Phonics in Islands
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Islands is a six level Primary series that engages children in 21st century learning. Children uncover clues and solve mysteries as they learn English. A special Synthetic Phonics programme is presented to teach pronunciation and spelling and help develop pupils’ reading and writing.
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Phonics Instructional Strategies (Part 1)
Phonics instruction teaches students the relationship between sounds and letters. It involves teaching students letter sounds, common spelling patterns, and having students practice decoding words. Effective phonics instruction is systematic, explicit, introduced early, and improves students' reading comprehension, word recognition, and spelling. It benefits all students, including those struggling with reading or at risk for difficulties.
Phonics instruction
The National Reading Panel sought to answer questions about how phonics instruction impacts reading skills. It found that systematic phonics teaching children how letters map to sounds is most effective. Phonics should begin in kindergarten and can be taught whole class, in small groups, or individually. Systematic phonics improves spelling, growth for all SES levels, and helps struggling readers. It determined outcomes in decoding, reading novel words, irregular words, spelling, comprehension, and oral reading.
Teaching reading through phonics
This document discusses teaching reading to level 1 pupils using phonics. It begins by asking teachers to reflect on their current reading teaching approaches. It then outlines the two main reading teaching methods - phonics and whole language. The KSSR advocates for phonics. Various phonics terminology is defined, like phoneme, grapheme, blending, and segmenting. Example classroom activities for teaching blending and segmenting words are provided, like modeling blending, toy talk, and saying the sounds. Points to consider for effective phonics instruction are highlighted. Teachers are then asked to plan and demo a mini phonics lesson using words from a story.
Phonemic Awareness Lesson Plan - Beginning Sounds
This lesson plan teaches phonemic awareness to 1st grade students focusing on initial sounds, specifically the letter "T". The teacher will lead a review of letter sounds and show a video about the letter T. Students will then play games like placing picture cards starting with T on a train and playing Go Fish to practice identifying words starting with T. The lesson aims to prepare students for reading and writing by developing phonological awareness.
Phonics lessons
This document provides an introduction and overview of free phonics lessons for teaching beginning readers. It includes 52 phonics lessons that cover short and long vowel sounds, consonant blends, digraphs, spelling patterns and rules. The lessons are designed to build students' phonetic foundation in a progressive manner and include interactive charts, dictation practice and sight word lists. Teachers are encouraged to use the lessons to help students develop their basic reading and spelling skills.
Phonological Awareness - LINUS CLASSES
This document discusses phonological awareness and phonics. It defines phonological awareness as the ability to hear and manipulate sounds in spoken language, which includes skills like rhyming, syllable counting, and phoneme manipulation. Phonics is defined as knowing the relationship between letters and sounds. The document outlines a sequence of phonological awareness skills to be taught, from larger units of sound like words and syllables to smaller units like phonemes. It also provides examples of instructional activities for teaching letter-sound correspondence, with a recommended sequence of letters to introduce based on frequency and similarity of sounds. The purpose of teaching these foundational literacy skills is explained as building the basic abilities needed for reading and spelling.
Methodology
This document provides an overview of topics related to teaching English as a foreign language (EFL) methodology. It discusses the place of English, varieties of English, describing learners, teachers, learning contexts, and managing mixed-ability classrooms. On varieties of English, it notes the differences in pronunciation, vocabulary and grammar across varieties like British English and American English. When describing learners, it outlines factors like aptitude, learning styles and strategies, individual variations, and motivation. The document emphasizes the importance of considering learners' levels, goals, and individual differences when teaching.
Early Reading Skills
The document discusses the importance of early reading skills like phonemic awareness. Phonemic awareness involves understanding that spoken words are made up of individual sounds. It is an important precursor to learning letters and reading. Effective phonemic awareness instruction should involve modeling sounds, using games to blend and segment sounds, and progressing from larger to smaller linguistic units. Assessments like DIBELS can track students' phonemic awareness skills and progress. Interventions should explicitly teach sounds at the phoneme level and integrate phonological awareness with letter knowledge.
