SUMMARY
of
CHAPTER 7 - PHONICS (Crawley/Le)
Phonics is a method of teaching reading that emphasizes letter-sound relationships to decode words. Researchers have identified at least five different ways to approach teaching phonics. They are provided below.
- Synthetic phonics involves explicitly teaching children letter-sound relationships, and teaching children to break written words apart sound by sound.
- Analogy phonics focuses on teaching about word families such as cat, hat, mat, and bat.
- Analytic phonics relates to teaching children how to sort words and look at spelling patterns that make different sounds such as ar, er, ir, ur, and or.
- Phonics through spelling involves children learning about phonics during writing experiences.
- Embedded phonics is a method is which children are taught phonics through real reading experiences.
- The key to successful phonics teaching is a systematic approach that has a planned, sequential set of phonics elements that are taught explicitly and methodically.
Research has identified the following information about teaching phonics.
- Systematic phonics instruction introduced early in children's school experience seemed to produce stronger reading achievement than later.
- Directly teaching the letter-sound system can speed up learning how to read.
- Children need a rich variety of reading and writing experiences that include, but are not limited to, phonics instruction.
- Instruction in phonics facilitates early reading acquisition.
- Systematic phonics instruction produces significant benefits for students in kindergarten through sixth grade, and for children having difficulty learning to rad.
- The effects of systematic early phonics instruction were greatest for children in kindergarten and first grade.
- Systematic synthetic phonics instruction had a significant effect on the reading skills of struggling readers. It benefited students with learning disabilities, low-achieving students with no learning disabilities, and low socioeconomic status students.
Phonics lessons involve the following.
- Consonant-Vowel-Consonant (CVC) Patterns and Blending Words (for Beginning Readers)
- Using Initial Letter Sounds in Reading (for Beginning Readers)
- Using Initial and Final Sounds in Writing
- Using Long Vowel Patterns
- Using Funky Chunks (ou, ough, oi, oy, au, and augh)
- Using Short (or Long) Vowel Sounds in Writing
- Consonant-Vowel_Consonant (CVC) Patterns and Blending Words in Reading
- Vowel Plus "r" Patterns in Writing (ir, ur, and er)
- Reading Long Words
Phonics can be a very effective foundational tool for learning critical reading, spelling, and writing skills. Success in life is directly proportionate to the level of mastery of these skills.
FROM: D. SKAGGS
ReplyDeleteThis chapter, though very enlightening, is a little hard to duplicate in a mathematics classroom. Of cours, there is plenty of reading in math, but that does not mean there is time for systematic phonics instruction. The best way to relate this chapter to mathematics instruction would be to think of phonics in reading as number sense in math. Students need a systematic approach to number sense that comes from a rich variety of authentic problem solving situations. This should be an important part of small group instruction in mathematics.
To evaluate this approach I primarily use informal assessments that are specific to the areas in which the students are struggeling. For example, if a students is having trouble rounding numbers, I might begin by assessing whether they can tell me if a number goes before a number , after a number or between two numbers. Formal assessments could be taking from specific SE's tested on district benchmarks and some six-weeks tests.
Posted by 5th Grade Math-Mr.Le
ReplyDeleteReflection: I reflected on my use of small groups in math as it pertains to this chapter. This chapter details the reading process of blending, alliteration, rhyming and other components of phonemic awareness.
Implementation: (REPEAT CH.6)I plan to utilize certain math vocabulary words as quick informal assessments. This should allow me to observe any struggles my students may have as it pertains to reading a word problem.
From: Mrs. P. Williams
ReplyDeletePhonics through spelling during writing experiences is the only implementation from this chapter in my classroom. We assess these skills through a weekly spelling test and composistion. We also learn the spelling rules which greatly improve spelling.
Post by Gary S. Lopez
ReplyDeleteChapter 7
This chapter overwhelmed me with the myriad of ways to teach phonics. I noticed in the reading that direct teaching of phonics concluded with the best results. The small group environment provides an excellent setting to direct teach to students. I will implement a planned, sequential set of phonics elements and attempt to teach these elements explicitly and methodically. Overall student improvement in phonics will be my expectation.
From:K.Meador/R.Simpson
ReplyDeleteThe more you read, a better reader you become.Students need to be exposed to a multitude of opportunities to practice phonics. Small group, large group, partners or peer tutors are some examples of excellent times for students to work on reading skills-especially phonics. I try to get the student to look for predictable patterns and to use familiar words to help with more difficult words. For example: circle and citrus. Both have a predictable pattern-ci-and the "c" in circle(familiar word)has an "s" sound,therefore, the "c" in citrus more than likely will have an "s" sound. This takes a lot of practice but it gives the student a strategy to fall back on.