Phonic Strategies

For example linking sounds and letters they are currently as follows, Hear and say sounds in words in order in which they occur, Link sounds to letters naming and sounding the letters of the alphabet. Use the phonic knowledge to write simple regular words and make phonetically plausible attempts to write more complex words.

Phonics advocates have been arguing that in order for children to learn to read, they need to have an explicit instruction in the rules of printed text in order to read properly. The phonics approach has been described as “bottom up” as it teaches the children to decode text and then the meaning and understanding will follow while the whole word approach is described as “top down,” as the children depend on the pictures within the book, form hypothesis and make predictions of the words with the text of the book being read (Wren, 2003).

There are plenty of fun activities to do with children when trying to enhance their phonological awareness. Activities that involve using rhyming words, jingles, poems, and syllabus in particular can be very helpful when helping children enhance their phonological awareness.

1. ELL students need to be familiar with the sounds of English before they can develop phonological awareness. 2. Instruction needs to be explicit, modifications made, and practice needs to be given when needed. 3. Once phonological awareness has developed in any language, then it can be transferred to other languages that are learned.  4. Teachers should frequently model the production of sounds. 5. Beginning readers should get help to learn to identify sounds in short words.

Regardless of the techniques/activity phoneme awareness has to be taught explicitly using the gradual release model. McCarthy (2008) mentioned four steps a teacher can use to teach how to hear sounds in words. The first step is to model the stretching of the words out slowly, stretching phoneme by phoneme. While practicing the stretching of words, Carmen would repeat what I have done, by doing this with the correct pronunciations she will learn to listen for the phonemes in each word. If Carmen is not displaying significant understanding then we will use a large enough mirror to show both of our mouths so that we can see what each of our mouths are doing during the pronunciation of words. Step two illustrate to Carmen how to use the Elkonin sound box, drawn or purchase. As each of the sound is articulated, both of us stretch the word then we would put a marker in the box to represent that particular phoneme. Step three is to teach her how to make maximum use of the sound box so that it can help her to distinguish and segment phonemes. This can be done by splitting the task with her. I stretch the word out slowly making sure to articulate each phoneme while she pushes the marker in the sound box. We would switch roll allowing her to stretch the word slowly, and I would push the marker in the sound box. Continuing this to ensure that she understands both tasks. Step four is

The targeted skills for my reading toolkit are phonological awareness and alphabetic understanding through sound segmentation and blending. This lesson will address the Kindergarten standard of K.3B. In this standard, students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to use knowledge of letter-sound relationships to decode regular words in text and independent of content. I chose Elkonin boxes as the tool to help my student master this targeted skill. I selected this particular strategy because Elkonin boxes help students build phonological awareness by segmenting words into sounds or syllables. Additionally, they teach

There are a variety of different approaches to systematic, explicit phonics instruction. The first of which is “synthetic phonics” . This approach continually builds on itself to from words by first teaching letter sounds, then practicing the combination or “synthesis” of the letter sounds, finally achieving the goal of combining those practiced sounds to create recognizable words.

Phonics is described as “understanding letter-sound relationships, as well as larger letter pattern/sound pattern relationships” (Ruddell, 2009). Though in my opinion there is a lot more to phonics than this. There are several aspects to phonics, different types of phonics, negatives to the idea, and several ways to teach it. In this paper I will address all of these based on research I found, the discussion I had with my peers, and my own opinion.

There are several methods that can be used and have been used to teach phonemic awareness. For example, some whole language teachers feel that using work-sheets and drills is less effective than teaching phonics in meaningful context using real lan-guage. (Griffith & Olsen, 1992; Morrow & Tracey, 1997; Richgels, Poremba, & McGee, 1996). On the other hand some educators differ in their thoughts as they believe that you may leave out some crucial parts of phonics instructions if you are teaching in only natural language settings.One of the more widely used phonics program is Color My World with Phonicsand it is written by Jenny O’Brien and Fran Key. There was also a study conducted to compare the results first grade students who were exposed to this programs explicit phonemic awareness instruction versus those who were instructed using a more traditional reader program. The results con-firmed that students who were exposed to the Color My World with Phonicscurriculum in the first grade achieved higher SAT-9 scores in the second grade than those in the traditional read-er program.The result of this study supports the fact that students who receive reading instruction pro-grams with explicit phonemic awareness instruction tend to be more successful at reading, especially at earlier

It is however, an essential and vital element of a balanced literacy program when learning how to read (Emmitt, Hornsby, & Wilson, 2013). EESPI balances phonics learning. The development of phonological awareness is necessary in all modes of communication (Yopp & Yopp, 2009). Phonics involves identifying twenty-six letters (graphemes) of the alphabet. All forty-four sounds (phonemes) and phonic concepts (rules) to read (decode) and spell (encode) written or spoken text (Phonics International, 2011). Phonological awareness (cracking the code) is essential when learning how to read because it involves the ability to hear and recognise speech sounds and develop oral language (DEWA, 2012). Reading is more than knowing how to say the English alphabet. Students need to comprehend what they are reading and apply prior knowledge or experiences to make meaning out of the words (Ewing & Maher, 2006). Tompkins et al. (2015) describes students must become code breakers, text participants, text users and text analysts. EESPI supports students simultaneously progress through the stages of emergent to begin to become fluent

I believe students would gain a better understanding of phonemic awareness if teachers are using songs, chants, and word-sound games, word play, nursery or Dr. Seuss rhymes, exposure to story books, story telling, word games, and riddles. These activities, which are engaging to students, would build positive experiences. These instructions would also grasp the child's attention to help him or her focus. In addition, educators must create purposeful and meaningful lesson geared around nursery rhymes and chants etc. It has been stated that educators are teaching nursery rhymes without knowing the true value of the

Phonics is the relationship between the written letters and the oral sounds they make in spoken language. The difference with phonemic awareness and phonics is that phonics involves print while phonemic awareness doesn’t include print just auditory sounds.

C. Pre-K children are engaged in small group reading, math, phonics building interesting structures Determining. Early education is very Important for our young youth also phonics is a method developed to make children strong reader and spelling.

I prefer the phonic based reading program. Phonic Instruction (systematically teaching the beginning readers the relationship among the alphabetic code, phonemes, and words) (p. 212), is the process of decoding a word. Phonics and word recognition, are necessary for reading comprehension. For reading comprehension, students need to recognize the word, use previous knowledge, have the ability to form phrases, clauses, and sentences, among other abilities, and all this is given by the phonic based reading program.

It is challenging enough for English speaking teachers to line up the strategies for phonics in such way that instructions would be explicit and clear for their students. Now imagine Russian teachers trying to make sense of English phonics and deliver this information to the students. Quite often it came across very confusing and disconnected. My first introduction to English phonics was some time in elementary school and most of it was based on pure memorization, not relying on any logical explanation about the relationship between the sounds and spelling pattern of those words. The most difficult was the two vowel sound. The idea, that it could make one sound or a rolling sound was very foreign and uncomfortable. It almost felt like a hot