Tara Bauman
Phonics Summary
Phonics is the understanding that graphemes may combine together to make a variation of sounds. Matching units of sounds to letters is the beginning of phonics and needs to be taught in a systematic way for students to make deep connections and apply them within the proper reading frequencies.
Vocabulary Terms
Phonics/ Word Identification: Teaching the relationship between letters of the written language and the individual sounds in reading and writing
Phoneme: Any distinct units of sound in a specified language that distinguishes one word from another
Alphabetic Principle: Letters and combinations of letters are the symbols used to represent the speech sounds of a language based on systematic and predictable relationships between written letters, symbols, and spoken words.
Consonant Blend: Groups of two or three consonants in words that makes a distinct consonant sound
Ex. spl, bl
Digraph: a combination of two letters representing one sound
Ex. ph, ey
Homophones: Two or more words having the same pronunciation but different meanings, origins, or spelling
Diphthongs: A sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another
Ex. oi, ou
Onset: The initial consonant or consonant blend
Rime: The vowel and any final consonants.
Morphemes: smallest meaningful unit of language
Ex. 3 morphemes: un/grate/ful
Etymologies: The origin of a word and the historical development of its meaning
Clusters: Three letters that you can hear all the sounds of
Ex. String
Schwa: Unaccented syllable vowel sound
Ex. Teacher: er=ur
Blends: Two letters that you can hear all sounds of
Ex. Blends
Different Approaches To Phonics
Synthetic phonics:
-Learning hot to convert letters or letter combinations into sounds
- Then how to blend the sounds together to form recognizable words
Analytic phonics:
- Learning to analyze letter-sound relationships in previously learned words
- Students do not pronounce sounds in isolation
Analogy-based phonics:
- Learning to use parts of words families they know to identify words they don't know that have similar parts
Phonics through spelling:
- Learning to segment words into phonemes
- Making words by writing letters for phonemes
Embedded phonics:
- Student are taught letter-sound relationships during
Phonics Generalizations
“C” generalization
-Followed by a, o, or u= /k/ “hard”
-Followed by e, i, or y = /s/ “soft”
“G” generalization
-Followed by a,o, or u = /g/ “hard”
-Followed by e, i, or y = /j/ “soft”
Orthography Stages
Stage 1: Emergent Stage
Age: 3-5 years old
- Scribbles, letter, and letter-like forms together but don't associate the marks that make with any specific phoneme.
- Begin the stage without knowing which way to right
- End stage having a basic understand for directionality
- Use both upper and lowercase letter (preference to uppercase letters)
- End of stage students are starting to understand that letters represent
sounds in words
Stage 2: Letter Name- Alphabetic Spelling
Age: 5-7 years old
- Learn to represent phonemes in words with letters
- Develop an understanding of alphabetic principle
Early Stage 2:
- Spelling represents only the most prominent features in words
- Students use only a couple letters to represent entire word
Ex. D = Dog, KE = Cookie Still mainly in capital letters
Middle Stage 2:
- Use most beginning and ending consonants and include a vowel in with most syllables
Ex. lik = like, bed = bad
Stage 3: Within-Word Pattern
Age: 7-9 years old
- Begin spelling most one-syllable short-vowel words
- Learn long-vowel patterns and r-controlled vowels
- May confuse spelling patterns
Ex. meet and mete
- Learn complex consonant sounds (-tch, -dge)
- Learn less frequent vowel patterns oi, oy, au, aw, ew, ou, and ow
- Students become more aware of homophones
- Compare long and short vowel combinations
Stage 4: Syllables and Affixes Spelling
Age: 9-11 years old
- Students use their knowledge of one-syllable words and apply it to multisyllabic words
- Learn about inflectional endings (-s, -es, -ed, -ing)
- Learn rules about:
- Consonant doubling, changing final y to i, or dropping the final e
- Introduced to common prefixes and suffixes
Stage 5: Derivational Relations
Age: 11- 14 years old
- Explore relationships between spelling and meaning
- Learn that words related in meaning are related in spelling
Ex. Wise-wisdom, sign- signal
- Focus is morphemes
- Learn about Greek and Latin root words
- Examine etymologies
Word Study Techniques for primary students
-Sort pictures and objects according to concepts or initial sounds
-Encourage memory reading of familiar texts
-Encourage finger pointing while reading
-Learn names and sounds for the letters of the alphabet
-Encourage invented spelling
Word Study Techniques for Intermediate Students
-Begin using a word study notebook
-Sort by short and long vowel sounds and patterns
-Study r-controlled vowels
-Study less common vowels and dipthongs
-Study homogaphs
-Review consonant blends and digraphs and expand on them
Artifact
Phonics/Decoding Bookmark
Retrieved From:
https://sites.google.com/site/worddecoding/what-is-decoding/phonics-decoding-strategy
Phonics and Word Identification Instrucional Strategies
Picture Word Sort
Students get a baggy of cards with pictures on them. Students would then say the word out loud to determine what sounds are in the word. Then student would sort card by their similarities and differences. Cards can have specific categories otherwise student can come up with them.
Rimes
Student would learn about word families to help them with their spelling and also word recognition. Ex. cat, -at, rat—cat. This can help students especially at the early levels who have a hard time with reading and this strategy would really engage the students.
Sounding Out Words
In this strategy students would sound out words from left to right, stretching out the word, and segmenting it. This helps students learn to decode words and segment them before they learn to blend the words.
Word Toss
Make solo cups with words identification sorts (Ex: diagraphs and blends). Students would then throw a chip and whatever cup it lands in, the student would have to create a word using that blend.
Word Wall
Word walls can be set up throughout the classroom and kept up after each lesson. When putting up the words they can be sorted, clusters or word families. This is a great tool for students to not only be reminded but to recognize later in the year.
Phonics and Word Identification Website and Applications
Children Books and Reading is website that allows for teachers or parents to develop activities and games that children can play to develop word recognition. This website shows step by step instruction explaining how to play each game. I would incorporate this into lessons and also try to get parents involved by having parents/students play outside of the classroom to develop my students phonics and word identification.
PocketPhonics
PocketPhonics is an app that teaches phonic awareness and word identification. When a student would identify a phoneme, they first would say it, they would be asked to write it, and then they have to use it in a word. Students are then rated on how well they did and are given stars. This app is helpful to not only to students to expand their knowledge but also teachers are able to monitor the students’ progress on the app.
iSpy Phonics
iSpy Phonics is exactly what the name says. The students are able to play iSpy and learn different phonics components while doing it. During this game, students are to match phonic sounds with letters by using different pictures, illustrations, and are also required to say it out loud. iSpy helps students identify letters and their phonic sound
Phonics Awareness
Phonics Awareness is an app created based off the Common Core Standards. This app allows for students to differentiate between long and short vowel sounds in spoken words and helps students state words by blending phonemes. I would introduce this app in my classroom after my students had a basic understanding of phonics. This app is great for students who are moving on from just hearing sounds to then putting a letter to a sound.