1 Phonics COVER - LINKS Learning
READING LINKSPhonicsManualParticipants and FacilitatorsOffice of Superintendent of Public InstructionOld Capitol BuildingP.O. BOX 47200Olympia, Washington 98504-7200
READING LINKSOffice of Superintendent of Public InstructionOld Capitol BuildingP.O. Box 47200Olympia, Washington 98504-7200(360) 725-6035 - smccune@ospi.wednet.eduThis project was supported by the United States Department of Education, grantsR303K010044A and R303K000037. The information or opinions expressed do notnecessarily reflect the opinions or policies of the U.S. Department of Education.LINKS Project - all rights reserved 2002
LINKS Project - all rights reserved 2002
The LINKS ProjectThe mission of the LINKS project is to develop educational multi-media productsthat can support school improvement and educational reform. The project hasfocused on the development of a website and the development of web assistedprofessional development programs.Reading LINKS is a multi-media program that provides information and models waysthat scientific reading research may be incorporated in classroom instruction.Reading LINKS began with the filming of teachers demonstrating the fivecomponents of reading instruction included in the Report of the National ReadingPanel (NRP). These include phonemic awareness instruction, phonics instruction,fluency instruction, vocabulary instruction, and comprehension instruction. ReadingLINKS was expanded to include early oral language development, English languagelearners, turning a school around, and strategic change. A total of 18 lessons areprovided on the LINKS website (www.linkslearning.org) as well as on CDs.Reading LINKS also includes eight training modules and participant materials thatcan be used in three to six hour workshops at schools, districts, regional or stateconferences or meetings. The information provided in the lessons endeavors toprovide teachers, administrators, parents, and citizens w ith information about waysreading research can be used to increase children’s reading skills.The LINKS project partnered with teachers and staff from Washington Alliance ofSchools to highlight the importance, complexity, and elegance of effective teachingand learning.These teachers along with a reading consultant and a Scottsdale, Arizona teacherare featured in the videos. They demonstrate a wealth of reading knowledge, skills incurriculum design, instruction and assessment, as well as an obvious concern andcaring for the children they teach.The LINKS project wishes to express its appreciation to the Washington Alliancethat played a major role in the Reading LINKS project, the teachers who werefilmed, and the teachers who participated in field-testing and evaluation.In addition staff from the Longview, Washington School District and teachers fromWashington Alliance districts have provided valuable feedback and suggestions.It is our hope that the electronic and print Reading LINKS materials will provideinformation and models for new teachers, will stimulate discussion and experimentationwith experienced teachers, and be useful in ensuring that all children learn to read andread well by the end of third grade and to continue their reading skills developmentthroughout their school experience.Shirley McCuneLinks Project DirectorLINKS Project - all rights reserved 2002
LINKS Project - all rights reserved 2002
Reading LINKSThis publication was developed by the LINKS project of the Washington Office of theSuperintendent of Public Instruction. It was supported by grant R303K010044A andgrant R303K000037 from the U.S. Department of Education as administered by theFund for Improvement of Education. The information and opinions do not necessarilyrepresent the positions or policies of the Fund for the Improvement of Education orthe U.S. Department of Education.The LINKS project wishes to thank the many persons who contributed to the trainingmaterials that support and extend 18 Reading LINKS videos. (www.linkslearning.org)WritersDr. Jonelle Adams – Washington AllianceDr. Ramona Chauvin – Washington AllianceChristie McLean Kessler – Washington AllianceRoxanne Stuart – Longview School DistrictDr. Jan Rauth – Longview School DistrictSarah Jordan – Longview School DistrictJo Robinson – OSPI – ConsultantMo Anderson – OSPI – ConsultantLINKS ProjectDr. Shirley McCuneDr. Sarita SchottaJackie HansmanRena McMurryLINKS Video LessonsLimelight Technologies – Multi Media ProductVideos – Technology Based Learning and Research, Arizona State UniversityLINKS Project - all rights reserved 2002