Recommended
Phonics Instructional Strategies (Part 1)
Phonics instruction teaches students the relationship between sounds and letters. It involves teaching students letter sounds, common spelling patterns, and having students practice decoding words. Effective phonics instruction is systematic, explicit, introduced early, and improves students' reading comprehension, word recognition, and spelling. It benefits all students, including those struggling with reading or at risk for difficulties.
Phonics instruction
The National Reading Panel sought to answer questions about how phonics instruction impacts reading skills. It found that systematic phonics teaching children how letters map to sounds is most effective. Phonics should begin in kindergarten and can be taught whole class, in small groups, or individually. Systematic phonics improves spelling, growth for all SES levels, and helps struggling readers. It determined outcomes in decoding, reading novel words, irregular words, spelling, comprehension, and oral reading.
Teaching reading through phonics
This document discusses teaching reading to level 1 pupils using phonics. It begins by asking teachers to reflect on their current reading teaching approaches. It then outlines the two main reading teaching methods - phonics and whole language. The KSSR advocates for phonics. Various phonics terminology is defined, like phoneme, grapheme, blending, and segmenting. Example classroom activities for teaching blending and segmenting words are provided, like modeling blending, toy talk, and saying the sounds. Points to consider for effective phonics instruction are highlighted. Teachers are then asked to plan and demo a mini phonics lesson using words from a story.
Phonemic Awareness Lesson Plan - Beginning Sounds
This lesson plan teaches phonemic awareness to 1st grade students focusing on initial sounds, specifically the letter "T". The teacher will lead a review of letter sounds and show a video about the letter T. Students will then play games like placing picture cards starting with T on a train and playing Go Fish to practice identifying words starting with T. The lesson aims to prepare students for reading and writing by developing phonological awareness.
Phonics lessons
This document provides an introduction and overview of free phonics lessons for teaching beginning readers. It includes 52 phonics lessons that cover short and long vowel sounds, consonant blends, digraphs, spelling patterns and rules. The lessons are designed to build students' phonetic foundation in a progressive manner and include interactive charts, dictation practice and sight word lists. Teachers are encouraged to use the lessons to help students develop their basic reading and spelling skills.
Phonological Awareness - LINUS CLASSES
This document discusses phonological awareness and phonics. It defines phonological awareness as the ability to hear and manipulate sounds in spoken language, which includes skills like rhyming, syllable counting, and phoneme manipulation. Phonics is defined as knowing the relationship between letters and sounds. The document outlines a sequence of phonological awareness skills to be taught, from larger units of sound like words and syllables to smaller units like phonemes. It also provides examples of instructional activities for teaching letter-sound correspondence, with a recommended sequence of letters to introduce based on frequency and similarity of sounds. The purpose of teaching these foundational literacy skills is explained as building the basic abilities needed for reading and spelling.
Methodology
This document provides an overview of topics related to teaching English as a foreign language (EFL) methodology. It discusses the place of English, varieties of English, describing learners, teachers, learning contexts, and managing mixed-ability classrooms. On varieties of English, it notes the differences in pronunciation, vocabulary and grammar across varieties like British English and American English. When describing learners, it outlines factors like aptitude, learning styles and strategies, individual variations, and motivation. The document emphasizes the importance of considering learners' levels, goals, and individual differences when teaching.
Early Reading Skills
The document discusses the importance of early reading skills like phonemic awareness. Phonemic awareness involves understanding that spoken words are made up of individual sounds. It is an important precursor to learning letters and reading. Effective phonemic awareness instruction should involve modeling sounds, using games to blend and segment sounds, and progressing from larger to smaller linguistic units. Assessments like DIBELS can track students' phonemic awareness skills and progress. Interventions should explicitly teach sounds at the phoneme level and integrate phonological awareness with letter knowledge.
