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Created by Brenda Wright For GESD #40 July 2005
©2005 Brenda Wright2 Table of Contents 3 Cueing SystemsSlide #3Slide #3 Developmental Continuum Slide #4Slide #4 Letter KnowledgeSlide #6Slide #6 Phonics Assessment Slide #7Slide #7 Letter Sounds…BlendingSlide #8Slide #8 Patterns in Decoding Slide #9Slide #9 Selection of Text Slide #10Slide #10 Walls that Teach Slide #11Slide #11 Resources for InstructionSlide #13Slide #13 ResourceSlide #14Slide #14
©2005 Brenda Wright3 3 Cueing Systems TOC
©2005 Brenda Wright4 Phonics Developmental Continuum Phonics skills that students learn are arranged in a logical sequence. The continuum gives examples of skills that are “typically mastered” at particular grade levels. Many skills overlap grade levels for mastery. ©2001 Literacy First (p. 3-12) TOC
©2005 Brenda Wright5 Phonics Development Continuum Phonics Category Typically Mastered Consonant Letter Sound Correspondence Kindergarten Vowel Letter Sound Correspondence Kindergarten Letter Name Kindergarten CVC Words/Short Vowels 1 st Grade Onset & Rime/Short Vowel 1 st Grade CVCV Long Vowel/Silent e1 st Grade 100 High Frequency Words1 st Grade Consonant Digraphs (beginning)1 st Grade Consonant Digraphs (ending)1 st Grade Consonant Blends (beginning)1 st Grade Consonant Blends (ending)1 st Grade Vowel Digraphs (long)1 st Grade 101-200 High Frequency Words1 st Grade Vowel Digraphs2 nd Grade Vowel Dipthongs2 nd Grade R or L Controlled2 nd Grade Multisyllabic Words (open and closed)2 nd Grade 201-500 (300 words) High Frequency Words2 nd Grade TOC
©2005 Brenda Wright6 Phonics Letter Knowledge Critical Attributes: Automatic letter name recognition needs to be learned independent of learning the alphabetic principle (letter name correspondence). The alphabetic principle means that the letters of the alphabet represent sounds. Children who recognize letters with accuracy and speed are better able to learn about the sounds associated with letters. ©2001 Literacy First (p. 3-24) TOC
©2005 Brenda Wright7 Literacy First Phonics Assessment The Literacy First Phonics Assessment is designed to determine which phonics skills students have mastered and to determine the correct instructional level. The Phonics Assessment is divided into 3 sections: a. Letter names and sounds b. Reading and phonetic decoding k-1 c. Reading and phonetic decoding 1-3 The assessment is given one-on-one. Teachers should start at a level where the student will be successful and should stop when the student is experiencing less than 75% success. Psuedo words are included as a way to determine whether a student has actually learned the decoding skills necessary to read the word. ©2001 Literacy First (p. 3-26, 3-27) TOC
©2005 Brenda Wright8 Phonics Letter Sounds, Sounding Out and Blending It is important to know the sound(s) that individual letters make before learning to blend sounds in order to read words. Sounds are formed using various parts of the mouth. Once individual sounds are learned, students learn to blend sounds to read words. Many strategies can be used to sound out words. 3 popular ways are: 1. sound by sound 2. blending vowel first 3. onset and rime ©2001 Literacy First (p. 3-72) TOC
©2005 Brenda Wright9 Using Patterns in Decoding Decoding by analogy is an instructional method that uses phonograms. When decoding by analogy students look for recognizable chunks within a word. Decoding by analogy helps readers become aware of patterns. When students have a reasonable mastery of beginning and ending consonant sounds, they are ready to begin the study of vowels with word families or phonograms. ©2001 Literacy First (p. 3-74) TOC
©2005 Brenda Wright10 Phonics: Selection of Text Particular types of text are used at appropriate times in the readers’ development as a way to support their progress. Predictable text, decodable text, authentic literature, and nonfiction should be included in reading instruction with a balance of fiction and nonfiction for readers at all developmental levels. Text characteristics can be analyzed according to print features, vocabulary, text structure and content. ©2001 Literacy First (p. 3-90) TOC
©2005 Brenda Wright11 Walls That Teach The word wall provides ready access to high frequency words, word family examples and other patterns or troublesome words. For maximum benefit, the word wall must be used on a daily basis. Classroom walls should reflect and reinforce the work done by the teachers and students. ©2001 Literacy First (p. 3-95) TOC
©2005 Brenda Wright12 TOC Add relevant pictures to words when appropriate
©2005 Brenda Wright13 TOC Resources for Phonics Instruction Words Their Way Phonics They Use, 3 rd Edition Phonics A to Z Making Words Making Big Words Word Families
©2005 Brenda Wright14 TOC
Phonological Awareness Created by Brenda Wright For GESD #40 July 2005 Zgonc, Y. (2000). Sounds in action. Crystal Springs Books. (ISBN # ) Literacy.
Flexible Skill Groups Created by Brenda Wright For GESD #40 July 2005.
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1. Developed to meet the criteria set by the Learning Community and OPS Assessment Steering Committee Developed as a measure to monitor student progress.
© 2014 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License.
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