PHONICSREADING LINKS FACILITATOR’S MANUALiNOTES TO THE FACILITATORBefore beginning a Reading Links training session, please read the “Tips toFacilitating the Reading Links Modules.” It is found in the back of this manualunder tab 10, “Tips to Facilitating.” It outlines the essentials for conductingsuccessful training. The sections “Equipment and Materials,” “Introducing Yourselfand Participants,” and “Workshop Expectations” are particularly useful, becausethey describe how to begin a session. “Room Arrangement” may also be helpful.The Agenda opposite this page is written as a generic guide to Reading Linkstraining. Before you begin, personalize the top portion by adding the date, times,location, and module to the training you will be delivering. This can also be adaptedto serve as an advertisement or flyer.Materials to gather before beginning Phonics:1.) The Report of the National Reading Panel – find this downloadable document atwww.nationalreadingpanel.org.2.) Put Reading First: The Research Building Blocks for Teaching Children to Read –also downloadable at www.nifl.gov.SUPPORT MATERIALSSESSION ACTIVITIESOH/PPT #1: PhonicsIntroductions1. Put up OH/PPT #1 and welcome theparticipants to your training.2. Introduce yourself, your background,and experience in education.3. Have participants do a nametag or tentaccording to your preference.4. Introductory activities forparticipants are outlined in the “Tips”document. Choose one according tohow well the participants know eachother, how much time is allotted forthe training, and how many people arepresent.5. Walk through the Agenda, connectingthe information to the times andparticular module you are delivering.OH/PPT #2: AgendaLINKS 2002
READING LINKSREADING LINKS AGENDA10 minutes10 – 15 minutesIntroduction and ExpectationsOverviewReading Links ProjectROPES Guiding StructureParticipant Manual Layout25 – 30 minutesSection 1: Review Participant BackgroundKnowledge and Understanding15 minutesSection 2: OverviewKey Learning GoalsBuilding Blocks15 minutesSection 3: PresentationResearch-based Information andContent10 minutesBREAK75 – 85 minutesSection 4: Engagement and PracticeClassroom Strategies and ApplicationsAssessmentVideo ModelingAction Planning10 – 15 minutesSection 5: Summarizing Key Learnings10 – 15 minutesEvaluation and Feedback
iiPHONICSREADING LINKS FACILITATOR’S MANUALNOTES TO THE FACILITATORThe opposite page is to provide the participants with an overallunderstanding of the Reading Links project and how it fits into the LinksLearning Web site. Be sure to read it carefully before beginning yourtraining session in order to answer questions as they arise. There is no needto have your participants read it. Your overview of the contents will besufficient.A FAQ about these materials is, “How can a school or district use them?”Along with the Reading Links overview, tell the participants why thematerials were developed and guide them to finding the best use for theirschool or district if needed. The Director of Curriculum or Building Principaloften decides this. Here is a list of suggested purposes:1. To explain the scientific evidence-base of teaching children to readusing teacher-friendly materials.2. To model reading research within classroom practice.3. To explain assessment choices to match instruction of that module.4. To provide additional support to schools/districts so they can viewtheir curriculum critically in order to find their strengths andweaknesses.5. To provide teachers with a resource for further observation andstudy.SUPPORT MATERIALSSESSION ACTIVITIES1. Continuing with the Overview ofthe training, explain the ReadingLinks project to the participants,highlighting how it began and whatit is being used for in our state.2. Suggest the above list as a tool forschool or district personnel tofocus their use of the materials.LINKS 2002
