4. An integral approach to explicit reading instruction….. is essential to
provide relevant learning connected to other experiences.
What do researches tell us ……..
The “BIG SIX” Components of READING
Oral
Language
Phonological
Awareness
Phonics
Vocabulary
Fluency
Comprehension
The ‘Big
Six’ of
Reading
7. Phonics
•Phonics is a method of instruction that helps
children learn and be able to use the
alphabetic principle – the concept that words
are made up of letters, and letters represent
sounds.
Phonics instruction does this by teaching
children to decode words by sounds –
showing them how to make connections
between the letters of written texts
(graphemes, or letter symbols) and the
sounds of spoken language.
https://readingeggs.com/about/phonics/
8. Phonics
Phonics involves the relationship between
sounds and their spellings.The goal of
phonics instruction is to teach students the
most common sound-spelling relationships
so that they can decode, or sound out,
words.
This decoding ability is a crucial element in
reading success.
https://readingeggs.com/about/phonics/
12. Connect: Oral and Phonological
Awareness (word awareness)
What is you name?
My name is Rosalina.
Phonics- involves recognizing the relationship
between letters and sounds
13. Why are phonics important?
•Phonics allows children to be able to learn words
they have never seen before by sounding out the
word letter by letter.
•When children learn to read a word by sight it
means that they will be able to remember how to
pronounce that word when they see it again. But
if they see a word they don’t recognize they won’t
have the skills needed to decode how to
pronounce it.This is why phonics is important.
https://bilingualkidspot.com/2018/07/02/how-to-teach-kids-to-read-using-phonics/
14. Why are phonics important?
•Teaching children to read with phonics means not
only teaching them the decoding skills needed to
look at a word and pronounce it correctly but also
giving them the skills to know what to do when
they discover a new word.
•After a while, as children become more skilled
readers, all of the phonics sounds will become
automatic and your child will be able to read
fluently.
supercalifragilisticexpialidocious
https://bilingualkidspot.com/2018/07/02/how-to-teach-kids-to-read-using-phonics/
15. Why are phonics important?
supercalifragilisticexpialidocious
https://bilingualkidspot.com/2018/07/02/how-to-teach-kids-to-read-using-phonics/
16. How should we structure phonics
instruction?
Phonics instruction should be explicit rather than
implicit.
• Implicit instruction relies on readers
"discovering" clues about sound-spelling
relationships; good readers can do this, but poor
readers are not likely to do so.
•Explicit instruction is the most effective type of
phonics instruction, especially for children at risk
for reading difficulties.
https://www.scholastic.com/teachers/articles/teaching-content/understanding-phonics/
17. •Explicit phonics is part of the structured
literacy approach, also referred to as
synthetic phonics, builds from part to
whole. It begins with the instruction of the
letters (graphemes) with their associated
sounds (phonemes). Next, explicit phonics
teaches blending and building, beginning
with blending the sounds into syllables and
then into words. Explicit phonics is
scientifically proven and research based.
Implicit and Explicit Phonics Instruction
https://www.readinghorizons.com/reading-strategies/teaching/phonics-instruction/explicit-vs-implicit
18. •Implicit phonics, also referred to as analytical phonics,
moves from the whole to the smallest part. Phonemes
associated with particular graphemes are not
pronounced in isolation. Students analyze words and
look for the common phoneme in a set of words.
Through comparison and identification, they deduce
which grapheme to write or which phoneme to read.
Blending and building are not usually taught, and
students identify new words by their shape, beginning
and ending letters, and context clues. This analysis
(breaking down) of the whole word to its parts is
necessary only when a child cannot read it as a whole
word.This is a whole-language approach.
Implicit and Explicit Phonics Instruction
https://www.readinghorizons.com/reading-strategies/teaching/phonics-instruction/explicit-vs-implicit
19. DifferentTypes of Phonics—What Are
They?
https://soundbytesreading.com/different-types-of-phonics-what-are-they.html
ANALYTIC PHONICS EMBEDDED PHONICS SYNTHETIC PHONICS
Begins with a whole word and
analyzes it
Phonics taught in context of
reading stories or when
problems arise; used when
students have difficulty
reading a particular word.
