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Teaching Phonics

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

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Teaching Phonics

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  1. Teaching Phonics in the early grades

  2. Day 1 Agenda • Review terms re phonemic and phonological development • Define phonics and related terms • Instructional practices and recommendations • Analytic vs. Synthetic instruction

  3. Concepts Review • Phonemic Awareness • Phonological Development • Phonemes • Onset • Rime • Grapheme

  4. 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

  5. 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.

  6. The National Reading Panel (NRP) determined that effective reading instruction includes…

  7. 1. Teaching children to break apart and manipulate the sounds in words (phonemic awareness),

  8. 2. Teaching them that these sounds are represented by letters of the alphabet which can then be blended together to form words (phonics),

  9. 3. Having them practice what they've learned by reading aloud with guidance and feedback (guided oral reading)

  10. 4. Applying reading comprehension strategies to guide and improve reading comprehension.

  11. Systematic phonics instruction consists of teaching a planned sequence of phonics elements, rather than highlighting elements as they happen to appear in a text.

  12. 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.

  13. 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

  14. Synthetic Phonics • Part to whole –building meaning from individual sounds.

  15. 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

  16. 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.

  17. 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

  18. 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.

  19. 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.

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