Reading LINKS LessonsParent:Early Oral Language DevelopmentMarti MacPhee:Oral Language/ Pre-ReadingDevelopmentKessler School:Phonemic AwarenessKessler School:Phonics InstructionAnita Archer:Primary Grades ReadingGail Boushey:Early Guided WritingGail Boushey:Early Comprehension/FluencyAnita Archer:Intermediate Grades ReadingJoan Moser:Comprehension IJoan Moser:Comprehension IIRobin Totten:Upper Elementary ComprehensionStrategies (Non-Fiction)Robin Totten:Upper Elementary ComprehensionStrategies (Fiction)Judy Rex:Comprehension and VocabularyJudy Rex:Vocabulary and Pre-writingKathy Garcia:ESL Instruction IKathy Garcia:ESL Instruction IIKessler School:Turning a School aroundMark Jewell/Tom Murphy:Strategic ChangeAlso available at: www.linkslearning.comLINKS 2002
iiiPHONICSREADING LINKS FACILITATOR’S MANUALNOTES TO THE FACILITATORThe manuals are written using an advanced organizer known as ROPES. Itstands for Review, Overview, Presentation, Engagement and Practice, andSummary. Each section has a purpose to the overall training session andcontent of the manual. Go over the ROPES structure with the participants,pointing out the purpose each section serves in helping them learn newmaterial. Note the acronym and connect it to the manual’s tabs. Forexample, the purpose of “R” or Review is to activate the participant’s priorknowledge, provide entry learnings, and focus the session. Continue to gothrough each ROPES acronym, purpose, and connection to the manual. Thepages holding that information are then found under the Presentation tab.Be sure to credit Dr. Robert Carkhuff for its development. You may wish touse this power point slide as you introduce each new section during yourtraining. Put this OH/PPT up on the overhead projector as an advancedorganizer.SUPPORT MATERIALSOH/PPT #3: ROPES: AGuiding StructureLINKS 2002SESSION ACTIVITIES1. Explain the ROPES structure to theparticipants, outlining eachsection’s purpose to the trainingsession.2. Highlight the acronym.3. Connect each section of ROPES tothe tabs on the participant’smanual. Have them locate each one.4. The footer indicates the currentsection of ROPES with the use ofcapitals.
READING LINKSROPES: A GUIDING STRUCTURE FOR LEARNINGROReview – entry learning designed to activateand assess prior knowledge and to focus thesessionOverview – explicit statement of thegoals and objectives of the sessionPPresentation – presentation and discussionof research-based concepts that areneeded to build background knowledgeEEngagement and Practice – modeling,practicing, and demonstratingunderstanding of the concepts; viewingvideo lessons; action planning for identifyingand implementing instructional practicesand interventionsSSummary – summarizing key learnings(adapted from a model designed by R. Carkhuff)
LINKS 2002
TABLE OF CONTENTSSECTION 1: REVIEWWhat Do I Already Know About Phonics?What Is Phonics?What Is the Purpose for Teaching Phonics?How Are Phonemic Awareness and Phonics Connected?SECTION 2: OVERVIEWKey Learning GoalsBuilding Blocks for Teaching Children to ReadAlphabetic Principle Graphic Organizer1234567SECTION 3: PRESENTATIONWhat Are Two Elements of Phonics?What Is Phonics Instruction?Why Is Phonics Instruction Important?What Does Systematic and Explicit Phonics InstructionMean?What Does the National Reading Panel Report Say aboutSystematic Phonics Instruction?What Are Different Approaches to Phonics Instruction?What Are Components of “Sound” Instruction?How Does the Phonics Instruction in My Reading ProgramAlign with Research?What Are the Challenges for Teachers?Checking for Understanding8101112131415161718SECTION 4: ENGAGEMENT AND PRACTICEClassroom Strategies and ApplicationsActivities for Developing PhonicsDecoding2223
