10 Common Causes Of Phonics Instruction Failure
PHONICSSadlier Schooland Sadlier are registered trademarks of William H. Sadlier, Inc. From Phonics to Reading is a trademark of William H. Sadlier, Inc. Copyright 2019 by William H. Sadlier, Inc. All rights reserved.PROFESSIONAL DEVELOPMENT SERIES10 Common Causes ofPhonics Instruction FailureWiley Blevins, MEdwww.SadlierSchool.com/FPRSadlier School Professional Development Series 10 Common Causes of Phonics Instruction Failure1
and Sadlier are registered trademarks of William H. Sadlier, Inc. From Phonics to Reading is a trademark of William H. Sadlier, Inc. Copyright 2019 by William H. Sadlier, Inc. All rights reserved.TABLE OF CONTENTSIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Inadequate or Non-Existant Review and Repetition Cycle . . . . . . . . . . . . . . . . . . . . . 4Lack of Application to Real Reading and Writing Experiences . . . . . . . . . . . . . . . . . 5Inappropriate Reading Materials to Practice Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Ineffective Use of the Gradual Release Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Too Much Time Lost During Transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Limited Teacher Knowledge of Research-BasedPhonics Routines and Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Inappropriate Pacing of Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10No Comprehensive or Cumulative Mastery Assessment Tools . . . . . . . . . . . . . . . . . 11Transitioning to Multisyllabic Words too Late . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Overdoing It (Especially Isolated Skill Work) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Related Sadlier Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Back CoverSadlier School Professional Development Series 10 Common Causes of Phonics Instruction Failure2
INTRODUCTIONSadlier School Professional Development Series 10 Common Causes of Phonics Instruction Failureandand SadlierSadlier areare registeredregistered trademarkstrademarks ofof WilliamWilliam H.H. Sadlier,Sadlier, Inc.Inc. FromFrom PhonicsPhonics toto ReadingReading isis aa trademarktrademark ofof WilliamWilliam H.H. Sadlier,Sadlier, Inc.Inc. CopyrightCopyright 2019 2019 byby WilliamWilliam H.H. Sadlier,Sadlier, Inc.Inc. AllAll rightsrights reserved.reserved.Once phonics instructional materials and assessments are in place, the hard workbegins. Too often, the implementation of these materials and resources fails dueto common issues or obstacles, such as those listed below (Blevins, 2017, 2011, 2006,2001). Great care was taken to avoid these common obstacles in the creation of theSadlier From Phonics to Reading program.3
10 Common Causes of Phonics Instruction Failure1CumulativeAssessmentIntroductionLearn and BlendFluency CheckDirections: Listen and join in.Directions: Listen to the child read the word list. Mark one check in the greenbox if the word is read correctly (accuracy). Mark another check in the blue boxif it is read automatically (fluency).Long aaaiay a eCUMULATIVE ASSESSMENTLesson Word15Blend ItDirections: Chorally read the words.INTRODUCE12n nbaken ngrayn nsiden n1. ranrainplanplainsadsayswayn nplacen n2. maypayplaysaystaystraypaintbrushn nfinen n3. pailsailtailtrailtrainbrainn ntrayfaintnailpaintraiselongn n4. chainwehin nbankn ngon nsunkn nshen nstringn nropen nchipn nhopingn nwhenn nDaily Practicethesen nbunchn n hugen nmatchingn n145. “Rain, rain, go away,” yelled Gail.Copyright by William H. Sadlier, Inc. All rights reserved.Lesson Wordbrain6. I had to wait all day for the train to come.11REVIEW7. goshehopecuteridesame8. bringranchchopsinkpitchwhen13CHALLENGErainbow daybirthdayBuild FluencyMark ItSpell ItWrite About ItLesson 15 Long a211224Number Correct (accuracy):/24Number Automatic (fluency):/2410Copyright by William H. Sadlier, Inc. All rights reserved.A as in ant.A as in late.A as in apron, pay,and wait.9. rainand Sadlier are registered