EDRS 659- Week 4 COMPONENTS OF LITERACY_ PHONICS AND WORD RECOGNITION, FLUENCY, & VOCABULARY ASSIGNM

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Feb 20, 2024

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COMPONENTS OF LITERACY 1 Components of Literacy: Phonics and Word Recognition, Fluency, and Vocabulary Tammy Baysden School of Education, Liberty University Author Note Tammy Baysden I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Tammy Baysden. Email: tbaysden@liberty.edu
COMPONENTS OF LITERACY 2 Components of Literacy Phonics and Word Recognition In their book "All Children Read: Teaching for Literacy in Today’s Diverse Classrooms,” Temple et al. (2018) delve into phonics, which is the relationship between graphemes and phonemes; letters or groups of characters and their respective sounds. The authors claim that word knowledge includes not only the phonics but also the understanding of functions and meaning of written words in general. Chapter 5 discusses key skills needed to understand words and how teachers can teach word knowledge. The authors mention the logographic phase, a period when children are not able to phonetically decode unknown words (Temple et al., 2018, p. 97). In this phase, the recommended method is whole-part-whole teaching, recognizing words in context to derive meaning before tackling them individually through activities such as reading in context or using the Language Experience Approach (Temple et al., 2018, p. 98). The chapter also focuses on the alphabetic stage where children identify decomposition of words into phonemes and the correspondence between letters to phonemes (Temple et al., 2018, p. 100). Some strategies include shared writing soundboards, word walls, word wall chants, picture sorts, plastic letters, push it say it, making and breaking words, and guided reading (Temple et al., 2018 p. 101-103). The orthographic phase or chunking investigates onsets and rimes comprehension, whereby rimes are termed phonogram patterns. Oral recognition of onsets and rimes is the general case, but written representations are used for phonogram patterns. This phase reinforcing activities include word sorts, group word sorts, speed sorts, onsets and rimes for word study, two syllable word sorting, word wheels, word hunts, and flip cards (Temple et al., 2018).
COMPONENTS OF LITERACY 3 The morphological phase focuses on reading meaningful words or morphemes. In this stage, skills involve compound words, inflectional morphemes, and derivational morphemes like prefixes and suffixes (Temple et al., 2018 p. 108-109). Such approaches as structural analysis, using affixes to determine the meaning of a whole word are encouraged. In addition, word journals are also recommended to improve skills in the morphological stage. Finally, the derivational phase (word histories and families) allows children to understand how words emerged from older sources linking word recognition with vocabulary knowledge (Temple et al., 2018, p. 110). There are the practices such as discovering words with parts from ancient sources, using structural analysis with Latin and Greek elements, and writing word reports that are highlighted to develop skills in this period (Temple et al., 2018, p. 110-112). Ms. Glass, a reading specialist, describes some useful practices in the provided video clip “How to teach Sight Words” (2011) that can raise the efficiency of students’ reading of sight words. According to Glass (2011) sight words are words found in written language that do not follow the phonics rules, making it interesting for young learners. Highlighting the importance of repetitive reading and independent spelling, Glass (2011) points out that mastering sight words requires regular practice and daily revision. Glass (2011) notes the need for conversations regarding sight words with students. She used the example "said." The sounds at the beginning and ending follow the phonics rule but the "ai" combination does not. It is recommended that the words are introduced in isolation with students sky-writing them to improve muscle memory while Glass (2011) suggests, as the students become progressively familiar, they pass through different stages such as the tracing stage, independent writing, miscues in reading in isolation and within text, circle of words with meaning, word wall words, and a ring of words. This systemic approach, based on redundancy and repetitions of
