Created by Brenda WrightFor GESD #40

July 2005

©2005 Brenda Wright 2

Table of Contents

3 Cueing Systems Slide #3Developmental Continuum Slide #4Letter Knowledge Slide #6Phonics Assessment Slide #7Letter Sounds…Blending Slide #8Patterns in Decoding Slide #9Selection of Text Slide #10Walls that Teach Slide #11Resources for Instruction Slide #13Resource Slide #14

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3 Cueing Systems

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Phonics Developmental Continuum

Phonics skills that students learn are arranged in a logical sequence.

The continuum gives examples of skills that are “typically mastered” at particular grade levels.

Many skills overlap grade levels for mastery.

©2001 Literacy First (p. 3-12)

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Phonics Development ContinuumPhonics Category Typically Mastered

• Consonant Letter Sound Correspondence Kindergarten• Vowel Letter Sound Correspondence Kindergarten• Letter Name Kindergarten• CVC Words/Short Vowels 1st Grade• Onset & Rime/Short Vowel 1st Grade• CVCV Long Vowel/Silent e 1st Grade• 100 High Frequency Words 1st Grade• Consonant Digraphs (beginning) 1st Grade• Consonant Digraphs (ending) 1st Grade• Consonant Blends (beginning) 1st Grade• Consonant Blends (ending) 1st Grade• Vowel Digraphs (long) 1st Grade• 101-200 High Frequency Words 1st Grade• Vowel Digraphs 2nd Grade• Vowel Dipthongs 2nd Grade• R or L Controlled 2nd Grade• Multisyllabic Words (open and closed) 2nd Grade• 201-500 (300 words) High Frequency Words 2nd Grade

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Phonics Letter Knowledge

Critical Attributes:Automatic letter name recognition needs to

be learned independent of learning the alphabetic principle (letter name correspondence).

The alphabetic principle means that the letters of the alphabet represent sounds.

Children who recognize letters with accuracy and speed are better able to learn about the sounds associated with letters.

©2001 Literacy First (p. 3-24)

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Literacy First Phonics Assessment The Literacy First Phonics Assessment is designed to

determine which phonics skills students have mastered and to determine the correct instructional level.

The Phonics Assessment is divided into 3 sections:a. Letter names and soundsb. Reading and phonetic decoding k-1c. Reading and phonetic decoding 1-3

The assessment is given one-on-one. Teachers should start at a level where the student will

be successful and should stop when the student is experiencing less than 75% success.

Psuedo words are included as a way to determine whether a student has actually learned the decoding skills necessary to read the word. ©2001 Literacy First (p. 3-26, 3-27)

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Phonics Letter Sounds, Sounding Out and BlendingIt is important to know the sound(s) that

individual letters make before learning to blend sounds in order to read words.

Sounds are formed using various parts of the mouth.

Once individual sounds are learned, students learn to blend sounds to read words.

Many strategies can be used to sound out words. 3 popular ways are:1. sound by sound2. blending vowel first3. onset and rime ©2001 Literacy First (p. 3-72)

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Using Patterns in Decoding

Decoding by analogy is an instructional method that uses phonograms.

When decoding by analogy students look for recognizable chunks within a word.

Decoding by analogy helps readers become aware of patterns.

When students have a reasonable mastery of beginning and ending consonant sounds, they are ready to begin the study of vowels with word families or phonograms. ©2001 Literacy First

(p. 3-74)

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Phonics: Selection of Text

Particular types of text are used at appropriate times in the readers’ development as a way to support their progress.

Predictable text, decodable text, authentic literature, and nonfiction should be included in reading instruction with a balance of fiction and nonfiction for readers at all developmental levels.

Text characteristics can be analyzed according to print features, vocabulary, text structure and content. ©2001 Literacy First (p. 3-90)

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Walls That Teach

The word wall provides ready access to high frequency words, word family examples and other patterns or troublesome words.

For maximum benefit, the word wall must be used on a daily basis.

Classroom walls should reflect and reinforce the work done by the teachers and students. ©2001 Literacy First

(p. 3-95)

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Add relevant pictures towords when appropriate

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Resources for Phonics Instruction

Words Their WayPhonics They Use, 3rd EditionPhonics A to ZMaking WordsMaking Big WordsWord Families

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