Phonics Instruction

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Phonics Instruction
Best practices and exemplary models of systematic
phonics instruction for first and second grades.
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What do you know about Phonics?
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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

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

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

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What is systematic phonics instruction?

• Contains two important parts
• 1. Scope- content of phonics instruction- letter
  sound correspondences exb /b/, e /e/, e/ e/
• 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

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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.

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Therefore

• Explicit, and systematic phonics instruction
  should be
• Systematic
• Direct and precise
• Engaging and responsive
• Based on individual needs

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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)

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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)

ENDURING UNDERSTANDING ESSENTIAL QUESTIONS BENCHMARK INDICATORS ASSESSMENT INSTRUCTIONAL EXAMPLES DIFFERENTIATING INSTRUCTION
Phonics Readers use strategies to problem solve unknown words. What do need to know about words and sentences to help me read and write? Uses initial sounds and begins to use final sounds to decode Begins to recognize and use short vowel sounds to decode (CVC) Click here for lesson idea Begins to decode words with letter combinations such as consonant digraphs (e.g. th, ch) Click here for lesson idea Uses known words or common rimes to decode by analogy Click here for lesson idea Using the student profile will identify student behaviors during shared reading, guided reading, and writing centers Running Records Phonics Inventory Making Words Sorting words by patterns Utilizes word wall Guess the Covered Word in shared reading When planning instruction think about how to Make the abstract concrete Identify one teaching point and stick to it Vary the pace Use the Gradual Release model (I do, We do, You do) Use the information collected from the students interest inventory Vary the group setting i.e. whole group, small group, paired, and working individually
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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)

ENDURING UNDERSTANDING ESSENTIAL QUESTIONS BENCHMARK INDICATORS ASSESSMENT INSTRUCTIONAL EXAMPLES DIFFERENTIATING INSTRUCTION
Phonics Readers use strategies to problem solve unknown words. What do I need to know about words and sentences to help me read and write? Uses initial and final sounds to decode Begins to use medial sounds and inflectional endings to decode Click Here for Lesson idea Uses short vowel sounds to decode (CVC) Begins to use long vowel sounds and y as a vowel to decode (CVCE) Click Here for Lesson idea Decodes words with letter combinations such as consonant digraphs (e.g. th, ch) Begins to decode words with letter combinations such as blends and special vowel patterns (Word Study Guide) Reads one-syllable words fluently Uses known words or common rimes to decode by analogy Using the student profile will identify student behaviors during shared reading, guided reading, writing and in centers Running Record Phonics Inventory Making Words Sorting words by patterns Utilizes word wall Guess the Covered Word in shared reading Guided Reading Interactive Writing /Individual Pupil Response When planning instruction think about how to Make the abstract concrete Identify one teaching point and stick to it Vary the pace Use the Gradual Release model (I do, We do, You do) Use the information collected from the students interest inventory Vary the group setting i.e. whole group, small group, paired, and working individually
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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

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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
  youve 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.