trademarks of William H. Sadlier, Inc. From Phonics to Reading is a trademark of William H. Sadlier, Inc. Copyright 2019 by William H. Sadlier, Inc. All rights reserved.INADEQUATE OR NON-EXISTENTREVIEW AND REPETITION CYCLELong a Lesson 15From Phonics to ReadingLevel A, Student EditionWe underestimate the amount of time it takes young learners to masterphonics skills. When a new skill is introduced it should be systematically andpurposefully reviewed for the next four to six weeks. The goal must be toteach to mastery rather than just exposure. Only then can students transferthese skills to new reading situations. With the fast pacing of most curricula,a more substantial review and repetition cycle must be added.Increasing opportunities to practice through additional words in blendinglines, dictation, and repeated readings of previously-read decodable storiesis essential and is a key part of the From Phonics to Reading materials.Sadlier School Professional Development Series 10 Common Causes of Phonics Instruction Failure4
10 Common Causes of Phonics Instruction Failureand Sadlier are registered trademarks of William H. Sadlier, Inc. From Phonics to Reading is a trademark of William H. Sadlier, Inc. Copyright 2019 by William H. Sadlier, Inc. All rights reserved.2LACK OF APPLICATION TOREAL READING ANDWRITING EXPERIENCESStudents progress at a much faster rate in phonics when the bulk ofinstructional time is spent on applying the skills to authentic reading andwriting experiences, rather than isolated skill-and-drill work. The majorityof the lesson time in the From Phonics to Reading program is devoted toapplication exercises. Students are reading and writing daily.Read ConnectedTextWritingExtensionConnected TextWrite About ItDirections: Read the clues. Then answer the questions.Directions: Read “My Big Trip” again.Write what you learned about Spain.What Will I Paint?1. I will paint something big.It runs on tracks all day.It goes fast. You may ride it if you pay.What will I paint?(train)2. I will paint something wet.It is in the big gray clouds.When it comes down, you may stay inside.What will I paint?(rain)Copyright by William H. Sadlier, Inc. All rights reserved.It doesn’t go fast.What will I paint?(snail)Copyright by William H. Sadlier, Inc. All rights reserved.3. I will paint an animal. It has a little shell.Interact with the TextDirections: Mark the text.1. Circle all the words with long a spellings.2. Draw a box around the words that rhyme with say.Directions: Write about the text.3. What did the child paint? Tell a partner. Then write about it.Lesson 15 Long a213Lesson 15 Long a223From Phonics to ReadingLevel A, Student EditionSadlier School Professional Development Series 10 Common Causes of Phonics Instruction Failure5
10 Common Causes of Phonics Instruction FailureThe connection between what we teach andwhat we have young learners read has a powerfuleffect on their word-reading strategies (Juel andRoper-Schneider, 1985) and their phonics andspelling skills (Blevins, 2000). It also affects theirmotivation to read. Examine a few pages fromthe books you give your students to read in K–1during phonics lessons. They should be able tosound out over fifty percent of these words basedon the phonics skills you have taught them upto that point. If not, more controlled accountabletext will be needed until they get more phonicsskills under their belts and develop a sense ofcomfort and control in their reading abilities.You can usually transition to more challengingtext in the second half of Grade 1.eserved.NameFoldMy Big TripFolding,Last May, I wentto PhonicsSpain. to ReadingFromLevel A, Student EditionIt was a fun trip.What did I do there?Take a look!1Sadlier School Professional Development SeriesRead ConnectedTextit.and Sadlier are registered trademarks of William H. Sadlier, Inc. From Phonics to Reading is a trademark of William H. Sadlier, Inc. Copyright 2019 by William H. Sadlier, Inc. All rights reserved.3INAPPROPRIATEREADING MATERIALSTO PRACTICE SKILLSAmple accountable text (containing words thatcan be sounded out, high-frequency wordstaught, and story words to create comprehensibleand natural-sounding text) is included in theFrom Phonics to Reading materials. 10 Common Causes of Phonics Instruction Failure6
