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Phonics Instructional Strategies (Part 3)
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Phonics Instructional Strategies (Part 3)


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  • Dictated sentences can result from a small group activity where the students discuss a topic and them come up with a sentence, we will call it a story, that the teacher writes on a large sentence strip. The story will then be cut apart, mixed up, and then reassembled by the students. As you write the story on the strip, students can help by listening for the sounds that you will write, clap syllables of words to see how big the word will be, and monitoring to see if it looks right. Many of the slides in this power point have sound which will be represented by the megaphone icon at the bottom of the slide. After the audio portion of each slide, please pause the Power Point to read the slide.
  • As an example, this is a “story” that my little grandson, Sean, might have said.
  • The child can reassemble the story until the process is automatic.
  • Often children will come to words they do not know how to write. It is helpful if the teacher says the word slowly and models for the child the distinct sounds in the word. /w/e/t/ Having children say a word slowly helps them to hear the different sounds in the word.
  • Sound boxes can be used to demonstrate the sounds of the word. If the word is a three sound word, have a box with three squares. If four, have four. Guide the child to write a letter for each sound, and provide the sounds they do not hear. (This activity should be used for students who have phonemic awareness and have already used the sound boxes with markers as we discussed earlier.)
  • As children progress in their use of sound boxes, you can use boxes to help students with more complicated phonetic patterns. In the case of a silent /e/, there would not be a box, since the /e/ is silent. The child can be directed to write the sound at the end of the boxes.
  • In the case of two letters making one sound, the two letters are put in one box, as they represent one sound. (Each box is a sound.) Later, you can draw a dotted line in the box with two letters and this will be a cue for the child, letting him/her know that there are two letters for that sound. These boxes take modeling and guided practice.
  • I use 1” correction tape (that my students labeled “band-aids”, since they cover up “boo-boos”) to cover up student’s errors as they write their stories. This way they can re-write the word the correct way on the correction tape. It eliminates holes in the paper from erasers and it gives the teacher a record of the child’s attempts at a word. Continue to part 4 of the Phonics Instructional Strategies Power Point.
  • Transcript

    • 1. Dictated Sentences
      • Reading/Writing connection
      • Hearing and recording sounds in words
      • Hearing syllables in words (clapping syllables)
      • Phonemic analysis
      • Assembling cut-up stories
      • Reading Recovery: A Guidebook for Teachers in Training , Marie M. Clay, 2006
    • 2. Assembling Cut-up Stories
      • The child is learning:
          • One-to-one correspondence of printed and spoken words
          • Directional movement
          • Sequencing
          • Monitoring/checking strategies
          • Searching for visual cues
          • Breaking oral language into segments
          • Self correcting
    • 3. The sand is wet. 
    • 4. The sand is wet.
      • The sand is wet.
      The wet. sand is
      • The child tells the story.
      • The teacher helps the child write the story.
      • Teacher writes story on a sentence strip as child watches.
      • The words of the story are cut apart.
      • The teacher mixes up the words.
    • 5. The sand is wet. The sand is wet.
      • The child reassembles the story.
      • One-to one correspondence
      • Directional behaviors
      • Checking and monitoring behaviors
      • Breaking oral language into segments
    • 6. Hearing sounds in words
      • Model saying the word slowly
      • Exaggerate the sounds in the words, articulating each sound naturally
      • Guide the child to say the word slowly
      • w e t
    • 7. Sound Boxes w t e
      • Teacher says,
      • What is the first sound you hear? What letter makes that sound?
      • What is the next sound you hear? Can you write that?
      • What is the last sound you hear? Can you write that?
    • 8. Sound Boxes e  p n i p n i
    • 9. Sound Boxes for 2 vowel words  f t e e f t e e
    • 10. Guidelines for Sound Boxes
      • Use only one syllable words initially
      • Select words that are conceptually familiar to young children
      • Choose words that are phonemically regular so that all of the stretched words can be distinctly heard
      • Words with silent letters, two vowels, blends, are the most difficult
      • Using Sound Boxes Systematically to Develop Phonemic Awareness . P. McCarthy, The Reading Teacher, December 2008.
    • 11. 1 “ correction tape 