English language Acqusition
This document provides an overview of first language acquisition and approaches to studying it. It discusses:
- The stages of telegraphic speech and order of acquiring grammar morphemes in early language development.
- Language milestones from preschool to school-aged years, including developing question-asking, storytelling abilities, and understanding different language registers.
- Three approaches to studying native language acquisition: behaviorism, innatism, and interactionism. Behaviorism emphasizes environment/imitation, innatism innate linguistic knowledge, and interactionism the role of both nature and nurture.
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The document discusses listening and speaking skills. It defines listening as understanding meaningful sounds of language. Successful listening requires understanding context, language knowledge, and subskills. Spoken language differs from written in being ephemeral, using intonation and gestures, and containing informal elements. Speaking involves expression to others using pronunciation, grammar, vocabulary and interaction strategies. Both skills require practice with accuracy and fluency, in varied activities preparing learners to communicate.
Mini Lessons on Phonology
The document provides guidance for teaching phonics to English language learners, including considering students' first languages, explicitly teaching sound-letter relationships, using vocabulary instruction strategies like pre-teaching words and teaching word learning strategies, and incorporating songs, videos and hands-on activities to develop phonics skills in a meaningful way. Teachers should learn about students' linguistic backgrounds to tailor instruction and use multimodal methods to actively engage students in practicing phonics.
Phonemic awareness powerpoint
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, student assessments, analysis of assessments, instructional strategies, standards addressed, use of technology, and overall reflection. The template is to be completed throughout a training course on phonemic awareness and submitted at the end for feedback. It guides the creation of comprehensive plans, including activities, assessments, and lessons to teach phonemic awareness and address students' specific needs.
Phonetics lecturer's lesson plan
The document outlines activities and instructions for a lesson focusing on teaching pronunciation and phonetic symbols to students. It includes showing a video example, having students work in groups to identify phonetic symbols and their sounds, and competitive games where students must pronounce words using phonetic symbols. The goal is to help students improve their ability to recognize and articulate words based on phonetic symbols through peer learning and interactive activities.
In Class Intervention
This document provides information about an in-class instructional intervention for a 4th grade English language learner named Mary based on an assessment of her reading skills. It outlines focusing the intervention on phonics instruction of "br" and "ea" blends based on Mary's needs. The intervention would take place 10-15 minutes a day, 4 days a week for the remainder of the quarter and include continued support over the summer. Components would include worksheets, repeated reading, decoding, and use of a phonics app. A sample mini-lesson is described focusing on recognizing words with the same beginning sounds through songs and writing activities.
Lesson plan
The lesson plan teaches 1st and 2nd grade students about vowels. It includes identifying vowels by writing letters on the board, showing a YouTube video on vowels, defining vowels as sounds made with an open mouth, and providing follow up activities like using alphabet cards to identify vowels and doing hand motions for vowels in words. Students will be assessed on their ability to identify and demonstrate correct usage of vowels.
NRP Phonics Presentation
1. Systematic phonics instruction teaches the relationship between letters and sounds and how to blend sounds to read words. It has been shown to significantly improve reading ability for students in kindergarten through 1st grade.
2. Good phonics instruction develops an understanding of the alphabetic principle, phonological awareness, letter knowledge, and automatic word recognition as part of a balanced reading program.
3. The National Reading Panel found that systematic phonics instruction improves decoding, spelling, and reading comprehension for students of all backgrounds and prevents reading difficulties.
Phonemic awareness
Phonemic awareness refers to the ability to hear and manipulate individual sounds in words. It is the foundation of phonics and reading skills. There are approximately 40 individual speech sounds or phonemes in English represented by over 250 spellings. Phonemic awareness requires explicitly teaching skills like sound blending, segmentation, isolation and manipulation of sounds in words. It should be directly taught for 10-15 minutes daily in small groups. The ability to blend and segment words into individual phonemes is critical for reading development. Phonemic awareness provides readers a way to sound out new words using letter-sound relationships.