ranchpitchwhenfollowing sound sequences:10 Common Causes of Phonics Instruction Failure/ā/ /t/ /g/ /ā/ /t/ /r/ /ā/ /n/ /p/ /ā/ /n/ /m/ /ā//m/ /ā/ /n/ /b/ /ā / /k/ /p/ /ā/ /n/ /t/Ask children to blend the sounds together to make aword. Provide corrective feedback by modeling howto stretch together (or sing) the sounds. Introducelong a using the sound-spellings in Learn and Blend.birthday4INEFFECTIVEUSE OF102. Introduce Sound-SpellingTHE GRADUALLearn and Blend Student Book, page 211Review long a spelled a e. Point out that the long asound /ā/ can also be spelled ai and ay. Write trainRELEASE MODELENGLISH LEARNERSLesson 15 Long a211MIN8/30/18 1:12 PMand Sadlier are registered trademarks of William H. Sadlier, Inc. From Phonics to Reading is a trademark of William H. Sadlier, Inc. Copyright 2019 by William H. Sadlier, Inc. All rights reserved.t Itsinkrainbow dayacticeychopTEACHER TABLEand late, underline the long a spelling in each word,ansfer In Cantonese, Vietnamese, andand model blending. Then read aloud the rhymeTeachersoften spend too much of thehere is only an approximate transferfor ofthestruggling readersseveral times. Prompt children to join in, emphasizinstructionalthe “heavy lifting,” such as over-modelingund. Focus on articulation. Modelcorrect time doing ingthat the letter a has two sounds—the long aandchildrenhaving students simply repeat.osition. Contrast /a/ and /ā/. Havesound /ā/ and the short a sound /a/.ch sound to feel the difference.Blend It Student Book, page 211Whoeverary Each day, select several wordsfrom does the thinking in a lesson, does the learning.blendingthe firsttwo wordsin Line 1. Contrastbut youare thereto providecorrectived It lines on Student Book, pageStudents211. Focusmight struggle,Modelthe shorta andlong a tosounds.Then have childrenwhose meanings can be explainedor and support. Limitfeedback“parrot”activitiesa minimumthe remaining words. Lines 2–4 containrated in a concrete way. For example,showwhen implementingthechorallyphonicsblendlessons.long a words and get progressively more complex; 5–6of rain, play, train, chain, and an animal tail.contain context sentences; 7–8 review words to buildme how to paint or pay for something.fluency; 9 challenge words for advanced learners.Lesson 15 Day 1IntroductionLearn and BlendDirections: Listen and join in.Long aLong aaaiay a eA as in ant.A as in late.A as in apron, pay,and wait.OBJECTIVESChildren will complete the Daily Practices on Student Book, page 211 throughout the week.er you seechildren will return to previouso reinforce their learning. Blend It Directions: Chorally read the words.INTRODUCE1. ranrainplanplainsadsay2. maypayplaysaystaystray3. pailsailtailtrailtrainbrain4. chaintrayfaintnailpaintraise Copyright by William H. Sadlier, Inc. All rights reserved.6. I had to wait all day for the train to come.7. goshehopecuteridesame8. bringranchchopsinkpitchwhenCHALLENGErainbow daybirthdayDaily Practice Build Fluency Mark It Spell It Write About ItLesson 15 Long aMINOral Blending Tell children they will be blending,or putting together, sounds to make words. Say thefollowing sound sequences:/ā/ /t/ /g/ /ā/ /t/ /r/ /ā/ /n/ /p/ /ā/ /n/ /m/ /ā//m/ /ā/ /n/ /b/ /ā / /k/ /p/ /ā/ /n/ /t/Ask children to blend the sounds together to make aword. Provide corrective feedback by modeling howto stretch together (or sing) the sounds. Introducelong a using the sound-spellings in Learn and Blend.REVIEW9. rain51. Phonemic Awareness5. “Rain, rain, go away,” yelled Gail.2112. Introduce Sound-Spelling1541-4 SE1 0000211 211Corrective Feedback When children make anerror, say: My turn. Make the sound correctly. Havethem