Definition:
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Goal: |
Paired association between letters and the letter sounds they represent
Phonics is a method of teaching how to read and pronounce words by learning the sounds of letters, letter groups, and syllables. |
•Help children use the sound-symbol relationship to read and write words. •Provide children with carefully sequenced, systematic direct instruction
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Phonics Instruction
•Systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction.
•Systematic and explicit phonics instruction significantly improves kindergarten and first-grade children’s word recognition and spelling.
•Systematic and explicit phonics instruction significantly improves children’s reading comprehension.
•Systematic and explicit phonics instruction is effective for children from various social and economic levels.
•Systematic and explicit phonics instruction is particularly beneficial for children who are having difficulty learning to read and who are at risk for developing future reading problems.
•Systematic and explicit phonics instruction is most effective when introduced early (K or 1)
•Systematic and explicit phonics instruction significantly improves kindergarten and first-grade children’s word recognition and spelling.
•Systematic and explicit phonics instruction significantly improves children’s reading comprehension.
•Systematic and explicit phonics instruction is effective for children from various social and economic levels.
•Systematic and explicit phonics instruction is particularly beneficial for children who are having difficulty learning to read and who are at risk for developing future reading problems.
•Systematic and explicit phonics instruction is most effective when introduced early (K or 1)
Approaches to Phonics Instruction:
•Synthetic (explicit) phonics--Children learn how to convert letters or letter combinations into sounds, and then how to blend the sounds together to form recognizable words. Children have learned the letters m, a, n and the corresponding sounds /m/ /a/ /n/. They blend them to make the word man.
•Analytic (implicit) phonics--Children learn to analyze letter-sound relationships in previously learned words. They do not pronounce sounds in isolation. Children see and say the word man. The teacher tells the students that the letter m makes the beginning sound in man.
•Analogy-based phonics--Children learn to use parts of word families they know to identify words they don’t know that have similar parts. Children use their knowledge of key words such as must and ate to read the word frustrate.
•Phonics through Spelling--Children learn to segment words into phonemes and to select letters for those phonemes. Children learn to compare unknown words to words they already know. Children focus on phonics during writing experiences.
•Analytic (implicit) phonics--Children learn to analyze letter-sound relationships in previously learned words. They do not pronounce sounds in isolation. Children see and say the word man. The teacher tells the students that the letter m makes the beginning sound in man.
•Analogy-based phonics--Children learn to use parts of word families they know to identify words they don’t know that have similar parts. Children use their knowledge of key words such as must and ate to read the word frustrate.
•Phonics through Spelling--Children learn to segment words into phonemes and to select letters for those phonemes. Children learn to compare unknown words to words they already know. Children focus on phonics during writing experiences.
Activities Should Include:
Letter recognition: Students practice matching, identifying, and ordering letters in the alphabet ~ http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part1.pdf
Letter-sound correspondence: Students practice identifying and matching sounds to letters (initial, final, and medial) http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part2.pdf
Onset and Rime: Students practice identifying initial consonant and any consonants that follow it; then practice blending, sorting, and segmenting the onset and rime http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part3.pdf
Word study: Students practice sorting, blending, segmenting, and manipulating the sounds of letters in words and practice identifying high-frequency words http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part4.pdf
Syllable Patterns: Students practice blending and segmenting syllables in words http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part5.pdf
Morpheme Structures: Students practice blending compound words, roots, and affixes http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part5.pdf
Letter-sound correspondence: Students practice identifying and matching sounds to letters (initial, final, and medial) http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part2.pdf
Onset and Rime: Students practice identifying initial consonant and any consonants that follow it; then practice blending, sorting, and segmenting the onset and rime http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part3.pdf
Word study: Students practice sorting, blending, segmenting, and manipulating the sounds of letters in words and practice identifying high-frequency words http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part4.pdf
Syllable Patterns: Students practice blending and segmenting syllables in words http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part5.pdf
Morpheme Structures: Students practice blending compound words, roots, and affixes http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part5.pdf
phon_aware_handouts_2014_lit_1st_1.pdf | |
File Size: | 409 kb |
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