Phonemic Awareness - What is it?
Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds in spoken words. The document outlines why phonemic awareness is important for learning to read and spell, provides research supporting its predictive power, and describes effective instructional strategies like blending and segmenting sounds. It recommends assessing phonemic awareness in kindergarten and focusing instruction on blending and segmenting, as these methods have the greatest impact when taught explicitly with structured practice.
Phonological awareness
This document discusses phonological awareness, which is the understanding that spoken language can be broken down into smaller linguistic units like sentences, words, syllables, and phonemes. It explains that phonological awareness is an important predictor of reading success. It provides examples of how language can be segmented at different levels. It also discusses related topics like phonics, graphemes, auditory skills, and guidelines for teaching letter-sound correspondences to develop phonological awareness.
Phonemic awareness
The document discusses phonemic awareness and its importance for early literacy development. It defines phonemic awareness as the ability to identify and manipulate individual sounds in spoken language. The document also discusses how letter recognition and alphabet knowledge are important precursors to reading. Finally, it addresses strategies for supporting English language learners and students struggling with phonemic awareness and alphabet skills.
Cando_Lisette _evidence_1
TKT GLOSSARY OF ENGLISH LANGUAGE TEACHING TERMINOLOGY
In this glossary you will find some relevant words from units 1-2-3-4-5-6-7 and 8 of the Teaching Kwoledge Test (TKT) book.
The terms are aphabetically arranged. Moreover, each word has its definition, its phonemic script, an example of the use of the word and how you as an English professor can teach the different topics.
Additionally, the activitites suggested can vary according to your learners`level, age, needs, and porpuses. Therefore, you can adapt the activities and use them for different ends or outcomes.
Onset and rime powerpoint
This document summarizes a meeting to train pre-K and kindergarten teachers on teaching the phonological awareness skill of onset and rime. The goals of the meeting are for teachers to develop a lesson on onset and rime and for students to be able to segment words into onsets and rimes. The document defines onset and rime, explains why teaching it is important, and provides an example lesson plan focusing on highlighting word parts to teach the concept. It also discusses student development and follow up support for teachers.
Grammar translation method
Different ideas taken from other slides and the book called Make it happen from Interactive to Participatory Language Teaching.
Glossary
This glossary defines key terms related to language learning:
- Total Physical Response (TPR) involves learners responding to language with body motions.
- Acquisition is subconscious while learning is conscious, resulting in rules knowledge.
- Mother tongue refers to a person's native language learned from birth.
- The silent period allows language learners time to listen without speaking production.
- English as a Foreign Language (EFL) denotes English studied in a non-English environment.
- English as a Second Language (ESL) provides accommodations for students whose first language is not English.
The Alphabetic Principle
This document discusses the phonological processing abilities necessary for reading and spelling in an alphabetic language like English. It identifies three key phonological processing abilities: phonological awareness, phonological memory, and rapid naming. Deficits in these abilities can cause reading disabilities. Phonological awareness involves recognizing and manipulating sounds and is the most instructionally responsive. Tests are recommended to assess students' phonics skills, blending ability, and underlying phonological processing to address weaknesses.
Stages of second language acquisition
The document outlines 5 stages of second language acquisition:
1) Pre-production stage where students are silent and may only repeat words but not produce original language.
2) Early production stage where students' vocabulary grows to 1000 words and they can speak in one-two word phrases.
3) Speech emergence stage where students can communicate with simple phrases and sentences as their vocabulary hits 3000 words.
4) Intermediate fluency stage where students express opinions and have a 6000 word vocabulary using more complex sentences.
5) Advanced fluency stage where students achieve academic proficiency within 4-10 years and function near-natively with continued support in some content areas.
Grammar Translation Method
The Grammar Translation Method focuses on learning grammar rules and their application to translation exercises between the target and native languages. Vocabulary is taught through direct translation of word lists. Little active use is made of the target language in class. Reading and writing skills are emphasized over speaking and listening. Accuracy is prioritized over fluency.
