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Teaching Phonics

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SYNTHETIC PHONICS When the child sees a new word, he learns to put the sounds of the letters together to get the sound of the word as a whole. – PowerPoint PPT presentation

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Title: Teaching Phonics


1
Teaching Phonics
  • in the early gradesPart II

Leecy Wise
http//www.reconnectioncompany.com
2
Technology Check
  • Mike muted? (Turn on for comments and
    presentations)
  • One person in charge?
  • Access my computer screen?

3
Other Checks
  • Be ready to go 5 min after
  • Report problems in sight and sound
  • Have a spokesman

4
Day 2 Agenda
  • Review
  • Practice specific skills in both approaches.
  • Adapt instruction to students with special needs.
  • Review a few lesson plans.
  • Explore resources for using technology in phonics
    instruction.

5
Concepts Review
  • General best practices
  • Best practices in teaching phonics
  • Synthetic vs. Analytic

6
SYNTHETIC PHONICS
  • You teach them the sounds of the language, and
    how these sounds are written as letters in a
    logical order in each word.
  • Each child learns to spell out certain simple
    words, and to recognize these words.

7
SYNTHETIC PHONICS
  • When the child sees a new word, he learns to put
    the sounds of the letters together to get the
    sound of the word as a whole.
  • Only a few very common words need to be learned
    as sight words

8
SYNTHETIC PHONICS
  • Begin with individual sounds and sound-letter
    correspondence. (44 phonemes)
  • Use kinesthetic activities
  • Use direct instruction

9
SYNTHETIC PHONICS
  • Children are taught 44 phoneme letter
    correspondences and are taught how words can be
    sorted into rhyming groups.
  • Pupils are taught systematically through a
    framework of phoneme-letter correspondences.

10
SYNTHETIC PHONICS
  • With each sound, children are taught how to Hear
    it, Read it, Write it. Children are then taught
    the skills for blending, rhyming and identifying
    the phonemes in order to read and spell the words

11
SYNTHETIC PHONICS
  • Synthetic phonics can be used at any age, and can
    be applied retrospectively in the case of people
    with reading difficulties of any kind, including
    dyslexia.
  • It can be also use for teaching pupils or
    students for whom English is a second or other
    language (ESL/TESOL) or for teaching English
    abroad (ELL/EFL/TEFL).
  • http//www.cloudworld.co.uk/teaching-synthetic-ph
    onics.htm

12
Analytic Phonics
  • Start by having the child recognize a familiar
    word
  • Build a large sight vocabulary
  • New words are analyzed by recognizing patterns
  • Words are broken apart into onsets and applied to
    reading or creating new words

13
Special Needs
  • Faulty reading instruction methods can cause, or
    exacerbate, dyslexic tendencies - putting untold
    numbers of children on the path of failure before
    they have barely set out on their life's journey.
    (Reading Reform Foundation, http//www.rrf.org.uk/
    )
  • http//www.crossboweducation.com/ -Dyslexia
    teaching resources colored overlays for reading,
    "dyslexia friendly" spelling games and other
    phonics activities, study skills and elementary
    maths games

14
WHOLE LANGUAGE
  • Writing in Principal, Marie Carbo asserts that
    "Children who do well in whole-language programs
    tend to have visual, tactile, and global reading
    styles." Global learners such as these, she
    maintains, tend to enjoy and learn from the
    popular literature, hands-on learning and peer
    interactions prominent in the whole language
    approach.

15
ANLYTIC VS GLOBAL
  • To analytic as opposed to global learners,
    however, the whole language approach can feel
    disorganized, Carbo says. If the systematic
    teaching of phonics doesn't take place, analytic
    learners can fall behind and fail to develop the
    tools they need for decoding words.

16
  • "Tell me and I forget. Teach me and I remember.
    Involve me and I learn." Benjamin Franklin

17
Next time
  • Comprehension So now you can decode, but do you
    understand?

18
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