Phonics ( New)


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  • e.g. focus is more on reading the word then understanding the text. Children who can recgonize words quickly can devote time in understanding the word.
  • Graphophonic cues are hints based on sound-symbol correspondences that help readers decode and comprehend a text. Semantic cues are hints based on meaning that help readers decode and comprehend a text. – little lamb, run Ability to understand the structure and grammer of the sentence, making sense of how language is used.
  • Diagraphs, diptographs
  • Rigor,
  • Phonics ( New)

    1. 1. PhonicsFoundational stone to reading and writing. Nirali
    2. 2. Purpose The goal of phonics instruction is to help readers quickly determine the sounds in unfamiliar written words. When readers encounter new words in texts they use the elements of phonics to decode and understand them. Experts today agree that language, as taught in phonics, is the critical building blocks for reading success.
    3. 3. What is Phonics It is a strong understanding of relationship between letters(symbols) and sounds The principle behind phonics  Children become skill readers by learning to recognize words  The phonic instruction shows significant gains in their reading comprehension and spelling abilities
    4. 4. What is Phonemic Awareness Phonemic awareness is the understanding that words are made up of phonemes or individual units of sound that influence the meaning of the word. (decoding). It is also the ability to break down, manipulate and blend phonemes.
    5. 5. What Research says Studies have shown that ability to recognize individual words accounts for 80% of a Class 1 child’s reading comprehension skills. A common mistake is that once a child learns alphabets, he will learn the phonics on his own and become a fluent reader. Students who do not understand what they read usually have poor word recognition skills  E.g – A child struggling to understand the text.  Changes
    6. 6. 3 cues which help them to read Graphophonic cues- are hints based on sound-symbol correspondences that help readers decode and comprehend a text.
    7. 7. Connection between decoding andcomprehension.Phonics and Phonemic Awareness helps in Decoding Which in turn leads to Reading fluency Which in turn leads to Comprehension
    8. 8.  Students should be exposed to the spoken language-  Conversations,  stories,  specific question and answer,  listen to the child, look in their eyes,  discuss the meanings.
    9. 9. Riverside Phonic program Begins from K-1 till grade 1  consonants and vowels  blends –  Diphthongs  Long and short vowel sounds
    10. 10. Step 1 Learn Letter sounds and short vowelsLearn the sound of each letter using real objects, gamesand flash cards. Then combine the sounds to practicereading words m a t mat run 0 s i p sip u r e Demonstrate using flash cards n
    11. 11. Step 2 Learning Beginning blendsLearn the sound and sound combinations that come at thebeginning of words. Use the beginning blends to readwords. swim brick slide crab gras s frog
    12. 12. Step 3 Learning ending blendsLearn the sound and sound combinations that come at theend of the words. Then use the beginning and endingblends and sounds to read words. watch fish sting back grizzly
    13. 13. Step 4 Learn the long vowel soundsLearn the long vowel sounds and practice reading withother combinations to make words. brave rain puppy sport read
    14. 14. Step 5 Learning challenging soundsLearn the unusual sound combinations and practice themwith the other sounds to read fluently. saw brown shrun k night house
    15. 15. Flow chart of language programsounds and vowels 5 consonants blends and1 vowel a month 3 letter words C-v-C – words , blend words Sight words Grade level sight words – the , is in, on, and…. sentences. The cat and the rat sat on a matPhonic passages Show rebus reader, simple passage
    16. 16. Strategies – Read the letter and draw the picture of the things that begin with that sound. Match the picture to the sound and vice a versa. Look at the picture and write the letter (sound). Locate the things that begin with a particular letter in the surrounding environment. Treasure hunt Bingo Phonic shop Phonic stories Label the things in the environment. Identifying the sounds in unfamiliar text.
    17. 17. Learning the relevance of Letter sound associationIdentifying sounds
    18. 18. Notes for the teacher •Application of Language in real world context •How language makes them more competent and less help , •Language competency is developed – •The relevance component- using language to interact and communicate with the world
    19. 19. Application of Phonics in real worlds
    20. 20. Referral material  Phonics, Phonemic awareness, sight words, reading fluency , reading comprehension- articles  Reference for which other blends and word families and a comprehensive list of words.