Begins by teaching the code-
the sounds of the letter
Notice the first letter or
letters in the word
Notice the first letter in the
word
Notice every letter in the
word, left to right
20. DifferentTypes of Phonics—What Are
They?
https://soundbytesreading.com/different-types-of-phonics-what-are-they.html
ANALYTIC PHONICS EMBEDDED PHONICS SYNTHETIC PHONICS
Students taught to compare
a sound pattern within the
words
Taught along with the whole
word method
Learn to blend the sounds
into words
Taught along with the whole
word method
Not systematic; not all
phonics elements are taught-
only what is needed within
the context of a lesson
Read decodable stories
21. DifferentTypes of Phonics—What Are
They?
https://soundbytesreading.com/different-types-of-phonics-what-are-they.html
ANALYTIC PHONICS EMBEDDED PHONICS SYNTHETIC PHONICS
Includes analogy phonics: by
teaching onset and rime or
word families
Example: How the word
bl-ock like the word cl-ock
Incidental learning Learn to segment words to
spell them
Blending word is not taught Some vowel sounds are often
left untaught
Some common spelling
words are taught
22. DifferentTypes of Phonics—What Are
They?
https://soundbytesreading.com/different-types-of-phonics-what-are-they.html
ANALYTIC PHONICS EMBEDDED PHONICS SYNTHETIC PHONICS
Reading and spelling are
taught simultaneously
Systematic
No guessing from pictures,
initial letter, context, or word
shapes
23. How is phonics different from phonemic
awareness?
•Phonics involves the relationship between
sounds and written symbols, whereas phonemic
awareness involves sounds in spoken words.
• Therefore, phonics instruction focuses on
teaching sound-spelling relationships and is
associated with print. Most phonemic awareness
tasks are oral.
https://www.scholastic.com/teachers/articles/teaching-content/understanding-phonics/
24. If children are to benefit
from phonics
instruction, they need
phonemic awareness.
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
25. •Phoneme
The smallest unit of sound in our
spoken language. Pronouncing the
word cat involves blending three
phonemes: /k/ /ae/ /t/.
•Grapheme
A written letter or a group of letters
representing one speech sound.
Examples: b, sh, ch, igh, eigh.
PhonicsTerms
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
26. •Onset
An initial consonant or consonant
cluster. In the word name, n is the
onset; in the word blue, bl is the onset.
•Rime
The vowel or vowel and consonant(s)
that follow the onset. In the
word name, ame is the rime.
PhonicsTerms
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
27. •Digraph
Two letters that represent one
speech sound.
Examples: sh, ch, th, ph.
•Vowel digraph
Two letters that together make one
vowel sound. Examples: ai, oo, ow.
PhonicsTerms
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
28. •Schwa
The vowel sound sometimes heard in
an unstressed syllable and that
most often sounds like /uh/ or the short
/u/ sound as in cup.
•Morpheme
The smallest meaningful units of
language.The word cat is a morpheme.
PhonicsTerms
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
29. Make some reading
materials for reading
remediation.
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
30. Presentation of Outputs
By Key Stage
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
31. Do you want to apply all the
knowledge you gained in our LAC
to your learners, given that
almost all of our learners struggle
to read? Why there is a need to
do that?
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
32. 1. How do you structure your phonics lesson in
the classroom?
2. Do you follow a specific method of teaching
phonics in the classroom? What are your best
practices?
3. Do you teach them phonics using the fuller
approach? Why or why not?
4. As teachers, what is your realization after this
workshop?
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
Reading is essential. It is a life skill. If you know how to read, and understand what you’ve read, no one will deceit you.
The goals of reading instruction are many, but certainly include that children will read with confidence, that they will understand what they read, and that they will find reading a source of knowledge and pleasure. To achieve these goals with all children, an effective classroom program of beginning reading instruction must provide children with a wide variety of experiences that relate to a number of important aspects of reading.
