Phonics Final ALL SOLUTION LATEST 2023 EDITION GUARANTEED GRADE A+

Phonological Awareness The ability to recognize and work with sounds in spoken language foundation. Developing awareness of sound. Types of Phonological Awareness Rhyming, alliteration, the number of words in a sentence, and the syllables within words, as well as more advanced levels of awareness such as onset-rime awareness and full phonemic awareness. Examples Activities of Phonological Awareness tongue twisters, counting syllables through movement, pronouncing words by syllables and have children guess the word. Phonemic Awareness the ability to notice, think about, and work with individual sounds in words, understanding that sounds of spoken language work together to make words. Developing awareness of sound: Subset aspect-- manipulating the smallest units of sounds. Types of Phonemic Awareness Manipulating, isolating, blending, deleting, segmentation, matching, substituting. Examples of Phonemic Awareness use objects to "push" each sound in a word, changing letters, saying "what word do we have if we change /b/ in bake to /m/?" Saying, "what word do we have if we take away the /h/ in hit?" Phonics the relationship between the letters and sounds through written language. Types of Phonics Studies relationships between graphemes and phonemes Examples of Phonics Activities sorting printed words based to compare and contrast sound and/or structure. Learning to recognize letters of the alphabet, capital and lowercase. Looking at picture cards and identifying, beginning letter. Contemporary approaches to phonics instruction -DO NOT rely on worksheets, skill-and-drill activities, rules, or rote memorizations. -Integrate the learning of sound-symbol relationships. -Use Top-Down Types of Contemporary Approaches to Phonics Instruction -Analogy Based Instruction -Spelling-Based Instruction -Embedded Phonics Instruction Analogy-Based Instruction: (anagogic phonics) children are taught to use their knowledge of letters representing onsets and rimes in words they already know how to pronounce, rather than their knowledge of letter-phoneme correspondences to pronounce unfamiliar words. This is the notion that children learn to read words in context better than out of context and that, "chunking words" by letter patterns to read, rather than looking at individual letters and blending them. Top-Down begin with the learner , what the learner knows and what teachers need to teach based on that knowledge Spelling-Based Instruction focuses on teaching students strategies for words they read and write Types of spelling-based instruction -Word study is developmental and students need to work with words at their level of development -Therefore, the level of reading development must be determined first -Observation of students writing and invented spelling can help determine each students level Embedded Phonics Instruction meaning centered teaching -Begins with the use of whole text involving shared literacy actives with an adult and move to the identification of phrases, words and examination of word parts -Emphasis meaning even in word parts to help them see the patterns in language Guidelines to contemporary phonics instruction 1. Phonics instruction needs to build on a foundation of phonemic awareness and knowledge of the way language works 2. Phonics needs to be integrated into a total reading program 3. Phonics instruction needs to focus on reading print rather than learning rules 4. Phonics instruction needs to include the teaching of onsets and rimes 5. Phonics instruction needs to include spelling based strategies 1. Phonics instruction needs to build on a foundation of phonemic awareness and knowledge of the way language works -Young children differ in their phonemic awareness in sounds in spoken words -Once children are shown how to segment sounds, they also need to be shown the blending process -Eventually the reader links the sound sequence and letter sequence -Children should practice segmenting and blending words that are encountered in meaningful print -Children also differ in levels of phonics understanding -Their generalizations create their linguistic awareness 2. Phonics needs to be integrated into a total reading program -At least half of the time spent teaching reading should be spent on actual reading of plays, poems, stories and trade books -No more than 25% of the time should be spent on phonics instruction and practice -Children learn letter pattern knowledge best if they observe a pattern appearing in many different words rather than in repetition of the same word 3. Phonics instruction needs to focus on reading print rather than learning rules -Skilled readers do not refer to phonics rules but see words in terms of patterns of letters -They recognize new words by comparing them to words and patterns they already know -Teachers need to draw their focus to the order of letters in words and then encourage them to examine common patterns in words through sounding out and showing similarities between words -Vowel letter- sound correspondences are more stable when one looks at rimes rather than letters in isolation -Children find it easier to learn to read words by using rhyme phonograms 4. Phonics instruction needs to include the teaching of onsets and rimes -Constant letter sound associations are fairly consistent -Phonograms or rimes have been found to be generalizable 5. Phonics instruction needs to include spelling based strategies. -Children use their knowledge of letter sound relationships to write -Invented spelling improves children's awareness of phonemes, which helps decode words 3 parts to making words 1. first part children make words, start with easy and move to complex words 2. Part two children sort the words into patterns. 3. part three is the transfer step of letter sound knowledge to writing. Have the child pretend they are writing and need to spell a word Orton-Gillingham Approach considered the first of its kind to implement and popularize the multi-sensory, visual-auditory-kinesthetic (VAK) approach to teaching students with dyslexia to read. Benefits of Orton-Gillingham Approach -Comprehensive and thorough training of practitioners to control for fidelity of implementation. -Explicit and systematic instruction for students with severe reading disabilities. -Clearly delineated scope and sequence. Components of Orton-Gillingham principles of instruction -individualized, multisensory -alphabetic phonics -synthetic/analytic -systematic and logical -Sequential -cumulative and integrated -Cognitive -Fluency -communication is paramount and emotionally sound Word Sorts The historical and conceptual base: reading individually and as a group heightens awareness of the relationship between oral and written language, strengthens the connection between literacy and personal experience, and it provides highly memorable texts for reading 5 Basic Types of Word Sorting 1. Picture Sort 2. Concept/Meaning Sort 3. Spelling Sort 4. Closed Sort 5. Open Sort Picture Sort Sort pictures into different categories Ex. Pictures of various objects and sorting them into different vowel sounds Concept/Meaning Sort Sorting words into different categories based on their meaning or a specific concept Ex. Sorting words into different concepts (sort adult and child animal names into animal and child categories) Spelling Sort Sorting words based on their spellings Ex. Sorting words into words that end with -ck, -ke, and -ak Closed Sort Sorts where the teacher puts in words that the students need to learn Ex. Sorting specific words into -in, -en, and "question mark" words CONTINUED..