Lesson plan
This document provides a lesson plan to teach students about vowels. It includes writing letters on the board and having students identify vowels. A YouTube video will be shown that defines vowels as sounds made with an open mouth. Students will be given alphabet cards and taught hand motions for vowels, then asked to identify vowels in words by making the corresponding motions. The goal is for students to learn to identify and properly use vowels.
Islands. CYLET Correlation Chart
Islands is a six level Primary series that engages children in 21st century learning. Children uncover clues and solve mysteries as they learn English. The Test Booklet provides level-appropriate exam preparation materials, and the whole series covers the requirements of CYLET, KET for Schools and Trinity exams and contains exam-style practice and assessment.
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- Language milestones from preschool to school-aged years, including developing question-asking, storytelling abilities, and understanding different language registers.
- Three approaches to studying native language acquisition: behaviorism, innatism, and interactionism. Behaviorism emphasizes environment/imitation, innatism innate linguistic knowledge, and interactionism the role of both nature and nurture.
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The document discusses listening and speaking skills. It defines listening as understanding meaningful sounds of language. Successful listening requires understanding context, language knowledge, and subskills. Spoken language differs from written in being ephemeral, using intonation and gestures, and containing informal elements. Speaking involves expression to others using pronunciation, grammar, vocabulary and interaction strategies. Both skills require practice with accuracy and fluency, in varied activities preparing learners to communicate.
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The document provides guidance for teaching phonics to English language learners, including considering students' first languages, explicitly teaching sound-letter relationships, using vocabulary instruction strategies like pre-teaching words and teaching word learning strategies, and incorporating songs, videos and hands-on activities to develop phonics skills in a meaningful way. Teachers should learn about students' linguistic backgrounds to tailor instruction and use multimodal methods to actively engage students in practicing phonics.
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This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, student assessments, analysis of assessments, instructional strategies, standards addressed, use of technology, and overall reflection. The template is to be completed throughout a training course on phonemic awareness and submitted at the end for feedback. It guides the creation of comprehensive plans, including activities, assessments, and lessons to teach phonemic awareness and address students' specific needs.
Phonetics lecturer's lesson plan
The document outlines activities and instructions for a lesson focusing on teaching pronunciation and phonetic symbols to students. It includes showing a video example, having students work in groups to identify phonetic symbols and their sounds, and competitive games where students must pronounce words using phonetic symbols. The goal is to help students improve their ability to recognize and articulate words based on phonetic symbols through peer learning and interactive activities.
In Class Intervention
This document provides information about an in-class instructional intervention for a 4th grade English language learner named Mary based on an assessment of her reading skills. It outlines focusing the intervention on phonics instruction of "br" and "ea" blends based on Mary's needs. The intervention would take place 10-15 minutes a day, 4 days a week for the remainder of the quarter and include continued support over the summer. Components would include worksheets, repeated reading, decoding, and use of a phonics app. A sample mini-lesson is described focusing on recognizing words with the same beginning sounds through songs and writing activities.
Lesson plan
The lesson plan teaches 1st and 2nd grade students about vowels. It includes identifying vowels by writing letters on the board, showing a YouTube video on vowels, defining vowels as sounds made with an open mouth, and providing follow up activities like using alphabet cards to identify vowels and doing hand motions for vowels in words. Students will be assessed on their ability to identify and demonstrate correct usage of vowels.
NRP Phonics Presentation
1. Systematic phonics instruction teaches the relationship between letters and sounds and how to blend sounds to read words. It has been shown to significantly improve reading ability for students in kindergarten through 1st grade.
2. Good phonics instruction develops an understanding of the alphabetic principle, phonological awareness, letter knowledge, and automatic word recognition as part of a balanced reading program.