repeat it. Tap under the letter and say: What’sthe sound? Have children chorally respond. Returnto the beginning of the word. Say: Let’s start over.Blend the word with children again.10MIN8/30/18 1:12 PMLearn and Blend Student Book, page 211Review long a spelled a e. Point out that the long aTEACHER TABLEENGLISH LEARNERSSound Transfer In Cantonese, Vietnamese, andHmong, there is only an approximate transfer for thelong a sound. Focus on articulation. Model correctmouth position. Contrast /a / and /ā /. Have childrenmake each sound to feel the difference.Vocabulary Each day, select several words fromthe Blend It lines on Student Book, page 211. Focuson words whose meanings can be explained ordemonstrated in a concrete way. For example, showa picture of rain, play, train, chain, and an animal tail.Pantomime how to paint or pay for something.Note: Children will complete the Daily Practiceactivities on Student Book, page 211 throughout the week.children will return to previousWhenever you seepages to reinforce their learning.Long a211sound /ā / can also be spelled ai and ay. Write trainand late, underline the long a spelling in each word,and model blending. Then read aloud the rhymeseveral times. Prompt children to join in, emphasizing that the letter a has two sounds—the long asound /ā / and the short a sound /a /.Blend It Student Book, page 211Model blending the first two words in Line 1. Contrastthe short a and long a sounds. Then have childrenchorally blend the remaining words. Lines 2–4 containlong a words and get progressively more complex; 5–6contain context sentences; 7–8 review words to buildfluency; 9 challenge words for advanced learners.Corrective Feedback When children make anerror, say: My turn. Make the sound correctly. Havethem repeat it. Tap under the letter and say: What’sthe sound? Have children chorally respond. Returnto the beginning of the word. Say: Let’s start over.Blend the word with children again.Long a211From Phonics to ReadingLevel A, Teacher’s EditionSadlier School Professional Development Series 10 Common Causes of Phonics Instruction Failure7
10 Common Causes of Phonics Instruction Failureand Sadlier are registered trademarks of William H. Sadlier, Inc. From Phonics to Reading is a trademark of William H. Sadlier, Inc. Copyright 2019 by William H. Sadlier, Inc. All rights reserved.5TOO MUCH TIME LOSTDURING TRANSITIONPhonics lessons often require a lot of manipulatives and materials.Transitional times when materials are distributed or collected shouldbe viewed as valuable instructional moments in which review skills canbe addressed (e.g., sing the ABC song, do a phonemic awareness task,review sound-letter action rhymes, spell aloud high-frequency words tofocus students’ attention on an instructional goal). Plan these transitionsat the beginning of the week (e.g., select three to four great transitionsper week) to better utilize your phonics instructional minutes.Sadlier School Professional Development Series 10 Common Causes of Phonics Instruction Failure8
10 Common Causes of Phonics Instruction FailureDay 51. Phonemic Awareness5MINChildren engage in one of the power phonemic awareness skills: oral segmentation.2. Review Sound-Spelling/5MINChildren review the lesson’s target skill and the blending lines—interacting with them in anew way. This includes a cumulative review of previous sound-spellings. Children also reviewthe lesson’s word study skill.3. High-Frequency Words5MINChildren review the lesson’s high-frequency words using the cumulative sentence andword practice page in the Student Book.Teachers with a background in phonics orlinguistics are better equipped to makemeaningful instructional decisions, analyzestudent errors, and improve the languageand delivery of instruction.104. Word BuildingMINChildren build words using the lesson’s target skill to complete the word ladder activity.This activity combines word building and vocabulary.105. Writing