1. Phonics Instruction by Chuck Branch

2. Phonics Instruction While the National Reading Panel found it essential that a planned sequence be taught explicitly, they found no differences in the effectiveness of various types of systematic phonics programs.

3. Characteristics of Exemplary Phonics Instruction

4. Phonics Instruction Exemplary phonics instruction is built upon a student’s rich conceptualization of how print functions (IRA, 2002). Example: -A child’s experiences with words greatly impact phonics instruction.

5. Phonics Instruction Stahl found that whole language programs were effective in kindergarten, but code-emphasis methods were more effective in first grade (IRA, 2002).

6. Phonics Instruction Exemplary phonics instruction is built upon a foundation of phonemic awareness (IRA, 2002). It is important for children to realize that spoken words contain phonemes. Example: the /k/ sound in jacket

7. Phonics Instruction Clear and direct phonics instruction is essential (IRA, 2002). Example of clear and direct instruction: -Show the word bear. -Point out that bear begins with the letter b. -Share that b makes the /b/ sound. -Have students practice reading words that contain the letter b.

8. Exemplary Phonics Instruction Phonics is integrated into a total reading program (IRA, 2002).

9. Exemplary Phonics Instruction Examples of integrated reading program: -Phonics instruction and practice should be no more than 25% of the reading program. -The reading focus should include the phonics patterns that have been taught. -Teachers should integrate trade books with a high percentage of common phonic elements.

10. Exemplary Phonics Instruction Teachers avoid overemphasizing phonic rules (IRA, 2002). -Identifying patterns is more effective in word identification. -While rules are helpful for identifying patterns, rules should not be taught as absolutes.

11. Teachers may use onsets and rimes to break down syllables (IRA, 2002). Example: -Use the word m-e-a-t to help children understand the pronunciation of wheat. Exemplary Phonics Instruction

12. -ack-ain-ake-ale-all-ame -an-ank-ap-ash-at-ate -aw-ay-eat-ell-est-ice -ick-ide-ight-ill-in-ine -ing-ink-op-ir-ock-oke -op-or-ore-uck-ug-ump -unk Nearly 500 words can be developed from 37 rimes: Exemplary Phonics Instruction

13. Invented spelling practice is acceptable (IRA, 2002). -Children encouraged in using invented spelling have shown positive decoding and comprehension skills (IRA, 2002). Exemplary Phonics Instruction

14. Teachers use independent word recognition strategies to give attention to the internal structure of words (IRA, 2002). Examples: -Sounding out a word letter by letter -Finding words that share the same rime as unknown words -Spelling words using invented spelling Exemplary Phonics Instruction

15. As students develop automaticity in their word recognition skills, more time can be devoted to comprehension (IRA, 2002). -Automaticity in word recognition skills is improved through practicing reading words. Exemplary Phonics Instruction

16. Word Walls

17. Disadvantages of Letter of the Week Activities (IRA, 2002)  Letters and sounds may be introduced without important reading and writing connections.  Reading time consists of practicing letters and sounds in isolation.  There is little application of letter-sound knowledge.

18. Word Walls (IRA, 2002) Word Walls can provide rich literacy instruction that facilitates students’ reading and writing development. Word Walls double and triple the pace of instruction as compared with Letter of the Week activities.

19. Word Walls (IRA, 2002) Use key words that include helpful chunks or rimes.  Example: ake in cake  Example: art in dart Students identify unknown words by analogy to words they know.  Cake and dart may serve as key words as students identify rake, cart, snowflake, and starting.

20. The ABC Wall (IRA, 2002) The ABC Wall is a beginner’s Word Wall. - Choose words from a familiar rhyme, poem, or chant. -Focus on the beginning sound of each word. -Help students hear and say the sound. -Practice writing the first letter.

21. The ABC Wall (IRA, 2002) -Evaluate other words for like beginnings. -Use the words in a meaningful context. -The ABC Wall key words serve as a reference point as students read and write new words throughout the year.

22. Word Walls (IRA, 2002) -After an ABC Wall is built, identify key words that begin with common digraphs such as sh, th, and ch. -Use rhymes, poems, and chants to identify frequent rimes such as an, at, ell, it, op, and ug for a separate Chunking Wall.

23. LINKS: Word Wall activities http://www.teachingfirst.net/wordwallact.htm Words with “at” http://www.abcteach.com/samples/word_walls/word_wall_sample_atwords.pdf Words with “str” http://www.abcteach.com/samples/word_walls/word_wall_sample_strwords.pdf Word Wall Strategies http://www.k12reader.com/10-great-word-wall-strategies-for-classrooms

24. References International Reading Association. (2002). Evidence-based reading instruction: Putting the National Reading Panel report into practice. Newark, DE: International Reading Association.