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Phonics Instruction

Phonics Instruction. Best practices and exemplary models of systematic phonics instruction for first and second grades. What do you know about Phonics?. By the end of this presentation you should be able to understand:. Explicit, systematic phonics

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Phonics Instruction

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  1. Phonics Instruction Best practices and exemplary models of systematic phonics instruction for first and second grades.

  2. What do you know about Phonics?

  3. By the end of this presentation you should be able to understand: Explicit, systematic phonics The importance of explicit, systematic phonics instruction What explicit systematic phonics instruction looks like

  4. “Recent research suggests that the most effective phonics instruction is planned, sequential, explicit, and systematic.” (NICHD, 2000; Stahl, Duffy-Hester, & Stahls, 1998)

  5. Gradual Release Model You Do Independent Application We Do Guided Instruction I Do Explicit Instruction

  6. What is phonics? • A system for encoding speech sounds into written symbols. • The relationship between letters and sounds, and how to use this system to recognize words. (Decoding) (Adams 1999, Harris and Hodges, 1995, Stahl, Duffy-Hester, and Stahl 1998)

  7. What is systematic phonics instruction? Contains two important parts: 1. Scope- content of phonics instruction- letter sound correspondences ex:b /b/, e /ē/, e/ ě/ 2.Sequence- the order for teaching letter-sound correspondence * *See CCPS Curriculum framework for grades one and two Grade 1 Framework.doc grade 2 framework.doc

  8. What is explicit phonics instruction? The term explicit is the lesson delivery. If the lesson is explicit, then the teacher tells the children directly what he or she is trying to teach.

  9. Therefore… Explicit, and systematic phonics instruction should be: • Systematic • Direct and precise • Engaging and responsive • Based on individual needs

  10. Why is explicit, systematic instruction important? Research tells us that an early and systematic emphasis on teaching children to decode words leads to better achievement than a later or more haphazard approach. (Adams, 1990; Chall, 1989, 1996) Further, being able to decode words is necessary for children to become independent word learners and thus be able to develop as readers without teacher assistance. (Share, 1995)

  11. Lesson Seeds GRADE 1/QUARTER 1 STATE STANDARD/BENCHMARK: Phonics/Graphophonic: Students will apply their knowledge of letter sound relationship and word structure to decode unfamiliar words. (comprehension at the word level)

  12. Lesson Seeds Grade 1/Quarter 2 STATE STANDARD/BENCHMARK:Phonics/Graphophonic: Students will apply their knowledge of letter sound relationship and word structure to decode unfamiliar words. (comprehension at the word level)

  13. Glossary of Terms Definitions from The Literacy Dictionary: The Vocabulary of Reading and Writing. Theodore Harris and Richard Hodges, Editors 1995 ISBN 0-87207-138-3 Published by the International Reading Association Insert savage info Click on the icon below to go to the glossary

  14. Guiding Questions Think Abouts… • How did what you hear today validate what you are already doing in your classroom? • What changes could you make to incorporate what you’ve learned about explicit, systematic instruction? • Using the profile, select an indicator to develop an explicit phonics lesson that you will use with your students in the near future.

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