Strengthening Literacy Through the Decoding–Encoding Connection
When we think about strong literacy instruction, one truth remains clear: reading and writing are reciprocal processes. Students don’t just learn to read words - they learn how words work. This is where the powerful relationship between decoding (reading) and encoding (spelling) comes into play.
Within HMH Into Reading, foundational skills lessons are designed to occur three times a week. However, as instructional leaders and educators, we know that a curriculum is a starting point, not a script. These lessons can (and should) be adapted to meet the needs of your students.
Maximizing Foundational Skills Instruction
One effective approach is to extend foundational skills instruction across five days by breaking lessons into smaller, more digestible chunks. This allows:
More time for guided practice
Increased opportunities for application
Stronger connections between skills
Most importantly, it creates space to intentionally pair decoding with encoding.
Why Encoding Matters
Every time students decode a word, they should also have opportunities to encode it - to map sounds (phonemes) to letters (graphemes). This strengthens their understanding of spelling patterns and supports long-term word recognition.
The spelling lists provided in the curriculum are not an “extra” component; they are aligned tools that reinforce the same phonics patterns students are learning to read. When used effectively, they:
Reinforce phoneme–grapheme connections
Build orthographic mapping
Increase reading automaticity
Practical Ways to Integrate Encoding
To strengthen this connection, consider embedding encoding throughout your literacy block:
Spelling Practice
Assign the targeted spelling words that reflect the week’s phonics pattern
Have students write words multiple times (especially effective in younger grades)
In grades 4–5, incorporate cursive writing for added fluency and motor memory
Word Work Activities
Use the curriculum’s word sorts for collaborative practice
Have students categorize words by pattern and explain their thinking
Application in Context
Write sentences using spelling words
Encourage students to use words in discussion and academic conversations
Small Group Instruction
Include a spelling/encoding station
Provide differentiated support based on student needs
Supporting Struggling Learners
When students struggle with encoding, we must return to the foundation. Scaffolds such as:
These supports help students hear, segment, and represent sounds more effectively.
Using Differentiated Spelling Lists
HMH provides differentiated spelling lists (found in “All Resources”) for:
Below grade level
On grade level
Above grade level
Each list targets the same phonics pattern with varying complexity. Remember:
You do not need to assign all words
Select a manageable number (e.g., 10 words)
Ensure all targeted patterns are represented
Rethinking Spelling Assessments
To maximize impact:
Avoid:
If words do not align to a phonics pattern, they do not reinforce decoding instruction.
A Final Thought
Too often, encoding instruction fades as students move into upper elementary and middle school. However, spelling is not a primary-grade skill, it is a lifelong literacy tool.
By intentionally pairing decoding and encoding, we:
Most importantly, we equip students with the tools to become confident, capable readers and writers.
Extending the Work into Grades 6–8
In HMH Into Literature, explicit spelling instruction is not embedded in the same way it is in elementary curricula. This reflects a common assumption: by middle school, students have already mastered foundational decoding and encoding skills.
However, we know from both data and classroom experience that this is not always the case.
For students who continue to struggle, decoding and encoding cannot simply disappear, they must be intentionally reintroduced and reinforced.
Option 1: Whole Group Support
If you are noticing that foundational skills are a widespread need, consider integrating a short, consistent routine into your literacy block:
Add HMH Into Reading to your class via the platform:
Navigate to Home → Classes → Edit Class → Add Program
Select a Grade 3, 4 or 5 Into Reading course
Use the Foundational Skills lessons as a brief daily warm-up (10–15 minutes)
This approach allows you to:
Reinforce phonics patterns students may have missed
Rebuild decoding automaticity
Pair decoding with encoding in a structured way
These lessons can be used flexibly—whole group, or as a targeted mini-lesson to start your day.
Option 2: Small Group Intervention
If foundational skill gaps are not universal, small group instruction is the ideal place to address them.
While working with a targeted group:
Continue the reciprocal routine:
To support this:
Generate a short list (8–10 words) aligned to the phonics pattern
Use available tools, including AI supports like Microsoft Copilot, to quickly create word lists tailored to your lesson
Students can then:
Keeping the Focus on Transfer
This work is not about adding “one more thing”, it is about strengthening what already exists.
When students in grades 6–8 continue to develop encoding alongside decoding, they:
Improve accuracy in both reading and writing
Strengthen vocabulary retention
Build confidence with increasingly complex texts
Bottom line:
Even in middle school, the decoding–encoding connection remains essential. With small, strategic adjustments, we can ensure all students continue to build the foundational skills necessary for deep literacy success.
