A Closer Look at the Five Essential Components - Learning Point ...

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Teacher Behavior and Purpose Example Lesson Excerpt Ending review T: We practiced listening for sounds in words, and you blended sounds together to make words. You blended /m/ /a/ /n/ to make the word man, you blended /r/ /a/ /n/ to make ran, and you blended /f/ /a/ /n/ to make fan. You need to be able to blend sounds together to make words if you’re going to read words you don’t know right away when you see them in books or stories. When we see a word we don’t know, we need to say the sound each letter makes, then we can blend those sounds and say the whole word. A Final Word on Phonemic Awareness Although phonemic awareness is a critical skill in learning to read, phonemic awareness instruction by itself is not a complete program of reading instruction. It is only a means by which children come to understand that words are made up of individual sounds. Therefore, it is important that children quickly learn another skill, namely, to say the letters of the alphabet and to say the sounds represented by letters—as taught through phonics instruction. This is the topic of the next section. Together, phonemic awareness and phonics instruction provide a sound foundation for using the alphabetic principle to learn to read. Effective Reading Instruction? 11
Phonics Understanding phonics and the purpose of phonics instruction involves thinking about how written language was created. Spoken language had existed for a very long time before the need for written communication brought about the invention of various alphabets. When people began inventing the letters of an alphabet to represent the sounds of their spoken language, they eventually saw the need for a set of rules to make spelling consistent from word to word. That is, they understood it would be important for the same letter or letters to be used each time a particular sound was represented. The rules they created to establish consistency in how speech sounds are represented in print are what we now call phonics rules. Therefore, we define phonics as a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language. For the English language, these relationships are predictable, but not completely consistent. However, they are consistent enough to be very useful to young children in helping them learn to decode unfamiliar words. (Foorman et al., 1998). What Is the Purpose of Phonics Instruction? Phonics instruction is intended to help young readers understand and use the alphabetic principle. This principle says there is a systematic, if sometimes irregular, relationship between graphemes (letters and letter combinations) and phonemes (individual speech sounds). Effective phonics instruction enables children to use these relationships to read and spell words accurately and rapidly. Phonics instruction also serves as a memory aid that helps students remember and apply rules and generalizations for matching sounds and letters. Systematic Phonics The research support for systematic phonics instruction extends back to the work of Jeanne Chall (1967). Her extensive review of the theory and practical application of beginning reading instruction concluded that systematic phonics instruction that was initiated early in children’s school experiences seemed to produce stronger reading achievement than instruction that began later and was less systematic. Since Chall’s early study of reading, the evidence to support the use of systematic phonics instruction has continued to grow (Adams, 1990; Foorman et al., 1998). “Although differences exist, the hallmark of systematic phonics programs is that they delineate a planned, sequential set of phonic elements, and they teach these elements explicitly and systematically.” (NICHD, 2000, p. 2-99) Two categories of systematic phonics instruction have been the focus of considerable study. One is synthetic phonics in which students are taught to sound out words by matching sounds to letters and then blending the sounds to form words. The second category is called larger-unit phonics in which students detect and blend word parts that are larger than phonemes (units Effective Reading Instruction? 12
Page 1 and 2: A Closer Look at the Five Essential
Page 3 and 4: Explicit instruction means the teac
Page 5 and 6: Phonemic Awareness Phonemic awarene
Page 7 and 8: Phonemic Awareness Task Demonstrati
Page 9 and 10: Using Phonemes in New Word Learning
Page 11: An Example of Effective Phonemic Aw
Page 15 and 16: Examples of Effective Phonics Instr
Page 17 and 18: Teacher Behavior and Purpose Exampl
Page 19 and 20: By definition, automatic behavior o
Page 21 and 22: An Example of Effective Fluency Ins
Page 23 and 24: Vocabulary What Is Vocabulary and H
Page 25 and 26: Textbook Definition Rewritten Defin
Page 27 and 28: Teacher Behavior and Purpose Provid
Page 29 and 30: From Where Does Vocabulary Growth C
Page 31 and 32: Comprehension Comprehension involve
Page 33 and 34: Readers can also use note-taking as
Page 35 and 36: An Example of Effective Instruction
Page 37 and 38: Teacher Behavior and Purpose Exampl
Page 39 and 40: It is important that students perce
Page 41 and 42: References Adams, M. (1990). Beginn
Page 43 and 44: Hooks, P., & Jones, S. (2002). The
Page 45: Taylor, N., Wade, M., & Yekovich, F

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