Phonics 3

What do these words have in common?

sudden, velvet, kitten, napkin, contest

• Two consonants

  Short vowel sounds

• R-controlled

• Teaching word families that follow cvc patterns (not cvce patterns)

• Vowel-consonant e

Are words in the cvc pattern closed syllable or open syllable?

(vowel followed by a consonant)

• vowel team

• monosyllabic words

• closed syllables

• open syllable

Is the vowel sound in cvc patterns long or short?

• Short vowel sounds

• Closed syllable

• Open syllable

• Long vowel sounds

Being very clear with your instructions

• Explicit teaching

• Didactic Questioning

• Explicit phonics

• Implicit instruction

Teaching of letter-sound correspondences directly and usually systematically

(teaching a letter with its sound- s is "suh")

• Literacy Phonics

• Embedded Phonics

• Explicit Phonics

• Balance Phonicsx

What can you do to ensure phonic maintenance?

(Students keep up, remember, and maintain all of the phonics they have learned)

• Listen to audiobooks to reinforce phonics knowledge

• Use index cards to reteach previously taught sound letter relationships

• Watch movies to practice phonics skills

• Sing songs to review phonics concepts

A first grade student is having trouble with long-vowel patterns. What will help the student understand the words, "train" "light," and "tow"?

• Memorize long vowel patterns

  This will help students decode new words. If he knows "light" it will be easier to figure out "fight"

• Create a word wall that puts the different types into categories, so students can see them when they look around the room

• Teaching word families that follow cvc patterns (not cvce patterns)

• Read (aloud)

  Build (with letters)

  Write

  These activities will help auditory, visual, and tactile sensory pathways

Students in your class are struggling with the words, "tough, sign, through, and has."

What strategy will have an impact on student's automatic recognition of the words above?

• Create a word wall that puts the different types into categories, so students can see them when they look around the room.

• Use index cards to reteach previously taught sound-letter relationships

• Read (aloud)

  Build (with letters)

  Write

  These activities will help auditory, visual, and tactile sensory pathways

• Memorize long vowel patterns

  This will help the students decode new words. If he knows light it will be easier to figure out fight

groups of words that have the same ending sound (rime) but different beginning sound (onset), such as can, man, fan

• Word Building

• Closed Syllable

• Word Families

• Word Chain

You are a first grade teacher. You are using an analytical approach to show students phoneme-grapheme correspondence. What would be best to use?

• Teach one letter-sound relationship per week in alphabetical order

• Help students notice unfamiliar words when they read a story by teaching a specific letter-sound relationship

• Showing students previously used words in order to help them in learning specific letter-sound relationships and patterns

• Teach students individual letter-sound relationships and blend the sounds to form a word.