3. The National Reading Panel found that systematic phonics instruction improves decoding, spelling, and reading comprehension for students of all backgrounds and prevents reading difficulties.
Phonemic awareness
Phonemic awareness refers to the ability to hear and manipulate individual sounds in words. It is the foundation of phonics and reading skills. There are approximately 40 individual speech sounds or phonemes in English represented by over 250 spellings. Phonemic awareness requires explicitly teaching skills like sound blending, segmentation, isolation and manipulation of sounds in words. It should be directly taught for 10-15 minutes daily in small groups. The ability to blend and segment words into individual phonemes is critical for reading development. Phonemic awareness provides readers a way to sound out new words using letter-sound relationships.
Phonemic Awareness - What is it?
Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds in spoken words. The document outlines why phonemic awareness is important for learning to read and spell, provides research supporting its predictive power, and describes effective instructional strategies like blending and segmenting sounds. It recommends assessing phonemic awareness in kindergarten and focusing instruction on blending and segmenting, as these methods have the greatest impact when taught explicitly with structured practice.
Phonological awareness
This document discusses phonological awareness, which is the understanding that spoken language can be broken down into smaller linguistic units like sentences, words, syllables, and phonemes. It explains that phonological awareness is an important predictor of reading success. It provides examples of how language can be segmented at different levels. It also discusses related topics like phonics, graphemes, auditory skills, and guidelines for teaching letter-sound correspondences to develop phonological awareness.
Phonemic awareness
The document discusses phonemic awareness and its importance for early literacy development. It defines phonemic awareness as the ability to identify and manipulate individual sounds in spoken language. The document also discusses how letter recognition and alphabet knowledge are important precursors to reading. Finally, it addresses strategies for supporting English language learners and students struggling with phonemic awareness and alphabet skills.
Cando_Lisette _evidence_1
TKT GLOSSARY OF ENGLISH LANGUAGE TEACHING TERMINOLOGY
In this glossary you will find some relevant words from units 1-2-3-4-5-6-7 and 8 of the Teaching Kwoledge Test (TKT) book.
The terms are aphabetically arranged. Moreover, each word has its definition, its phonemic script, an example of the use of the word and how you as an English professor can teach the different topics.
Additionally, the activitites suggested can vary according to your learners`level, age, needs, and porpuses. Therefore, you can adapt the activities and use them for different ends or outcomes.
Onset and rime powerpoint
This document summarizes a meeting to train pre-K and kindergarten teachers on teaching the phonological awareness skill of onset and rime. The goals of the meeting are for teachers to develop a lesson on onset and rime and for students to be able to segment words into onsets and rimes. The document defines onset and rime, explains why teaching it is important, and provides an example lesson plan focusing on highlighting word parts to teach the concept. It also discusses student development and follow up support for teachers.
Grammar translation method
Different ideas taken from other slides and the book called Make it happen from Interactive to Participatory Language Teaching.
Glossary
This glossary defines key terms related to language learning:
- Total Physical Response (TPR) involves learners responding to language with body motions.
- Acquisition is subconscious while learning is conscious, resulting in rules knowledge.
- Mother tongue refers to a person's native language learned from birth.
- The silent period allows language learners time to listen without speaking production.
- English as a Foreign Language (EFL) denotes English studied in a non-English environment.
- English as a Second Language (ESL) provides accommodations for students whose first language is not English.
The Alphabetic Principle
This document discusses the phonological processing abilities necessary for reading and spelling in an alphabetic language like English. It identifies three key phonological processing abilities: phonological awareness, phonological memory, and rapid naming. Deficits in these abilities can cause reading disabilities. Phonological awareness involves recognizing and manipulating sounds and is the most instructionally responsive. Tests are recommended to assess students' phonics skills, blending ability, and underlying phonological processing to address weaknesses.
Stages of second language acquisition
The document outlines 5 stages of second language acquisition:
1) Pre-production stage where students are silent and may only repeat words but not produce original language.
