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Copy of Phonics presentation
Transcript of Copy of Phonics presentation
Definition of phonics:
The relationships between the sounds of a language and the letters used to represent those sounds. A way of teaching reading and spelling that stresses symbol sound relationships.
Types of Phonics:
Instructional Approaches to Teaching Systematic Phonics
Systematic Phonics - A planned, sequential set of phonic elements taught explicitly and systematically.
The goal is to enable learners to acquire the use of the alphabetic code.
Letter/Sound Correspondences Taught
Vowels (short and long)
Digraphs (oi, ea, ou, sh, ch, th)
Initial Blends (st, sm, bl, pr)
Final Stems (-ack, -end, -ill, -op)
R controlled vowels
Derived from the word "synthesizing" (putting together).
Convert letters into sounds and then blend the sounds to form recognizable words.
Currently known as explicit phonics
Avoids having children pronounce letters in isolation to figure out words.
Children are taught to analyze letter-sound relations by comparing unknown words to known words.
Ball to fall to call or name to game to same
Currently known as implicit phonics
Use sound-letter correspondences along with context cues to identify unfamiliar words encountered in text.
You teach phonics through real reading experiences by embedding phonics instruction into text reading.
Phonics mini-lessons before reading a text.
Associated with whole language approach.
You teach students to pronounce (or spell) a new word by making an analogy to a known word.
You focus on word families.
Using -ottle in bottle to read throttle.
Systematic phonics instruction, which begins in kindergarten and first grade, is showing greater reading achievement than other forms of phonics instruction.
This form of instruction produces desired outcomes in one on one, small group and whole group situations.
It is vital that systematic phonics instruction begins in kindergarten and continues strong in 1st grade and may continue through 2nd grade. These ages are the time when this phonics instruction has shown it’s greatest impact. As children progress through the grades phonics instruction is less viable because of other spelling expectations.
Word reading skills are greatly improved in lower grades by systematic phonics instruction
Students taught with systematic instruction outperformed children taught by nonsystematic instructional procedures
Phonics should never be a total reading program and it should not become the dominant portion of the program
Teachers teaching with systematic phonics instruction must keep the “end” in mind! Children need to know why letter sounds are so important and how they can apply this knowledge
Active ingredients for systematic instruction
-Major letter sounds including short and long vowel sounds and digraphs
-Techniques and activities used to teach phonics must motivate the learner to learn and the teacher to teach
-Text in these books match what the students are currently learning through phonics instruction and give them the opportunity to practice what they have learned and feel some success
Teacher Resources for Phonics
(has flashcards and other forms for phonics)
Games for Phonics
Has videos, games and stories
Online activity for phonics
Other phonics articles or books
Has games, articles and lesson ideas
This site has links to many other teacher sites
Words Their Way by Francine Johnston, Marcia Invernizzi, Donald R. Bear, and Shane Templeton
Making Words by Patricia M Cunningham and Dorothy P Hall
Phonics They Use, Patricia Cunningham
Systematic Sequential Phonics Instruction, Patricia Cunningham, Carson-Dellosa Publishing Company
Rime Time-Building Word Families with Letter Tiles, Joan Westley, Primary Concepts
Month-By-Month Phonics, Dorothy Hall & Patricia Cunningham
All Sorts of Sorts, Sheron Brown