Transcript Teaching Phonemic Awareness

Teaching Phonics
in the early grades
Day 1 Agenda
 Review terms re phonemic and
phonological development
 Define phonics and related terms
 Instructional practices and
recommendations
 Analytic vs. Synthetic instruction
Concepts Review
 Phonemic Awareness
 Phonological Development
 Phonemes
 Onset
 Rime
 Grapheme
What is Phonics?
 Phonics is the understanding that there
is a predictable relationship between
phonemes and graphemes, the letters
that represent those sounds in written
language
Photo from http:// www.reiptherewards.com
An essential part of the complex process of
learning to read involves learning the
alphabetic system, with consists of letter-sound
correspondences and spelling patterns, and
learning how to apply this knowledge in their
reading.
The National Reading Panel (NRP)
determined that effective reading
instruction includes…
1. Teaching children to break apart and
manipulate the sounds in words
(phonemic awareness),
2. Teaching them that these sounds are
represented by letters of the alphabet
which can then be blended together to
form words (phonics),
3. Having them practice what they've
learned by reading aloud with guidance
and feedback (guided oral reading)
4. Applying reading comprehension
strategies to guide and improve reading
comprehension.
Systematic phonics instruction consists of
teaching a planned sequence of phonics
elements, rather than highlighting elements as
they happen to appear in a text.
Good Teaching
 Children Need Cognitive Clarity About What
They Are Learning (what and why)
 Children Need to Become Engaged With What
They Are Learning
 Children Need Instruction That Is Multifaceted
and Multilevel
Cunningham, P.M. & Cunningham, J.W. (2002). In A.E. Farstrup & S.J. Samuels
(Eds.), What Research Has to Say About Reading Instruction (3rd ed., pp. 87–
109). Used with permission of the International Reading Association.
Phonics Instruction
 Children Need Phonemic Awareness But That’s
Not All They Need
 Children Need to Learn Sequential Decoding
But Not Necessarily Through Synthetic Phonics
Instruction
Synthetic Phonics
 Part to whole –building meaning from individual
sounds.
Synthetic Phonics
(Systematic)
 students are taught to link an individual
letter or letter combination with its
appropriate sound and then blend the
sounds to form words.
 students begin with letters and sounds
they know and the use those sounds to
create words
Analytic Phonics
(Systematic)
 students are first taught whole word units
followed by systematic instruction linking
the specific letters in the word with their
respective sounds.
 students start with words they know,
connecting the sounds in those words
with new words that use those sounds.
A Few Findings
 Children Need to Apply Phonics But Do Not
Need to Be Restricted to Highly Decodable Text
 Children Should Spend Most of Their
Reading/Language Arts Time Reading and
Writing
A Few Findings
 Phonics Should Be Taught Through a
Variety of Multilevel Activities That
Emphasize Transfer



Making Words
Using Words You Know
Reading/Writing Rhymes.
Next time: Phonics II
 Practice specific skills, adapting
instruction to students with special
needs, review a few lesson plans, and
explore resources for using technology
in phonics instruction.