Teaching Phonics in the early grades Part II Leecy Wise

Technology Check  Mike muted? (Turn on for comments and presentations)  One person in charge?  Access my computer screen?

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

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.

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

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.

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

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

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.

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

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). phonics.htm

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

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,  -Dyslexia teaching resources: colored overlays for reading, "dyslexia friendly" spelling games and other phonics activities, study skills and elementary maths games

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.

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. `

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

Next time:  Comprehension: So now you can decode, but do you understand?