Phonics Help
nomgisaj3
phonicsChartingTerminology.docxName Date
See specific directions in the module. You are expected to include APA citations, for every vocabulary term (sources should be derived from each module content) . While you may have previous knowledge of some of the words and learning activities, it is necessary for you to verify your understanding of the concepts by utilizing the resources presented in each module. https://www.citationmachine.net/apa . Create a reference list at the end of this document.
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Concept |
Explained (in your own words, NOT a definition) |
Example(s) |
Name of mandatory source, date, and page/ paragraph # |
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Effective Phonics Lesson (Module1)
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Phonics instruction is most effective when we start in kindergarten or first grade. To be effective, systematic instruction needs to be designed appropriately and taught sequentially. Teaching letter shapes and names, phonemic awareness, and all major letter-sound relationships should be included in the instruction, ensuring all children learn these skills. |
Instruction on phonemes: Teacher says- “What word would you have if you blend the sounds /h/ /a/ /t/?” Student says- “/hat/” |
(Tankersky, 2003, p.133-134)
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1. |
Phonemic Awareness (Module1) |
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(U of O. Center on T & L. (n.d.), para. 2) |
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2. |
Phonological Awareness (Module1) |
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3. |
Phoneme (Module1) |
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4. |
Alliteration (Module1) |
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5. |
Rhyme (Module1) |
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6. |
Onset-Rime (Module1) |
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7. |
Phoneme Blending & Segmenting (Module1) |
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8. |
Phoneme Deletion & Manipulation (Module1) |
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9. |
Syllables (Module1) |
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10. |
Phonemes vs. grapheme (Module 2) |
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11. |
Single consonants (Module 2) |
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12. |
Consonant digraphs (Module 2) |
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13. |
Consonant blends/clusters (Module 2) |
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14. |
Vowels: Short (Module 2) |
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15. |
Vowels: Long (Module 2) |
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16. |
Vowels: Diphthongs (Module 2) |
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17. |
Vowels: R-controlled (Module 2) |
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18. |
Morphemes (Module 2) |
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19. |
Regular vs. Irregular word reading (Module 2) |
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20. |
Letter-sound correspondence (Module 2) |
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21. |
Decoding vs Sight-word reading (Module 2) |
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22. |
Alphabetic Principle (Module 2) |
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23. |
Phonological recoding (Module 2) |
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24. |
Alphabetic Awareness (Module 2) |
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25. |
Alphabetic Understanding (Module 2) |
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26. |
Miscue Analysis (Module 2) |
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27. |
Transfer and Overlearning (Module 3) |
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28. |
Systematic and explicit instruction (Module 3) |
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29. |
Scope and sequence (Module 3) |
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30. |
Print referencing (Module 3) |
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31. |
Interactive writing (Module 3) |
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32. |
Word prompting (Module 3) |
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33. |
Book Walk (Module 4) |
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34. |
Letter-Sound Knowledge (Module 4) |
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35. |
Letter Bank (Module 4) |
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36. |
Predictable Text (Module 4) |
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37. |
Alphabet Strip (Module 4) |
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38. |
Phases of Alphabetic Knowledge: Prealphabetic (Module 5) |
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39. |
Phases of Alphabetic Knowledge: Partial Alphabetic (Module 5) |
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40. |
Phases of Alphabetic Knowledge: Full Alphabetic (Module 5) |
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41. |
Phases of Alphabetic Knowledge: Consolidated Alphabetic (Module 5) |
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42. |
High-Frequency words (Module 5) |
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43. |
Sight Words (Module 5) |
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44. |
Short Vowel Word Families (Module 5) |
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45. |
Dolch Words (Module 5) |
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46. |
Word Sorting (Module 5) |
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47. |
Elkonin boxes (Module 5) |
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48. |
Vowel Flexing (Module 5) |
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49. |
Two Vowels Go Walking (Module 5) |
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50. |
Distributed Practice (Module 5) |
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51. |
Vowel Teams (Module 5) |
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List your references, double spaced, in alphabetical order, using APA formatting. See website for how to cite correctly. https://writingcenter.uagc.edu/format-your-reference-list
References (alphabetized, APA)
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