COMPONENTS OF LITERACY 4 sight word memory, not only improves the ability to remember sight words but also provides a sense of confidence for students when they encounter any sight words while working with their reading material. Of its impact of Glass’s insights is to provide a scaffolded approach of sight word instruction which students master step by step and become firmer in their understanding of these elements among literacy members. The following are three online sources that can be cited for instructional strategies related to phonics and word recognition. 1. One great educational resource is the ReadWriteThink website. This site provides valuable interactive tools and resources to make literacy instruction even better. Distinctively, the unique feature of the online Word Family Sort tool enables the students to play interesting digital games which involve word patterns and phonics rules. I, as a teacher, would effortlessly incorporate this tool into small group activities and create a collaborative environment for the learners. With the help of the word family sort tool, the students not only can solidify their knowledge on phonics concepts but also experience the process of learning as an engaging and fun-filled activity. This practice conforms to NCTE (2024) recommendations for the implementation of sound practices of phonics teaching and the use of modern pedagogical practices . 2. PBS LearningMedia website is an inclusive medium with a variety of multimedia content making the life of educators easy. Notable among the tools of this resource is the “Word Maker” tool that students can use to create and change words, which in turn gives them an interactive and dynamic way of reinforcing phonic knowledge. In the context of a practical implementation, as an educator, I would place the “Word Maker” tool into a blended learning station. This approach permits students to work alone or with a peer,
COMPONENTS OF LITERACY 5 interacting with phonics idea in an individual or collaborative way. Using this digital tool, students simultaneously improve their phonics skills and enjoy the flexibility and interactivity associated with individualized learning stations, closer to contemporary learning styles (PBS LearningMedia, 2019). 3. Starfall, prominent for teaching early literacy, is a dynamic site that has games and activities including ABC section which encourage phonics. As a teacher, I would intentionally introduce Starfall into my teaching practices as an extra resource for students to practice by themselves. Using the interactive and fun learning environment on Starfall, students can practice phonics skills independently at their own pace. Besides providing valuable practice, the fun phonics games on the platform contribute to an enjoyable and engaging learning process. The use of Starfall as independent practice is inline with a modern approach to education as it enables students to use technology to engage in practice of phonics and make practice enjoyable (Starfall, 2002). The chapter, video, and explored sites resonate with my own personal philosophy of literacy in that the insights suggest a balanced and systematic approach to teaching literacy. My philosophy of promoting a deepened understanding of phonics correlates with the focus of learning word decoding and encoding strategies are represented in these sources. The emphasis on the importance of teaching phonics in the process of acquiring literacy strengthens my belief that a good understanding of the principles of phonics is vital in helping create readers and writers with proficiency. In the aspect of digital literacy and technology integration, my view is enhanced by the recognition that engaging and interactive platforms are crucial for developing phonics and word recognition. ReadWriteThink, PBS LearningMedia, and Starfall represent the possibilities
COMPONENTS OF LITERACY 6 available through technology to create individual and interactive learning environments. The identification of the fact that digital materials can address differentiated needs and offer individualized feedback aligns with my creed that technology should be utilized to assist with the unique needs that occur in 21st-century learning environments. My enhanced insight confirms the importance of phonics in achieving literacy and, further, my belief that the devices should serve an exact purpose of addressing current needs of modern learners. Thus, as I strive to become a more effective teacher, I find myself inspired to adopt these digital tools not only to enhance phonics teaching but also to provide a beneficial, individualized, and enjoyable knowledge environment for my students that will promote a love of literacy in the digital era. Fluency In their chapter on Fluency, Temple et al. (2018) emphasize that fluency is the most important aspect in the process of developing literacy skills. According to the chapter, fluency goes beyond just the speed of reading and includes oral reading of words, speed reading, and correct pronunciation. The authors point out that what defines fluency is not just reading fast, but also having clear comprehension of ideas as well as an understanding of delivery cues. As outlined, fluency is a complex competence that requires a holistic approach (Temple et al., 2018). The chapter outlines different strategies for becoming fluent, drawing attention to numerous readings, modeled readings by teachers, and active activities, which allow students to read diverse texts. The other implication that arises from the dynamic nature of fluency instruction is that it reaches beyond mechanical reading to stimulate content comprehension, guiding thoughtful reading and writing (Temple et al., 2018).
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