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PHONICS

INSTRUCTION
Kayla Burdette
What is Phonics?
◦ Phonics refers to the relationship between letters and their sounds.

◦ Phonics is important because it helps teach children how to read and spell.

◦ Phonics should be taught systematically to maximize its effectiveness.


How are Words Read?
◦ Words are read in different ways
◦ Predicted – students use context and some decoding

◦ Sounded out – students use each sound in the word to decode the word

◦ Chunked – students use bigger or known parts to decode the word

◦ Read by analogy – students notice that a word looks like another word

◦ Recognized – students know the word as soon as they see it (mostly sight words)
Stages in Reading Words
◦ Pre-alphabetic Stage
◦ Students use non phonemic features of words to distinguish it from other words

◦ Partial Alphabetic Stage


◦ students few letter sounds to decode a word

◦ Full Alphabetic Stage


◦ Students use all of the letters to decode a word

◦ Consolidated Alphabetic Stage


◦ Students consolidate and process more complex words
Basic Principals of Phonics
◦ Phonics must teach students skills to decode unknown words

◦ Only the phonics skills needed should be taught


◦ If a student can read above grade level, then they do not need grade level phonics
instruction

◦ Phonics skills being taught should be seen by students soon


◦ If skills cannot be practiced soon, the phonics instruction is ineffective
Differentiation
◦ Students should be assessed to decide what skills they need to be taught
◦ Not all students need to be taught from the very beginning

◦ Phonics should not be taught whole group


◦ Classrooms have a wide range on phonics skills and not all students will be able to
get what they need

◦ Phonics should be taught in small group settings to ensure that all students get exactly
what they need
Phonics Elements
◦ Consonants
◦ There are 25 consonant sounds (including digraphs)
◦ Blends – clusters of letters made up of two or three letters
◦ Vowels
◦ There are about 16 vowel sounds
◦ Each vowel has several sounds – long, short, or other vowel teams (such as ai)
◦ Each vowel has two to four sounds
◦ Onsets and Rimes
◦ An onset is the consonant(s) before the rime
◦ A rime is the vowel sound and any other consonants that follow the vowel
Approaches to Teaching Phonics
◦ Analytic – consonants are not taught in isolation because their sounds could be
distorted (schwa sound may be added)

◦ Synthetic – words are decoded by each of the sounds


◦ A student may sound out cap as /c/ /a/ /p/

◦ Whole-to-Part
◦ Teacher presents the skill before teaching the skill through shared reading

◦ Embedded or Systematic
◦ systematic – phonics is taught in a logical sequence
◦ Embedded - phonics is taught as needed
Teaching Consonants
◦ Initial consonants should be taught first
◦ Letter-sound relationships should be taught directly
◦ Books can be used to teach insatiable consonants
◦ Word sorts can also reinforce student understanding of letter-sound relationships
◦ Final Consonants
◦ Taught the some way as initial consonants, but teach that they go at the end of a
word
◦ Can be taught while working with word families (-at)
◦ Consonant Blends
◦ Teachers should begin by teaching s blends because they are easier to hear
◦ Blends can be difficult for students to segment and may need more work with
phonemic awareness
Teaching Vowels
◦ Word-building approach
◦ Vowels can be taught using rimes and word parts (-ag, -et, it)
◦ After being presented as a whole, rimes can be broken down into their individual sounds

◦ Vowels should be taught early


◦ Vowels can be taught after students have learned only a few consonants
◦ If students have been taught word patterns such as –at, they can begin spelling words such as
cat
◦ This will need to be taught with plenty of guidance

◦ Teaching paterns
◦ Vowels occur in consonant-vowel-consonant (CVC), consonant-vowel (CV), final e (long vowel
sound), and vowel digraph (long vowel sound usually)
Vowels Patterns
◦ The CVC pattern is the easiest to teach and s usually taught first

◦ Final e words can be a big hurdle for som students


◦ It takes a higher cognitive ability to process
◦ Teaching the final e pattern may take more effort and creativity

◦ Vowel graphs are usually taught after the final e pattern


◦ It may get confusing for students to spell words because there are different vowel patterns that
represent a vowel sound
Reinforce Vowel Patterns through
Reading
◦ Students can read nursery rhymes that focus on a specific vowel pattern
◦ Word walls can be used as a dictionary for students when they need to spell a word
◦ The word should be introduced before the work is placed on the word wall
◦ Secret Messages
◦ Onsets can be substituted in words create a new word (he to we)
◦ Secret Word
◦ A riddle is given for the students to figure out the secret word
◦ Making Words
◦ Students are given a word and they use letters to spell out the word
◦ Students can also be asked to change certain sounds in words to make a new word
◦ Students can also be asked to add letters to words
Phonics Strategy Instruction
◦ There are three decoding strategies that students can use
◦ Pronounceable Word Parts
◦ A student looks for known parts in a word they are struggling to read. They can cover up the known part
and look to see if they can decode the rest of the word.
◦ Analogy Strategy
◦ This is a skill a student can try if they cannot find a known part in a word. In this strategy, a student
compares an unknown word to a word he or she does know.
◦ Context
◦ In this strategy, students use the words they know and what they know is happening in a story to identify
an unknown word. Although they cannot read the word, they can use the context to fill in the missing
parts.
Supporting Phonics with Decodable
Readers
◦ Decodable readers only have phonics elements that have been taught

◦ Most of the words in a decodable reader can be sounded out, but there are also
known sight words in the text

◦ Predictable books can be read in addition to decodable readers to give students a


sense of confidence and love for reading

◦ It is important for teachers to be flexible


◦ Not all strategies work for all students
Teaching Phonics to ELLs
◦ Teaches must know the abilities of their students in their mother language

◦ Teachers must know the similarities and differences between the student’s mother
language and English

◦ Teachers needs to understand that not all sounds in a student’s native language are
present in English and vise versa

◦ Students’ phonics should be monitored consistently

◦ Just like in English, books should be chosen based on the skills that are being taught
References

◦ Clay, M. M. (2014). By different paths to common outcomes: Literacy teaching and


learning. Aukland, New Zealand: Global Education Systems (GES).

◦ Gunning, T. G. (2016). Creating literacy instruction for all students. Ninth Edition. Pearson
Merrill Prentice Hall.

◦ http://www.pbs.org/parents/education/reading-language/reading-tips/phonics-
basics/

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