during authentic writing experiences.
By the end of SOS to Encode! Part 3! students will be able to
encode, decode, and spell one-, two-, and three-syllable words that include: final –ng and –nk, three pronunciations of suffix –ed, three syllable types (Open, Closed, Silent e), consonant digraphs (–ph, –ck) and, vowel pairs (oa, ai, ee, ay).
Use a structured, self-regulation technique with visual supports and a mnemonic device to review and edit writing for sentence mechanics, and
self-regulate mechanics during authentic writing experiences.
By the end of the Part 1 of SOS to Encode! students will be able to
Encode, decode, and spell CVC words, and closed syllables containing consonant digraphs,
Use a structured, self-regulation technique with visual supports and a mnemonic device to review and edit writing for sentence mechanics, and
self-regulate mechanics during authentic writing experiences.
By the end of Part 2 of the SOS to Encode! students will be able to
Encode, decode, and spell one-, two-, and three-syllable words with short vowels, consonant digraphs, double consonants (-ll, -ss, -zz, -ff), initial consonant blends, and final consonant blends.
Use a structured, self-regulation technique with visual supports and a mnemonic device to review and edit writing for sentence mechanics, and
self-regulate mechanics during authentic writing experiences.
By the end of SOS to Encode! Part 3! students will be able to
encode, decode, and spell one-, two-, and three-syllable words that include: final –ng and –nk, three pronunciations of suffix –ed, three syllable types (Open, Closed, Silent e), consonant digraphs (–ph, –ck) and, vowel pairs (oa, ai, ee, ay).
Use a structured, self-regulation technique with visual supports and a mnemonic device to review and edit writing for sentence mechanics, and
self-regulate mechanics during authentic writing experiences.
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