ExtensionMINChildren revisit the lesson’s Take-Home Book and complete the writing extension.6. Cumulative Assessment5MINTeacher uses the Build Fluency page to assess the mastery of cumulative lessons’ target skills.A small group of children are assessed each week so that all children are assessed monthly.Children not assessed on a given week will work with partners to read the cumulative wordlist and take it home to practice.xxiiand Sadlier are registered trademarks of William H. Sadlier, Inc. From Phonics to Reading is a trademark of William H. Sadlier, Inc. Copyright 2019 by William H. Sadlier, Inc. All rights reserved.6LIMITED TEACHERKNOWLEDGE OFRESEARCHED-BASEDPHONICS ROUTINESAND LINGUISTICSFrom Phonics to ReadingAlso, teacher attitudes toward phonicsinstructional materials (e.g., decodable text)and routines (e.g., sorts, word building,blending) matter. These need to beexplored within grade-level teams. Use theprofessional development resources in theFrom Phonics to Reading program to buildfoundational skill teaching capacity.From Phonics to ReadingLevel A, Teacher’s EditionSadlier School Professional Development Series 10 Common Causes of Phonics Instruction Failure9
10 Common Causes of Phonics Instruction FailureDay 351. Phonemic AwarenessMINChildren engage in one of the other phonemic awareness skills such as: alliteration,recognize and produce rhyme, phonemic manipulation, categorize sounds.2. Sound-Spelling/Blending5MINChildren review the lesson’s target skill and the blending lines—interacting with them in anew way. This includes a cumulative review of previous sound-spellings.3. High-Frequency Words5MINChildren review the lesson’s four high-frequency words using the Read-Spell-Write-Extendroutine, and then complete the Use in Context section of the corresponding Student Bookpage to apply the lesson’s four high-frequency words to a writing exercise.4. Read Connected Text10MINChildren read the lesson’s decodable story—also called the lesson’s Take-Home Book—andfocus on comprehension.5. Print Concepts5MINChildren review foundational skills that are embedded in the lesson’s Take-Home Book.6. Word Study5MINChildren learn the lesson’s word study skill, and then complete the correspondingStudent Book page.xviii From Phonics to Readingand Sadlier are registered trademarks of William H. Sadlier, Inc. From Phonics to Reading is a trademark of William H. Sadlier, Inc. Copyright 2019 by William H. Sadlier, Inc. All rights reserved.7INAPPROPRIATEPACING OF LESSONSTeachers often spend too much timeon activities they enjoy or are easier forstudents and less on the more challengingor “meaty” activities that increase learning.Keep lessons fast-paced and rigorous.Use the suggested times as a guidelineand work towards increasing the pace ofactivities that might take longer. Phonicsshould be fun, with students active andengaged during the entire lesson—thinking and talking about how wordswork. The bulk of time should be devotedto “real reading and writing” experiences.From Phonics to ReadingLevel A, Teacher’s EditionSadlier School Professional Development Series 10 Common Causes of Phonics Instruction Failure10
8NO COMPREHESIVEOR CUMULATIVEMASTERY ASSESSMENT TOOLSCumulativeAssessmentFluency CheckDirections: Listen to the child read the word list. Mark one check in the greenbox if the word is read correctly (accuracy). Mark another check in the blue boxif it is read automatically (fluency).CUMULATIVE ASSESSMENT171615252Lesson Word14soapn nwen nslowlyn nhin nloafn ngon nflownn nshen nbeann nropen nreadingn nhopingn nseedsn nthesen nneededn nhugen nbrainn nbaken ngrayn nsiden nswayn nplacen npaintbrushn nfinen nNumber Correct (accuracy):/24Number Automatic (fluency):/241312Copyright by William H. Sadlier, Inc. All rights reserved.Lesson WordLong o Lesson 17Assessment of phonics skills must be doneover an extended period of time to ensuremastery. Weekly assessments focusing onone skill often give “false