Transcript Chapter Title - Emerson Alternative High School

Chapter 6—Phonics
The aim of phonic instruction is to help children acquire
alphabetic knowledge and use it to read and spell words.
-EHRI 2004
Kendra McLaren
Doug McLaren
Table of Contents
• What?
– Slides 3-7
• Why?
– Slide 8
• When?
– Slide 9
• How?
– Slides 10-14
• Conclusion
– Slide 15
Click on ‘Slide’ to link
Quality Phonic Instruction
• Understand Alphabetical Principles
– Ability to decode words
• Incorporate Phonemic Awareness
– Introduce individual sounds and spellings
• Provide Sufficient Reading Practice
– Learning to read words
• Automatic Word Recognition
– Decode words quickly
• Part of Comprehensive Reading Program
– Phonics need to be used with vocabulary and comprehension
Table of
Contents
Approaches to Quality Insruction
• Synthetic
– Letters → Sounds → Recognizable Word
• Analogy
– Using rimes of familiar words to identify and learn new words with
the same rime
• Analytic
– Using medial sound of familiar words to identify and learn new
words with same medial sound
• Embedded
– Using context, pictures, familiar word parts, and first/last letters of
words
Table of
Contents
Instructional Techniques
Sequence for Teaching Phonics
MODEL
LEAD
•Single consonants & short vowels
•Consonant digraphs
•Long vowels with silent e (CVCe)
•Long vowels at end of words/syllables
•Y as a vowel
•R control vowels
•Silent consonants
•Vowel digraphs
•Variant vowel digraphs and dipthongs
Presentation Techniques
•Corrective Feedback
•Monitor Students
•Pace Students
•Signal Students
CHECK
Table of
Contents
Decoding
• Blending Routines pp 181-182
–
–
–
–
Sound by Sound
Continuous
Whole Word
Spelling Focused
d
d o
d o g
Table of
Contents
Word Work
• Word Sorting
– Calling attention to word elements pp 188
• Elkonin Boxes
– Segment words into sounds (manipulative)
• Word Building
– Experiment changing one letter of a word
• Dictation
– Sound by sound or whole word
Table of
Contents
Why Phonics?
English is an alphabetic language; thus, knowing
how written letters represent spoken sounds gives
readers a systematic method of reading
unfamiliar words when they are encountered in
text.
Phonics is a means to aid in fluent reading and
writing.
Table of
Contents
When to Teach
• Phonics should be implemented during
Kindergarten and 1st Grade when it exerts the
greatest impact.
• Use frequent assessment to ensure that phonic
instruction is appropriate. Phonic instruction
should change as students’ skills develop.
• When older students do not receive phonic
instruction, they struggle greatly. Remediation is
much more difficult than early instruction.
Table of
Contents
Phonic Instruction
Strategy
•Letter-Sound
Review
•Review with students
that some letter names
can help to learn the
letter sounds.
Exceptions to this are:
h, y, w. Using pictures
is a great way to learn
these letters.
Teach/Model
•1.Connect picture to
letter sound 2. Copy
picture 3. Trace letter
and make into picture
4. Write letter and
connect to picture
name For example a
house for the letter h.
Follow-Up
•Before
introducing a new
sound, follow the
same steps as a
review.
Table of
Contents
Phonic Instruction
Consonant
Digraphs
two letters making one sound
Short
Vowels
•Phonemic Awareness-display picture card with target
sound
•Teach/Model-print letters on board, say letters, model
sound, students repeat
•Guided Practice-teacher says words with digraphs,
students discriminate initial/final sounds of words
•Word Work-students use picture cards to discriminate
initial/final sounds
•Sound/Spelling-students identify sounds from digraph
chart
•Phonemic Awareness-students identify how many sounds
are in spoken words
•Teach/Model-print vowel on board, say letter, model
sounds, students repeat
•Guided Practice-teacher says words with vowel sound,
students discriminate initial/medial sound of words
•Word/Work-students use picture cards to discriminate
initial/medial sounds
•Sound/Spelling-students identify vowel sounds from letter
chart
Table of
Contents
Phonic Instruction
CVC
Consonant Vowel Consonant
CCVC
Consonant Consonant Vowel
Consonant
•Phonemic Awareness-matching letter cards to
teacher led pictures for initial sound
•Teach/Model-model/lead/check sound by sound
blending
•Word Work-Elkonin Boxes with letters
•Example: m-a-p Teachers says word, we all
identify sounds in word, teacher puts m in first box
as sound is recognized by students; repeat with
remaining sounds/letters
•Phonemic Awareness-utilize ‘Say-It/Move-It’
boards to practice blending
•Teach/Model-model/lead/check continuous
blending
•Word Work-sound by sound dictation for
automaticity using white boards (print words)
•Example: s-l-a-m Teacher says words, we all blend
word, students write word, we all say and spell
word
Table of
Contents
Phonic Instruction
CVCe
Consonant Vowel Consonant
followed by final e
Vowel
Combinations
•Phonemic Awareness-use picture cards to identify
if word has long or short vowel sound
•Teach/Model-mode/lead/check whole word
blending
•Word Work-students build words on white board
then change one consonant to make new word
(vowel/final e stays same)
•Example: mate→ make→ male→ sale→ save
•Phonemic Awareness-use letter cards to show
relationship between the letter name and vowel sound
in words
•Introduce-vowel combination
•Teach/Model-model/lead/check spelling-focused
blending
•Word Work-whole word dictation
•Example: teacher says word, students repeat, we all
blend word, students print word, teacher writes word
on board
Table of
Contents
Phonic Instruction
Phonograms
Nonlinguistic term for rime
Reading
Decodable
Text
•Phonemic Awareness-students substitute one sound
for another to make new word (sock-lock)
•Introduce-write on board and describe
•Onset-Rime Blending-use magnetic letters to
identify letter patterns (might-sight)
•Word Work-students select phonogram and build
as many words as they can by adding onset to
phonogram
•Books or passages where most words are decodable
•Irregular Words-review previously taught irregular
words
•Example:
•Introduce book-identify title, author, illustrator and
browse book
•Read one page at a time as a whole group (whisper or
choral read)
•Students take turns reading
Table of
Contents
Conclusion
• Phonic instruction is vital to help students learn to
read and spell words.
• Introduce to young students. Focus should be on
Kindergarten and 1st Grade.
• Model, lead, and check to ensure instruction is
appropriate and students are progressing.
• Phonic instruction does not need to be boring.
Keep it brisk and to the point. Make it fun for the
teacher and the students.
Table of
Contents