Transcript Chapter 4 Teaching Phonics, High Frequency Words, and

Chapter 6: Phonics
Teaching Reading Sourcebook
2nd Edition
Effective Phonics Instruction
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Develops an understanding of the Alphabetic
Principle;
Incorporates phonemic awareness;
Provides sufficient practice in reading words;
Leads to automatic word recognition;
Is only one part of a comprehensive reading
program.
Systematic and Explicit
Phonics Instruction
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Systematic phonics: teaching sound/spelling
relationships in logical instructional sequence
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newly introduced skills built on existing skills
tasks arranged from simplest to most complex
Explicit phonics: concepts are clearly
explained and skills are directly modeled
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requires overt explanation of tasks to students
requires less inference/discovery by students
See example of Explicit Phonics Sequence chart on page 175.
Approaches to Phonics
Instruction
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Synthetic-explicit
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Analogy instruction
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using phonograms (rime) to identify words
Analytic
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blending individual sounds into words
identifying word patterns without blending
individual sounds
Embedded
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implicit instruction in context of authentic reading
and writing experiences
Effective Instructional Techniques
for Explicit Phonics
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Model “I do it”
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Lead “We do it”
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explicit clear example
monitoring student response
corrective feedback immediately: stop and model
correct response for whole group
pacing to keep students actively engaged
signaling when students are to respond in unison
Check “You do it”
Phonics Scope and Sequence
for Reading Programs
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Begin with the most common sound/spellings.
High-utility sound/spellings should be introduced
early.
Sequence moves from simple to complex.
Letter/sounds introduction enables words to be
formed and read as soon as possible.
Sounds of letters that are easy to pronounce and
blend should be introduced first.
Instruction of letters having similar sounds and
shapes should be separated.
See Scope and Sequence of Phonic Instruction on page 178.
Decoding Regular Words
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Regular words are words in which each letter
represents its most common sound.
Approximately 50% of English words are completely
regular.
Struggling readers need explicit instruction in
sounding out words orally and gradually moving to
automatic recognition.
Blending routines include: sound-by-sound,
continuous, whole word, and spelling focused.
See the Blending Routines chart on pages 181-182.
Decodable Texts
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Decodable text provides opportunities for
beginning readers to
 build confidence in reading;
 apply what they learn in phonics instruction;
 build automaticity and fluency.
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Decodable text is controlled text that provides
 reading practice with phonic elements that have
been previously taught;
 high frequency words and irregular words;
 story words that may not be phonetically
connected.
Phonogram Instruction
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Phonogram or analogy phonics instruction builds on
knowledge from systematic, explicit instruction in
sound/spelling correspondences.
Although never the sole focus of early reading
instruction, phonograms (word families) should be
part of phonics instruction.
Knowing phonograms helps students move from
blending individual phonemes to more advanced
decoding of chunks of words.
Word Work
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Word work helps make the abstract concepts
of decoding and encoding more concrete.
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Word sorting: Students categorize words/pictures
according to their phonetic characteristics.
Elkonin boxes with letters: Students match letters
to sounds in letter boxes to make words.
Word building: Words are changed by
substituting, inserting, or deleting letters.
Dictation: Provides practice writing words that
contain patterns taught in phonics lessons with
sound-by-sound or whole word methods.
Phonics Research
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Systematic phonics instruction is more effective in
teaching children to read than non-systematic
phonics or no phonics instruction.
Phonics instruction exerts its greatest impact on
Kindergarten and first grade.
Phonics instruction increases the ability to
comprehend text for younger readers and older
readers with disabilities.
Systematic phonics instruction is effective in
preventing reading problems in at-risk students, and
it is effective in helping students overcome reading
difficulties.
When to Assess and Intervene
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Phonics assessment for beginning readers focuses
on the Alphabetic Principle; decoding automaticity is
measured in a context-free assessment of rate of
single word reading.
Beginning readers, non-readers, or very weak
readers need intervention in basic phonics and
phonemic awareness.
Older struggling readers need instruction
assessment in word attack skills; assessment data
is crucial to identify their skill gaps.
Assessment and intervention for older readers
should go beyond simple phonics.
Phonics assessment includes screening, progress
monitoring and diagnostics.