positives.” Thatis, they show movement toward learning,but not mastery. If the skill isn’t worked onfor subsequent weeks, learning can decay.Cumulative assessments, like those providedin the From Phonics to Reading materials,help you determine which skills have trulybeen mastered. Make course correctionsand adjust small group differentiatedsupport based on your findings.From Phonics to ReadingLevel A, Student EditionSadlier School Professional Development Series 10 Common Causes of Phonics Instruction Failure11and Sadlier are registered trademarks of William H. Sadlier, Inc. From Phonics to Reading is a trademark of William H. Sadlier, Inc. Copyright 2019 by William H. Sadlier, Inc. All rights reserved.10 Common Causes of Phonics Instruction Failure
OBJECTIVESHow to Make a Royal MealYou can make a meal fit for a king. Here’s how! MINConnected Text Student Book, page 355Guide children in a reading of “How to Make aRoyal Meal.”TRANSITIONING TOMULTISYLLABIC WORDSTOO LATE Read the title. Have children repeat. Point outEnjoy!that “How to Make a Royal Meal” is a how-tolist with steps.Interact with the Text Have children point to each word as they chorallyDirections: Mark the text.1. Circle all the words with oy.read it aloud.2. Draw a box around the words that rhyme with soil.Directions: Write about the text. If children have difficulty with any word, stop and3. What does the king like to eat? Tell a partner. Then write about it.provide corrective feedback (e.g., model how tosound it out). Then have children reread the sentence with the correct word. Confirm that theword is correct by asking children to use othercues. For example, ask, Does the word make sensein the sentence? Is it the kind of word that would fit(e.g., noun, verb)? Is it the right word?Sample answer: The king likes seafood, such as oysters.355Lesson 25 Diphthongs1541-4 SE1 0000355 3558/28/18 2:42 PMMost curricula focus on one-syllable words inAskGradequestions aboutthe listto checkcomprehen2, yetthestoriesstudents read atsion. Allow children to discuss answers with athatwithmore challenging,partnergradebefore youarecall onfilleda volunteerto answer.Prompt children to answer in complete sentencesmultisyllabicMoreand find details in thewords.text to supporttheir emphasis needsanswers.Say:to be given to transitioning to longer wordsHow should you cook the food? Point to the stepsatthatthistell you.grade (e.g., going from known to newwordslikeHow will youkeepcan/candlethe food fresh? Why isandthis teaching the siximportant?major syllable types). The From Phonics toWill the king be happy if you make him just oneReadingmaterialsprovide a smoother, easier,dish? How do youknow?InteractwiththeText StudentBook, page 355and more focused transitionto multisyllabic Have children mark the text prompts and answerwordsfor these early readers.the question at the bottom of the page.TEACHER TABLEINTERVENTIONAddress Learning Gaps Based on your weekly cumulative assessments, meet each day with children whohave not mastered previously taught skills. Repeat theblending, dictation, and connected text reading pages.Focus on application of the skills to authentic readingand writing experiences, rather than skill-and-drill exercises. Application activities will accelerate learning.NameNameintroductionREVISED ART TKprototype artmocked up to showsuggested revisionsfor better fit/ayout.Learn and Blendoaowo eIntroductionLearn and Blendoebloglcl355 s-BlendsDiphthongsl-Blendslong or-BlendsflplbrslfrcrgrdrprtrscskslsmsnspstswBlend ItBlend ItChorally read the words.Directions: Chorally read the words.CheCk Foundational skillsCHECK FOUNDATIONAL SKILLS1. hophopeflatfloatgogoes1. lapclapbackblacklipflip2. globethosevotecoatcoastcoach2. ripdripcabcrabtucktruck3. growsnowknowntoesoldmost3. topstopsellsmellsacksnackTRANSITION TO LONGER WORDStransition to longer words4. lowbelowloadunloadyellowwindow4. spellspelling stackstackingcrosscrossing5. snowsnowmantoldretoldtadpoleexplode5. spotspotless