Welcome to session 4. My name is Lea
Graphophonic cues that involve letter-sound symbols
Graphophonemic / alphabetic principle – phonics
The moment we recognize the relationship between the sounds and the letters- then we are into phonics….that is why we don’t teach phologogical awareness and phonetic awareness….we teach phonics
Teaching kids to read using phonics means teaching the sounds made by individual letters or letter groups. Then teaching children how to join those sounds together to make a whole word. In other words, rather than teaching a child to recognize a word as a whole you teach them to break the word up sounding each of the sounds the letters make within a word. (the opposite of the sight words)
How did you read the word? What help you read it? What was the experience?
It goes automatic… compare how you read the first word and the second word…
Teaching kids to read using phonics means teaching the sounds made by individual letters or letter groups. Then teaching children how to join those sounds together to make a whole word. In other words, rather than teaching a child to recognize a word as a whole you teach them to break the word up sounding each of the sounds the letters make within a word.
Why is phonics instruction important?
Most poor readers tend to rely so heavily on one reading strategy, such as the use of context and picture clues, that they exclude other strategies that might be more appropriate. To become skilled, fluent readers, children need to have a repertoire of strategies to draw on. These strategies include using a knowledge of sound-spelling relationships — in other words, an understanding of phonics. In addition, research has shown that skilled readers attend to almost every word in a sentence and process the letters that compose each of these words.
Therefore, phonics instruction plays a key role in helping students comprehend text. It helps the student map sounds onto spellings, thus enabling them to decode words. Decoding words aids in the development of word recognition, which in turn increases reading fluency. Reading fluency improves reading comprehension because as students are no longer struggling with decoding words, they can concentrate on making meaning from the text.
In addition, phonics instruction improves spelling ability because it emphasizes spelling patterns that become familiar from reading. Studies show that half of all English words can be spelled with phonics rules that relate to one letter to one sound.
Teaching kids to read using phonics means teaching the sounds made by individual letters or letter groups. Then teaching children how to join those sounds together to make a whole word. In other words, rather than teaching a child to recognize a word as a whole you teach them to break the word up sounding each of the sounds the letters make within a word.
Why is phonics instruction important?
Most poor readers tend to rely so heavily on one reading strategy, such as the use of context and picture clues, that they exclude other strategies that might be more appropriate. To become skilled, fluent readers, children need to have a repertoire of strategies to draw on. These strategies include using a knowledge of sound-spelling relationships — in other words, an understanding of phonics. In addition, research has shown that skilled readers attend to almost every word in a sentence and process the letters that compose each of these words.
Therefore, phonics instruction plays a key role in helping students comprehend text. It helps the student map sounds onto spellings, thus enabling them to decode words. Decoding words aids in the development of word recognition, which in turn increases reading fluency. Reading fluency improves reading comprehension because as students are no longer struggling with decoding words, they can concentrate on making meaning from the text.
In addition, phonics instruction improves spelling ability because it emphasizes spelling patterns that become familiar from reading. Studies show that half of all English words can be spelled with phonics rules that relate to one letter to one sound.
A good phonics lesson begins with an explicit explanation of the sound-spelling being taught along with guided opportunities for students to blend, or sound out, words using the new sound-spelling. These exercises should be followed by guided and independent reading practice in text that contains words with the new sound-spelling. This portion of phonics instruction is key. Therefore, phonics instruction should focus on applying learned sound-spelling relationships to actual reading, with smaller amounts of time spent on the initial task of learning phonics rules. That way, you can plan phonics lessons that are appropriate for all students, even if some have higher levels of phonics mastery than others.
Despite these different focuses, phonics instruction and phonemic awareness instruction are connected. In fact, phonemic awareness is necessary for phonics instruction to be effective. Before students can use a knowledge of sound-spelling relationships to decode written words, they must understand that words (whether written or spoken) are made up of sounds. Phonemic awareness is the understanding that a word is made up of a series of discrete sounds. Without this insight, phonics instruction will not make sense to students.
We shall see how the teaching of reading unfolds beginning with teaching the sounds of a single letter to words- phrases and ending with a story….without missing the meaning….most often we teach the sounds of the letters in isolation- that the end product is having learners read but they do not understand what they are reading…. The best way is to start with the oral language….that is why for grade 1 we start with the oral language.