LINKS 2002
Useful Phonics GeneralizationsEncodingPractical Classroom TipsJigsaw TeachingAssessmentCD/Video ModelingContexts and Procedures for CD/Video ViewingCD/Video Modeling Observation ChartAction PlanningHow Can I Put My New Learnings into Practice?Constructing an Action Plan to Meet InstructionalNeeds of Students363849535562636566SECTION 5: SUMMARYSummarizing Key LearningsEvaluation and FeedbackSECTION 6: HELPFUL RESOURCESSECTION 7: REFERENCESSECTION 8: GLOSSARY6869
REVIEW NOTESLINKS 2002
PHONICSSECTION 1: REVIEWLINKS 2002
1PHONICSREADING LINKS FACILITATOR’S MANUALNOTES TO THE FACILITATORThe purpose of this Think-Ink-Pair-Share activity is to help participantsactivate their prior knowledge and establish some common understandings.Participants are asked to rate themselves from 1-5 on the familiarity scale.(They do not have to share this number with anyone at the table.)Ask the participants to think about the two questions and jot down briefresponses. What are some terms or labels people use when discussing phonics?What can children who understand phonics skills do?Once the participants have done this alone, they proceed by sharing theirresponses with a partner, then sharing with others at the table.SUPPORT MATERIALSOH/PPT #4: What Do IAlready Know About Phonics?If you are not familiar withthe Think-Ink-Pair-Shareprocedures, please refer tothe section on CooperativeLearning Strategies in yourfacilitator’s materials.LINKS 2002SESSION ACTIVITIESThink – Ink – Pair - Share
PHONICSREADING LINKS PARTICIPANT’S MANUAL1What Do I Already Know About Phonics?THINK – INK – PAIR - SHARETHINK - INK: Rate your familiarity with phonics by placing an Xon the continuum and completing the GuidingQuestions Chart.123Unfamiliar45Very familiarGuiding Questions ChartWhat are some terms orlabels people use whendiscussing phonics?LINKS 2002What can children whounderstand phonics skills do?REVIEW - Overview – Presentation - Engagement and Practice – Summary
2PHONICSREADING LINKS FACILITATOR’S MANUALNOTES TO THE FACILITATORHighlight the following relationship:Printed Letters (graphemes) are connected to Spoken Language (phonemes).Review related terms and labels: Graphophonic cuesRefers to the sound relationship between the grapheme (a letter orgroup of letters) and the phoneme or sound it represents and the cues itprovides for pronouncing the word(s) seen in print. Letter/sound relationship or letter/sound correspondenceRefers to how a letter is pronounced Sound/symbol relationship or sound/symbol correspondenceRefers to the relationships between letters and sounds Sound/spellingRefers to the spelling of various soundsProvide examples of how students can isolate the first, medial, or final sounds inwords.Suggested ExamplesBeginning sounds:car /c/, bat /b/, ant /a/.Medial sounds:bed /e/, bake /a/, hop /o/.Final sounds:jump /p/, fast /t/, dog /g/.Show a copy of Put Reading First and comment on its utility.SUPPORT MATERIALSOH/PPT #5: What isPhonics?Resource:Book: Put Reading First(2001)LINKS 2002SESSION ACTIVITIES
PHONICSREADING LINKS PARTICIPANT’S MANUAL2What Is Phonics?Phonics is knowing the relationship between printedletters (graphemes) of written language and theindividual sounds (phonemes) of spoken language.The following terms or labels are often used when peoplediscuss phonics: Graphophonic cues Letter/sound relationship or letter/soundcorrespondence Sound/symbol relationship or sound/symbolcorrespondence Sound/spellingsChildren who understand phonics skills can tell you which letter makes the first sound in bat tell you which letter makes the last sound in car(Armbruster, Lehr, & Osborn, 2001; IRA’s Position Statement on PA, 1998)LINKS 2002REVIEW - Overview – Presentation - Engagement and Practice – Summary
