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1 Phonics. 2 What is Phonics? Phonics (phonic analysis) is ____________________________________ ____________________________________ Exampleshoot Person.

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Presentation on theme: "1 Phonics. 2 What is Phonics? Phonics (phonic analysis) is ____________________________________ ____________________________________ Exampleshoot Person."— Presentation transcript:

1 1 Phonics

2 2 What is Phonics? Phonics (phonic analysis) is ____________________________________ ____________________________________ Exampleshoot Person breaks the word down into the phonic elements and puts those sounds together sh + oo + t

3 3 Phonics is one of the learn-to-read skills Other learn-to-read skills? Once a person is a competent reader, ____________________________________ ____________________________________ Phonics is like training wheels on a bike (once you can ride, you don’t need them anymore)

4 4 Who Benefits From Phonics? Children with average to above-average _________________________________ can profit from phonics instruction A person can be a competent reader with no ability in phonics but for many children it is a very useful learn to read skill.

5 5 Auditory Discrimination Being able to hear the difference between sounds Give a child a letter “s” and a letter “m” (assume that the child knows the sound each letter makes) Hold up a series of pictures. (sun, sad (face), mat, mitt). Say the words one at a time in mixed order. Ask child to hold up the letter they hear at the beginning of the word. This is showing auditory discrimination skills

6 6 When is Phonics Taught? For typical children, all phonics skills taught __________________________________ Some children with special needs will need phonics instruction into later grades

7 7 Progression of Skills Child learns the consonants ______________________ Begin with ones with most distinct and different sounds such as s, f, m Sounds that have a similar sound (p, b, d) teach apart from each other

8 8 Progression of Skills Consonant Blends and Diagraphs Blends ( __________________________________________ __________________________________________) (bread, please, skate, flood, string) (think weiners and beans) Diagraphs (__________________________________________ __________________________________________) (phone, this, cheese, shoe) Child needs to see the “th” in a word and make the new sound (think cake mix)

9 9 Progression of Skills Child does not need to know the terms diagraphs and blends but needs to recognize them as a unit and not try to sound out each of the letters separately. ____________________________________ ____________________________________ Then progress to c/b/d at end and then middle of words

10 10 Vowels Child learns the five __________________ as in cat, beg, pig, dog and bug Child then learns the ____________________________________ as in lazy, we, nice, over and use

11 11 Y is a vowel and a consonant Y as a _________________ (yellow, yak, you) Y as a _________________ -the long e sound, (baby) -the long i sound, (fly)

12 12 Vowel Combinations Regular Vowel Combinations (___________________________________ ___________________________________) train, boat, toe, bait, cheap Irregular Vowel Combinations (The above rule doesn’t apply) (bear, fruit, said, moon)

13 13 Silent E Rule When there is an ‘e’ at the end of the word it is usually silent ____________________________________ ____________________________________ capcape hathate cutcute bitbite hophope

14 14 The “r” vowels combinations arhard erbutter irbird ordoctor urhurt

15 15 ____________Sounds ow (how) oi (boil) oy (boy) ou (mouse)

16 16 Rhyming Word Families 34 different groups King, sing, wing, bring, ring, Sail, bail, mail, tail, jail Cow, now, how, sow,* don’t include words that look like they rhyme but don’t such as row, bow Two parts (Example the ‘ing’ family) k is the __________, ing is the________ (that spelling is correct)

17 17 Later Phonics Skills Homonyms _____________________________________ _____________________________________ there, they’re, their sew, sow weather, whether to, too, two write, right

18 18 _________________ Two or more words that mean the same thing unhappy, sad boy, lad rock, stone

19 19 ___________________ Words that are opposite in meaning heavy, light up, down asleep, awake forward, backward

20 20 Other terms ______________ words (windmill, buttermilk, baseball, doorknob, shoelace) _____ words (words with prefixes or suffixes) kicking, unwell, quickly _______(add ons to the front of root words that change the meaning-disengage, uncover) ______ (add ons to the back of root words that change the meaning- carefully, sadly)

21 21 Popularity of Phonics Phonics comes and goes in terms of popularity Some so-called experts say you can’t learn good spelling / reading skills without using phonics English is only __________________ ( you can know how to spell the word from the sounds) so phonics is only a help with spelling, not the whole answer

22 22 What do teachers think? Most teachers think phonics is one of a number of learn to read skills that should be taught to children but it is not the whole answer. EAs spend a lot of time helping children to learn phonics skills. EAs need to be creative in developing interesting ways to teach and have children practice their phonics skills

23 23 Ideas Text has many good strategies (pp. 276- 325) Example A shoe box with objects or pictures of things that start with “m” or “p”. Also in box is a large bristle board “m” and a “p”. Child sorts objects onto the “m” or “p” cards

24 24 Arguments for Phonics ____________________________________ ___________________________________. Without phonics a child will be a poor speller or reader. (?) Lack of phonics training has raised a generation of children who don’t read as well as their parents did. (not true)

25 25 Arguments against Phonics If you spell all words phonetically, you’ll get half of them wrong. Stats show each generation has better literacy skills than the previous generation. Phonics is only a learn-to-read skill that some children don’t need Many phonics rules are very complicated and children can’t learn them until long after they have learned to read The purpose of reading is to get meaning out of the text. Phonics may help you decode a passage of text but doesn’t help you understand it. Decoding a lot of words in a passage interferes with your ability to get the meaning out of a passage.

26 26 Finally ______________________________________ ____________________________________ ____________________________________ Along with teaching the phonics skills, you have to coach the child to use the phonics skills while they are reading.

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