Phonics Help

Concept

Explained (in your own words, NOT a definition)

Example(s)

Name of mandatory source, date, and page/ paragraph #

Effective Phonics Lesson

(Module1)

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)

List this reference at the bottom of the document.

1.

Phonemic Awareness

(Module1)

The phonemic applications of listening to words. They facilitate understanding of different languages.

Phonemes like /p/ and /puh/ can create confusion as only /p/ should be used

(NEFEC, 2011; RRFTS, 2017)

2.

Phonological Awareness

(Module1)

The phonological applications allow different levels of pronunciation

/z/ for zebra

(Reads, 2016)

3.

Phoneme

(Module1)

Allows distinguishing of different words for better identification

Different letters offer diverse spelling

(Reading Rockets, 2004)

4.

Alliteration

(Module1)

Same letter present in the beginning of words

/p/

Picket

pocket

(Reading Rockets, 2010)

5.

Rhyme

(Module1)

Similarity when pronouncing different words

/ighy/

Night

bright

(Cowen, 2016)

6.

Onset-Rime

(Module1)

Provides an initial phonological unit

/d/

dog

(Reads, 2016)

7.

Phoneme Blending & Segmenting

(Module1)

Different connections among words offer word blocks

/d/-/o/-/g/

(Reading Rockets, 2010)

8.

Phoneme Deletion & Manipulation

(Module1)

Removal of phonemes can create new words

/c/

Cat remove /c/

at

(Cowen, 2016)

9.

Syllables

(Module1)

Formation of vowels for word construction

Ro/bot

(Reads, 2016)

10.

Phonemes vs. grapheme

(Module 2)

11.

Single consonants

(Module 2)

12.

Consonant digraphs

(Module 2)

13.

Consonant blends/clusters

(Module 2)

14.

Vowels: Short

(Module 2)

15.

Vowels: Long

(Module 2)

16.

Vowels: Diphthongs

(Module 2)

17.

Vowels: R-controlled

(Module 2)

18.

Morphemes

(Module 2)

19.

Regular vs. Irregular word reading

(Module 2)

20.

Letter-sound correspondence

(Module 2)

21.

Decoding vs Sight-word reading

(Module 2)

22.

Alphabetic Principle

(Module 2)

23.

Phonological recoding

(Module 2)

24.

Alphabetic Awareness

(Module 2)

25.

Alphabetic Understanding

(Module 2)

26.

Miscue Analysis

(Module 2)

27.

Transfer and Overlearning

(Module 3)

28.

Systematic and explicit instruction

(Module 3)

29.

Scope and sequence

(Module 3)

30.

Print referencing

(Module 3)

31.

Interactive writing

(Module 3)

32.

Word prompting

(Module 3)

33.

Book Walk

(Module 4)

34.

Letter-Sound Knowledge

(Module 4)

35.

Letter Bank

(Module 4)

36.

Predictable Text

(Module 4)

37.

Alphabet Strip

(Module 4)

38.

Phases of Alphabetic Knowledge: Prealphabetic

(Module 5)

39.

Phases of Alphabetic Knowledge: Partial Alphabetic

(Module 5)

40.

Phases of Alphabetic Knowledge: Full Alphabetic

(Module 5)

41.

Phases of Alphabetic Knowledge: Consolidated Alphabetic

(Module 5)

42.

High-Frequency words

(Module 5)

43.

Sight Words

(Module 5)

44.

Short Vowel Word Families

(Module 5)

45.

Dolch Words

(Module 5)

46.

Word Sorting

(Module 5)

47.

Elkonin boxes

(Module 5)

48.

Vowel Flexing

(Module 5)

49.

Two Vowels Go Walking

(Module 5)

50.

Distributed Practice

(Module 5)

51.

Vowel Teams

(Module 5)