3PHONICSREADING LINKS FACILITATOR’S MANUALNOTES TO THE FACILITATOREmphasize: Phonics is a means to an end – the “end” being comprehension.Some participants may have negative associations when they hear the word“phonics.” Acknowledge these concerns and explain that English does haveirregularities, but that this should not preclude the teaching of phonics.Talking Points Phonics must be taught explicitly and systematically.Explicit and systematic instruction is better than non-systematicinstruction or no phonics instruction at all. There are predictable relationships between written letters andspoken sounds.Teaching these relationships helps students learn and apply thealphabetic principle.LINKS 2002
PHONICSREADING LINKS PARTICIPANT’S MANUAL3What Is the Purpose for Teaching Phonics?The purpose for teaching phonics is to enable students tolearn and apply the alphabetic principle—the understandingthat there are systematic and predictable relationshipsbetween written letters and spoken sounds.Knowledge of these relationships contributes to the ability tocomprehend or to read and understand words in isolation aswell as in connected text.Thus, the ultimate goal of teaching phonics is comprehensionof written language.(Armbruster, Lehr, & Osborn, 2001)LINKS 2002REVIEW - Overview – Presentation - Engagement and Practice – Summary
4PHONICSREADING LINKS FACILITATOR’S MANUALNOTES TO THE FACILITATORBig Idea: Students use their ears and their eyes when learning to read.Although phonemic awareness and phonics are discrete skills (andteachers should know the difference), the most effective classroominstruction takes place when phonemic awareness and phonics aretaught in conjunction.Note: Explain to the participants that a letter between / / means thesound, rather than the name of the letter.Use the examples from the overhead to explain the differences betweenphonemic awareness and phonics.Phonemic Awareness: is an understanding about and attention to spokenlanguage. It refers to the ability to recognize and manipulate speechsounds.Phonics: is knowing the relationship between printed letters and spokensounds.SUPPORT MATERIALSOH/PPT #6: How arePhonemic Awareness andPhonics Connected?LINKS 2002SESSION ACTIVITIES
PHONICSREADING LINKS PARTICIPANT’S MANUAL4How Are Phonemic Awareness and PhonicsConnected?Phonemic AwarenessPhonicsSoundsLettersGiven the spoken word “dog,” thestudent can tell you that thebeginning sound is /d/. (isolation)Given the spoken word “dog,” thestudent can tell you that thebeginning letter is “d.”Given the separate sounds /d/ /o//g/, the student can tell you thatthey make up the spoken word “dog.”(blending)Given the word “dog” in print, thestudent can make the sounds foreach letter and blend them into theword “dog.”Given the spoken word “hat,” thestudent can separate the word intothree separate sounds /h/ /a/ /t/(segmentation).Given the spoken word “hat,” thestudent can tell you that the lettersthat spell the sounds in hat are h-a-tand/or write the word “hat.”Given the spoken word “cart” andasked to take off the last sound, thestudent can say “car.” (deletion)Given the spoken word “cart,” thestudent can spell c-a-r-t. If thefinal “t” is erased/covered, thestudent can read the word as “car.”Although phonemic awareness and phonics are two separate skills,phonemic awareness instruction is most effective for strengtheningreading and spelling when children are taught to use the letters inconjunction with manipulating the phonemes.(Armbruster, Lehr, & Osborn, 2001)LINKS 2002REVIEW - Overview – Presentation - Engagement and Practice – Summary
OVERVIEW NOTESLINKS 2002
PHONICSSECTION 2: OVERVIEWLINKS 2002
5PHONICSREADING LINKS FACILITATOR’S MANUALNOTES TO THE FACILITATORThis begins Section 2: Overview in the manualSUPPORT MATERIALSOH/PPT #7: Key LearningGoalsLINKS 2002SESSION ACTIVITIESKey Learning Goals1. Read through each of the goals,emphasizing the main idea of eachone such as “connecting,” “learn thedifference,” “learn to assess,” and“create an action plan.” Be sure tonote that the 3rd bullet is theclassroom application portion thatprovides the practical instructionpiece to the training.2. Explain that the goals pertain tothe session as well as the manual.