frostfrostbitedropdroplets6. microphonemicroscopeoverflowvideoradiosuppose7. somemovenonegonelovewhoseCHALLENGECopyright by William H. Sadlier, Inc. All rights reserved.ChallengeCopyright by William H. Sadlier, Inc. All rights reserved.104. Read Connected Textand Sadlier are registered trademarks of William H. Sadlier, Inc. From Phonics to Reading is a trademark of William H. Sadlier, Inc. Copyright 2019 by William H. Sadlier, Inc. All rights reserved.Copyright by William H. Sadlier, Inc. All rights reserved. Only choose the best foods. The morefood the better! You’ll need to cook for at least four hours. Boil, bake, and broil. The food must be very hot. Put the food in foil. It will keep itmoist. Do not let any spoil. Give the king choices. He likesseafood, such as oysters. Do your best work. Then the kingmay ask you to join him.910 Common Causes of Phonics Instruction Failure reading in Context8. Joe’s old phone broke about a week ago.9. We took a video while boating along the coast.Daily Practice Build Fluency Mark It6. classroomslippery springtime flashlight streetcar grasshopper7. playground blizzard presidentdragonfly crossword breakfastREADING IN CONTEXT8. Brad put a green and red flag on his truck.9. Stan got to swim on his trip to Florida.Daily Practiceoe Spell It Write About ItLesson 3 long o1543-8 SE3 0000025 25252/4/19 5:18 PMFrom Phonics to ReadingLevel B, Student EditionSadlier School Professional Development SeriesLesson 4 l-Blends, r-Blends, s-Blends1542-1 SE2 039-048 L04 [P] 1799120.indd 39391/25/19 11:31 AMFrom Phonics to ReadingLevel C, Student Edition 10 Common Causes of Phonics Instruction Failure12
10 Common Causes of Phonics Instruction Failure10Lesson 1 Day 1IntroductionLearn and BlendDirections: Listen and join in.Short aShort aaa a a Bite that apple!OBJECTIVES Blend It Directions: Chorally read the words. IntroDucE1. atbatfatfanpanran2. matmanmapbatbagbad3. hamnapbacktaphatsad Copyright by William H. Sadlier, Inc. All rights reserved.4. The cat sat.5. The cat sat on a mat.challEngE6. catscapsmatsmapspansfansDaily Practice Build Fluency Mark It Spell It Write About It51. Phonemic Awarenessshort a9Lesson 1 Short a1541-4 SE1 0000009 98/24/18 11:44 AMMINOral Blending Tell children they will be blending,or putting together, sounds to make words. Say thefollowing sound sequences:/a / /t / /k / /a / /t/ /a / /n / /p / /a / /n//n / /a / /p/ /m / /a / /n/ /t / /a / /p//f / /a / /n/ /f / /a / /n/ /z/Ask children to blend the sounds together to make aword. Provide corrective feedback by modeling howto stretch together (or sing) the sounds. Introducethe short a sound-spelling in Learn and Blend.2. Introduce Sound-Spelling10MINLearn and Blend Student Book, page 9TEACHER TABLEENGLISH LEARNERSSound Transfer In Spanish and Vietnamese, thereis an approximate transfer for short a. There is notransfer in Cantonese and Hmong. Focus onarticulation. Model correct mouth position. Havechildren use hand mirrors to focus on mouth positionas they pronounce the sound.Vocabulary Each day, select several words fromthe Blend It lines on Student Book, page 9. Focuson words whose meanings can be explained ordemonstrated in a concrete way. For example, showa picture of a bat, fan, pan, or man. Pantomimetaking a nap or feeling sad.Note: Children will complete the Daily Practiceactivities on Student Book, page 9 throughout the week.children will return to previousWhenever you seepages to reinforce their learning.Introduce short a spelled a. Write apple and cat,underline the short a spelling in each word, andmodel blending. Then read aloud the rhyme severaltimes. Prompt children to join in, emphasizing the/a / sound.Blend It Student Book, page 9Model blending the first two words in Line 1.Compare and contrast the words, noting theposition of the letter a and the short a sound. Thenhave children chorally blend the remaining words.Lines 2–3 contain additional short a words withminimal contrasts; 