2) Early production stage where students' vocabulary grows to 1000 words and they can speak in one-two word phrases.
3) Speech emergence stage where students can communicate with simple phrases and sentences as their vocabulary hits 3000 words.
4) Intermediate fluency stage where students express opinions and have a 6000 word vocabulary using more complex sentences.
5) Advanced fluency stage where students achieve academic proficiency within 4-10 years and function near-natively with continued support in some content areas.
Grammar Translation Method
The Grammar Translation Method focuses on learning grammar rules and their application to translation exercises between the target and native languages. Vocabulary is taught through direct translation of word lists. Little active use is made of the target language in class. Reading and writing skills are emphasized over speaking and listening. Accuracy is prioritized over fluency.
Lesson plan
This document provides a lesson plan to teach students about vowels. It includes writing letters on the board and having students identify vowels. A YouTube video will be shown that defines vowels as sounds made with an open mouth. Students will be given alphabet cards and taught hand motions for vowels, then asked to identify vowels in words by making the corresponding motions. The goal is for students to learn to identify and properly use vowels.
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This document discusses various techniques for teaching listening skills in a foreign language classroom. It emphasizes the importance of direct phonics instruction to build bottom-up decoding skills. It presents John Field's model of the listening process and discusses both bottom-up and top-down listening approaches. The document provides many specific ideas and activities for teaching phonics and developing listening comprehension through question-answer exchanges, true/false statements, descriptions, and quizzes. It stresses practicing listening as an interactive, social skill and including cultural content to engage intermediate and advanced learners.
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This document discusses various aspects of reading instruction including:
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Feedback is encouraged and welcome!
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The document discusses the Marungko Approach for teaching reading to grade one students. It introduces the five core reading skills - alphabet knowledge, phonemic awareness, fluency, vocabulary, and comprehension. The Marungko Approach arranges letters based on sound rather than the traditional alphabetic order and introduces them through localized songs and poems. It teaches one sound at a time until mastery before introducing new sounds, and then combines sounds into words, phrases and sentences. A study found it significantly improved reading abilities based on pre- and post-tests of students who used this approach.
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The document discusses the stages of reading development from emergent literacy to advanced reading. It describes the key characteristics of each stage, including how children develop phonemic awareness, knowledge of the alphabetic system, decoding and encoding skills, fluency and comprehension. The corresponding stages of spelling development are also addressed at each reading stage. Suggested instructional approaches that support reading at each level are provided.
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The document discusses five components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension. It provides details on phonological awareness training, enhancing effectiveness, phonemic awareness activities, teaching phonics through letter-sound correspondence and sounding out words. The document also discusses enhancing fluency, direct vocabulary instruction, comprehension strategies, and six core developmental reading approaches: basal reading, literature-based reading, whole language, language experience, phonics, and linguistic word families and onset-rime. Additionally, it mentions several other reading instructional methods.
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This document provides an overview and instructions for the Remediation Plus Early Language Curriculum training. The curriculum aims to teach foundational literacy skills to pre-readers and struggling readers in three units: 1) Phoneme-grapheme correspondence and handwriting, 2) Reading and spelling CVC words, and 3) Consonant blends. It emphasizes multisensory and explicit phonics instruction using techniques like tracing, coloring, blending, and segmenting. The curriculum is designed for kindergarten classrooms and intervention for students in K-1st grade needing support with blending skills before progressing to larger reading programs.
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This document provides guidance on teaching spelling to students. It recommends not teaching spelling yourself, but rather having students make their own connections. It also suggests teaching spelling patterns in order of complexity and finding patterns in words each week. Visualization strategies like tracing letters in the air can help students learn spelling, as can understanding word parts and meanings. Mastering a core vocabulary, spelling skills, and experience with words are essential components of spelling. Phonological awareness, orthography, and vocabulary are also important concepts for students. Special needs students may need a stronger focus on rules and skill-building, and visual strategies can help them recognize words.