PHONICSREADING LINKS PARTICIPANT’S MANUAL5Key Learning GoalsThe participants will: Understand the connection between phonics and readingdevelopment. Learn, model, and teach using research-basedinstructional practices. Learn how to analyze reading programs and supplementalmaterials for research-based phonics instruction. Apply key learnings from this module in a plan for theirclassroom.LINKS 2002Review -- OVERVIEW -- Presentation -- Engagement and Practice -- Summary
6PHONICSREADING LINKS FACILITATOR’S MANUALNOTES TO THE FACILITATORThe “Building Blocks for Teaching Children to Read” are the five majorreading instruction components included in the report of the NationalReading Panel. The Reading Links project has highlighted the five essentialcomponents in teaching children to read as outlined in the Report of theNational Reading Panel. However, Reading Links also acknowledges otherimportant factors. Therefore, other components of a student’s readinggrowth such as Oral Language Development and Connecting Reading andWriting are also included. There are manuals and training sessions to coverthe other major reading components.SUPPORT MATERIALSSESSION ACTIVITIESOH/PPT #8: Building Blocksfor Teaching Children toReadBuilding Blocks1. This graphic explains the “blocks”for teaching children to read asadapted by the LINKS Project.They include five instructionalcomponents identified by “PutReading First” and the NationalResearch Panel. LINKS has addedoral language development as wellas reading, writing across thecurriculum.2. Explain that by participating in theReading Links training, participantsare receiving research-based andclassroom applications for all ofthese components.LINKS 2002
PHONICSREADING LINKS PARTICIPANT’S MANUAL6Building Blocks forTeaching Children to ReadComprehensionof INKS 2002Reading& opmentPhonicsInstructionReview -- OVERVIEW -- Presentation -- Engagement and Practice -- Summary
7PHONICSREADING LINKS FACILITATOR’S MANUALNOTES TO THE FACILITATORThis graphic organizer provides a big picture of the Alphabetic Principle andthe pieces that make it up.SUPPORT MATERIALSSESSION ACTIVITIESOH/PPT #9: AlphabeticPrinciple Graphic OrganizerAlphabetic Principle Show the graphic organizer. Explain that the Englishlanguage is categorized as analphabetic system. ThereforePhonological Awareness andPhonics Instruction are bothimportant elements. Explain that Phonics iscomprised of decoding –blending sounds into words, andencoding – breaking words apartinto their sounds.LINKS 2002
PHONICSREADING LINKS PARTICIPANT’S MANUAL7ALPHABETIC PRINCIPLEPhonological Awareness1. Recognizing Word/Sentence Length2. Rhyming3. Syllabication4. Segmenting Onset/Rime5. Phonemic Awareness Isolating Sounds Identifying Sounds Categorizing Sounds Blending Sounds Segmenting Sounds Deleting Sounds Adding Sounds Substituting SoundsLINKS 2002Phonics1. Letter/SoundAssociations2. Decoding3. EncodingReview -- OVERVIEW -- Presentation -- Engagement and Practice -- Summary
PRESENTATION NOTESLINKS 2002
PHONICSSECTION 3: PRESENTATIONLINKS 2002
8PHONICSREADING LINKS FACILITATOR’S MANUALNOTES TO THE FACILITATORHelping participants understand the connection between phonemic awarenessinstruction, (which is auditory and oral) and phonics instruction (which isvisual) will facilitate their ability to teach students to read. According tothe Report of the National Reading Panel, “Teaching students to segmentand blend benefits reading more than a multi-skilled approach.” (p.2-42). Besure participants understand that phonics instruction builds on students’phonemic awareness to enable students to connect sounds to letters andblend them into words, or segment those sounds to letters when writing.SUPPORT MATERIALSSESSION ACTIVITIESOH/PPT #10: What Are theTwo Elements of Phonics?1. Explain the two elements of phonics(decoding & encoding) and therelationship of the elements to thetwo phonemic awareness skills(blending & segmenting), which are thebasis for reading.2. Go over the information in each bulletwith examples. To differentiatebetween decoding and encoding. (Yourexample would show a single word andhow it could be blended or read, andsegmented or spelled.)Examples:digraphsLINKS 2002phongramscommon rimesthayapshighotchowick