4–5 contain context sentences; 6contains words with plural -s for advanced learners.Corrective Feedback When children make anerror, say: My turn. Make the sound correctly. Havethem repeat it. Tap under the letter and say: What’sthe sound? Have children chorally respond. Returnto the beginning of the word. Say: Let’s start over.Blend the word with children again.Short a9From Phonics to ReadingLevel A, Teacher’s EditionSadlier School Professional Development Seriesand Sadlier are registered trademarks of William H. Sadlier, Inc. From Phonics to Reading is a trademark of William H. Sadlier, Inc. Copyright 2019 by William H. Sadlier, Inc. All rights reserved.OVERDOING IT(ESPECIALLY ISOLATEDSKILL WORK)Some curricula over-emphasize phonics(especially the isolated skill type ofwork), while ignoring other key aspectsof early reading needs (e.g., vocabularyand background knowledge building)that are essential to long-term readingprogress. These skills plant the seeds forcomprehension as students encounterincreasingly more complex texts with
during phonics lessons. They should be able to sound out over fifty percent of these words based on the phonics skills you have taught them up to that point. If not, more controlled accountable text will be needed until they get more phonics skills under their belts and develop a
Phonics instruction is designed for beginners in the primary grades and for children having difficulty learning to read. In teaching phonics explicitly and systematically, several different instructional approaches have been used. These include synthetic phonics, analytic phonics, embedded phonics, analogy phonics, onset-rime phonics,
Blend Phonics for First Grade, its accompanying reader, Blend Phonics Lessons and Stories, and Blend Phonics Timed Fluency Drills. The section below “On Teaching Phonics” was largely taken from Florence Akin’s 1913 all time phonics classic, Word Mastery: Phonics for the Fi
What Is Phonics? 2 What Is the Purpose for Teaching Phonics? 3 How Are Phonemic Awareness and Phonics Connected? 4 SECTION 2: OVERVIEW Key Learning Goals 5 Building Blocks for Teaching Children to Read 6 Alphabetic Principle Graphic Organizer 7 SECTION 3: PRESENTATION What Are Two Elements of Phonics? 8 What Is Phonics Instruction? 10
b W H A T The CORE Phonics Survey and the CORE Spanish Phonics Survey assess the phonics and phonics-related skills that have a high rate of application in beginning reading. Each survey presents a number of lists of letters and words for the student to identify or decode. Pseudowords, or made-up words, are included
to-use phonics folder and a phonics exercise book with lines. Keep all the paper-based core resources that belong to the learner in his or her phonics folder which can then be used routinely for personal ‘revisit and review’. Use the phonics exercise book as a working notebook for any addition
Explorers Phonics Teacher’s Notes introduction Explorers Phonics Readers are part of the Macmillan English Explorers reading scheme. The books are designed to run alongside and complement the existing ‘core’ readers. Explorers Phonics Readers are ideal for introducing and teaching phonics in context, in a structured, developmental manner.
a synthetic phonics group with two analytic phonics groups and found an advantage for the synthetic phonics group, but this group had received training at a faster pace than the others, and 5 of the 13 whole classes involved had been allocated by the researchers to receive synthetic phonics according to their perceived greater need.
Automotive EMC standards EMC standards in automotive lighting applications are vehicle manufacturer dependent. Table 2 summarises the automotive test standards for a generic tier 1 car manufacturer. The tests cover the supply of electrical products to a vehicle manufacturer only and do not extend to whole vehicle testing, which remains exclusively the domain of the vehicle manufacturer. Table .