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The document provides an overview and guidance for using the Phonics and Talk Time books by Debbie Hepplewhite. The books integrate systematic phonics instruction with language development for preschool-aged children. Each book introduces letters and sounds, and builds oral blending and segmenting skills. Guidance is given on using the books to develop literacy skills through repetition and completion activities. The document recommends following up with a full phonics program to teach the full alphabetic code.
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This document provides an overview of teaching reading and its key components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It describes various instructional approaches like basal reading, literature-based reading, whole language, and phonics. It also discusses specific strategies for teaching each reading component, such as phonemic awareness activities, teaching the alphabetic principle, and comprehension strategies. Finally, it mentions additional reading methods, software programs, drill/practice activities, and principles for designing an effective reading program.
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This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
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Phonics in Islands
- 2. Synthetic phonics Children are taught to synthesize (blend) sounds together in order to read words.
- 3. Letter sounds = alphabetic code • decode letters in order to read • encode sounds in order to spell The rules of the alphabetic code
- 4. Analytic vs. Synthetic Phonetic approaches Analytic phonics uses a whole-to-part approach – noting that each word begins with the same sound eg ‘p’ in : put, pig, pet, play Synthetic phonics use a part-to-whole approach -to pronounce each letter and then blend e.g. /s/-/t/-/o/-/p/ ‘stop’
- 5. Developing learner strategies Analytic phonics Encourages educated 'guesswork' to decode words: Top-down strategies to learning • read the initial letter and guessing the word • look at illustrations • memorize the whole word Synthetic phonics Discourages guesswork: Bottom-up strategies to learning • equal importance is placed on all letter sounds • apply knowledge and principles of the alphabetic code
- 6. Developing reading (and spelling) skills the teacher can assess and address accurately what a learner does not know the bottom-up mechanical approach of synthetic phonics is the process of learning to read Which means that…
- 7. Phonics Synthetic Phonics Islands phonics sequence draws on the UK Department for Education and Skills Letters and Sounds sequence (3) and the Loring sequence (4) The Letters and Sounds program teaches grapheme-phoneme correspondences (GPCs) in terms of frequency and usefulness to beginner learners.
- 8. a beginner learner of English learns how to decode /a/ and /p/ and /s/ and /t/ to form the word 'sat' but won't know – and it wouldn't be appropriate to teach them – that this is the past tense of the verb 'to sit'
- 9. 1st - Learning letter-sounds for reading (spelling in TB extension) 2nd - Blending letter sounds for reading words 3rd - Reading words/sentences in supported reading (visual meaning)
- 10. The initial group of consonants and vowels, enable children to read and spell many simple CVC (consonant-vowel- consonant) words. eg, the sequence begins by teaching a, p, s, t, i, n which make up more three-letter words than any other six letters of the alphabet.
- 11. 4th - Reading words in semi- independent reading (less visual support) 5th - Spelling through letter recall (with letter-sounds review) 6th - Applying reading skills in independent reading (no visual support)
- 12. Phonics Synthetic Phonics References •Rose, J. (2006) Independent Review of the Teaching of Early Reading, Final Report UK Department for Education and Skills •Langenberg, D. L. et al. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on reading and Its Implications for Reading Instruction •U.S. National Reading Panel •Australian Government Department of Education, Science and Training (2005) •Teaching Reading, Report and Recommendations. National Inquiry into the Teaching of Literacy •UK Department for Education and Skills (2007) Letters and Sounds: Principles and Practice of High Quality Phonics •Masterson, J., Stuart, M., Dixon, M. & Lovejoy, S. (2003) Children's Printed Word Database. Economic and Social Research Council funded Project, R00023406 •Loring, H. (1980) Reading Made Easy with Blend Phonics for First Grade U.S. Logan Institute for Educational Excellence www.standards.dfes.gov.uk/phonics/ www.letters-and-sounds.com www.childrenofthecode.org www.getreadingright.com