Optional Phonics Review Webinar: Wednesday, July 6, 2016. 7:00-8:00
[The webinar will be recorded!]
Link to Optional Phonics Review
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Two Words That Rhyme Will Answer These Questions
1. What do you called a spoiled pet?
2. What do you call a boy who has just lost his puppy?
3. What’s another name for a cool trend?
4. What do you call an 18-wheeler carrying chickens?
5. What do you call a loaf that has been in the sun too
6. What do you call a man who doesn’t like to talk?
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Quick Interactive Poll @
Phonics/Word Study Instruction-
please vote!• The polling area is next to the hand tool in the Participants
• Did you learn about phonics as a beginning reader?
• Feel free to add any other information in the chat window
on approaches to learning phonics/word study!
Recommended Optional Text for your own Use (optional!)
for more advanced study beyond the course
Speech to Print: Language Essentials for
Teachers (2nd Ed.) by Louisa Moats
Phonemic Awareness in Young Children: A Classroom Curriculum (13th Ed.)
by Marilyn Adams Ph.D., Barbara Foorman, Ingvar Lundberg, and Terri Beeler
Additional resources on phonemic
Email these to yourself and listen on a mobile device!
about Emergent Literacy
about Beginning Reading
• I recommend using the app or website Quizlet to review
I located these phonics flashcards sets on Quizlet. They
don't totally align with the phonics quiz but some of the
same terms are also listed on the study guide!
• More quizzes and tests about phonics can be found
on Quizlet! https://quizlet.com/subject/phonics/
• Quizlet has good review flashcards and quizzes to prepare
in general to be more familiar with the phonics
• Download the Quizlet app on a mobile device and/or
access the quizzes on your laptop or desktop.
Websites for Children
• Reading Bear http://www.readingbear.org/
• Starfall http://www.starfall.com/
• Between the Lions http://pbskids.org/lions/
• PBS phonics games
• http://pbskids.org/games/index.html and
• http://pbskids.org/games/letters.html and
• Literacy apps to explore:
Kinesthetic Tactile Approach
Florida Center for Reading Research
• --Click on student center activities (K/1, 2-3)
Activities: Phonological Awareness
Rhyming/Alliteration (alphabet books, tongue twisters, poetry,
Segmenting Sentences (“being the words”, counting words
Segmenting Syllables (clapping and counting syllables in
names and other words)
Segmenting and blending Onset-rimes (the name
game, “take the /p/ off /pot/ and replace it with /h/”)
Segmenting and blending phonemes (stretching
out the sounds in words--turtle talk, counting the number of phonemes
in a word)
Review of basic phonics terms
The Structure of Language
• "Major levels of linguistic structure."
• http://commons.wikimedia.org/wiki/File:Major_levels_of_linguistic_structure.svg Wikimedia
Morphemes smallest units of meaning
• Affix=prefix, root, suffix
• “A morpheme is the smallest unit of a word that provides a
specific meaning to a string of letters (which is called a
phoneme). There are two main types of morpheme: free
morphemes and bound morphemes.”
Source: Boundless. “The Structure of Language.” Boundless
Psychology. Boundless, 26 May. 2016. Retrieved 06 Jul.
Word detective: Brainstorm in two minutes the words that can be made with
the morpheme photo (can be at the beginning, middle, or end of the word)
Type on the screen. Tool: mindmeister
Lesson Steps Activities Materials
lesson to previous
give a purpose for
“Students, you remember that we have been studying the sounds of the alphabet letters. Today
we will learn how to blend the letter sounds together to read words. Learning to blend letter
sounds together is the first big step in learning to read most of the words you’ll see.”
1. Write the word mat on the whiteboard.
2. Point to each letter and make its sound.
3. Blend the three sounds together slowly, then pronounce the word. Sweep your hand below the
letters as you blend the sounds slowly, then tap below the word as you pronounce it.
4. Repeat this blending process with several other short-a CVC words until you feel that the
students are ready to move on.
1. Write the word sad on the teacher’s whiteboard and have the students write the word sad on
their individual whiteboards.
2. Using the teacher whiteboard as an example, lead the students in blending and pronouncing
the word sad in unison on their whiteboards.
3. Repeat the blending process with the students on several more short-a CVC words. Provide
guidance as needed.
1. Write the word fat on the teacher’s whiteboard. Have the students copy the word onto their
2. Say to the students, “When I say think, you look at the letters on your whiteboard and figure
out the word in your head. When I say word, you tell me the word.”
3. Repeat this process with more short-a CVC words until you feel that the students are beginning
to understand the blending process well.
4. Have the students read a short-a decodable text for additional practice.
SOURCE: from Dr. John Smith based on template from Smith and Read, 2009
Tip: Use context to teach phonics (e.g., use the word in a
sentence orally or in writing or both)
• Example: Use sentence strips with the target
pattern so students can draw on semantic and
syntactic clues to help with decoding.
• Example, with the rule for silent-e, the
teacher can display this “story” he/she
creates from authentic text.
• Dexter has a new home. He loves his bone
and is almost never alone. He likes to bury his
bone all the time!
Building your own background knowledge.
If you have time, watch one or more videos.
• Useful (OPTIONAL) Videos from FCRR:
• 1) Word building and blending:
• 2) Move it closer say it faster:
• 3) Sorting Words
• Be sure you have read the entire book
• Do all of the self-checks at the end of each
• Do the pre and post test for extra practice.
• OPTIONAL: Review the terms with a partner or
study group (recommended). E.g., meet with a
study partner on Skype or Google Hangout,
FaceTime, or other videochat platform.