Teaching Phonics and Word Recognition

1. Department of Education
Bureau of Learning Delivery
Teaching and Learning Division
National Training
on Literacy Instruction
Bohol Tropics, BoholCity
November 18 - 22, 2019

2. National Training on Literacy Instruction
Teaching Phonics and Word
Recognition for Successful
Decoding Skills
Presented by:
VALERIA FIDES G. CORTEZA, PhD.
Education Program Supervisor
Zamboanga City Division
Session 4

3. Objectives
*Understand how Phonics for Reading directly
connects to the science of teaching reading
*Discuss the basics of phonics.
*Identify the steps in teaching phonics, using the
fuller approach.
*Discuss the fuller technique in teaching
beginning reading.
*Write activities in teaching beginning reading
using the fuller technique/ explicit teaching.
National Training on Literacy Instruction

4. Phonics
Pneumonoultramicroscopicsiliconovolcanoniosis
National Training on Literacy Instruction

5. video presentation:
National Training on Literacy Instruction
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
1. How do we teach reading using the
Fuller Approach?
2. What are the different steps?
3. What are the guidelines to follow
when presenting the word family?
4. Steps to follow after teaching word
family,
example: the short /e/ family – (et)

6. Phonics
pretty
National Training on Literacy Instruction

7. Phonics involves recognizing the relationship between
letters and sounds (Alphabetic Principles).

8. 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/
National Training on Literacy Instruction

9. 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/
National Training on Literacy Instruction

10. Phonics
Pneumonoultramicroscopicsiliconovolcanoniosis
A word that refers to a lung disease contracted from
the inhalation of very silica particles, specifically from
a volcano, it is the same as silicosis.
https://en.m.wikipedia
National Training on Literacy Instruction

11. Connect: Oral and Phonological
Awareness (word awareness)
What is you name?
My name is Rosalina.
National Training on Literacy Instruction
Phonics- involves recognizing the relationship
between letters and sounds

12. 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.
National Training on Literacy Instruction
https://bilingualkidspot.com/2018/07/02/how-to-teach-kids-to-read-using-phonics/

13. 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
National Training on Literacy Instruction
https://bilingualkidspot.com/2018/07/02/how-to-teach-kids-to-read-using-phonics/

14. Why are phonics important?
supercalifragilisticexpialidocious
National Training on Literacy Instruction
https://bilingualkidspot.com/2018/07/02/how-to-teach-kids-to-read-using-phonics/

15. 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/
National Training on Literacy Instruction

16. National Training on Literacy Instruction
• 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

17. National Training on Literacy Instruction
• 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

18. National Training on Literacy Instruction
Different Types 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
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

19. National Training on Literacy Instruction
Different Types 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
Reading and spelling are
taught simultaneously
Systematic
No guessing from pictures,
initial letter, context, or word
shapes

20. 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/
National Training on Literacy Instruction

21. National Training on Literacy Instruction
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
If children are to benefit from phonics
instruction, they need phonemic
awareness.

22. National Training on Literacy Instruction
Phonics Terms
• 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.
• 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.
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice

23. National Training on Literacy Instruction
Phonics Terms
• 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.
• 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.
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice

24. National Training on Literacy Instruction
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
Insert video of mam rose

25. video teaching phonics/ IXL
Learn Phonics

26. National Training on Literacy Instruction
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
In pairs teach the following rime using the explicit
method.
-ag
-ap
-an
-in
-at

27. National Training on Literacy Instruction
The learners’
ability to
read is in our
hands.
R. Villaneza