PHONICSREADING LINKS PARTICIPANT’S MANUAL8What Are the Two Elements of Phonics? Decoding EncodingDecoding – Blending Sounds to Form Words Readers convert letters into sounds and blend them to form recognizablewords. The letters might be individual letters; or digraphs (such as th, sh,ch); phonograms (such as ay, igh, ow), or spellings of common rimes (such asap, ot, ick). The ability to convert letter subunits into sounds comes from the reader’sknowledge of the alphabetic system. The primary way to build a sight vocabulary is to apply decoding oranalogizing strategies to read unfamiliar words. These ways of readingwords help the words become familiar by creating alphabetic connectionsthat establish the words in memory as sight words.Encoding – Segmenting Words into Sounds for Spelling Systematic phonics instruction contributes in helping kindergartners andfirst graders apply their knowledge of the alphabetic system to spell words. Encoding reinforces the learning of decoding. Systematic phonics instruction for students older than first grade does notproduce gains in spelling. For older students, pelling is less a matter ofapplying letter-sound relationships and more a matter of combining wordparts.(NRP, 2000)LINKS 2002Review – Overview – PRESENTATION - Engagement and Practice - Summary
9PHONICSREADING LINKS FACILITATOR’S MANUALNOTES TO THE FACILITATORSUPPORT MATERIALSOH/PPT#11: What Is PhonicsInstruction?GraphemesLettersWhat astudentseesLINKS 2002PhonemesSoundsWhat astudenthearsSESSION ACTIVITIES1. Explain that phonics is theunderstanding that there is apredictable relationship betweenphonemes (the sound of spokenlanguage) and graphemes (theletters and spellings that representthose sounds in written language.)2. The goal of phonics instruction is tohelp children learn and use thealphabetic principle – theunderstanding that there aresystematic and predictablerelationships between writtenletter and spoken word.
PHONICSREADING LINKS PARTICIPANT’S MANUAL9What Is Phonics Instruction?Phonics instruction is reading instruction that teachesstudents the relationship between: the letters of written language (graphemes), and the individual sounds (phonemes) of spoken language.LINKS 2002Review – Overview – PRESENTATION - Engagement and Practice - Summary
10PHONICSREADING LINKS FACILITATOR’S MANUALNOTES TO THE FACILITATORSince phonics has been an area of controversy for many years, it isimportant that the participants understand that systematic phonicsinstruction has been widely used over a long period of time with positiveresults (National Reading Panel, 2000). Many teachers have been teachingphonics systematically and explicitly for years and their results, along withthe findings of three decades of research, confirm the importance andeffectiveness of systematic phonics instruction (Armbruster, Lehr, andOsborn, 2001).SUPPORT MATERIALSOH/PPT #12: Why Is PhonicsInstruction Important?SESSION ACTIVITIES1. Explain that when studentsunderstand the relationshipsbetween written letters and spokensounds, they can begin to applythose relationships to reading andwriting. The letter-soundrelationship is the key that unlocksthe door to reading.2. When instruction begins inkindergarten and first grade, itsignificantly improves children’sability to read, so phonicsinstruction needs to start early.3. Children from all types ofbackgrounds benefit from phonicsinstruction.LINKS 2002
PHONICSREADING LINKS PARTICIPANT’S MANUAL10Why Is Phonics Instruction Important? Phonics Instruction leads to an understanding of thealphabetic principle—the systematic and predictablerelationships between written letters and spokensounds. Systematic and explicit Phonics Instructionsignificantly improves kindergarten and first gradechildren’s word recognition, spelling, and readingcomprehension. Systematic and explicit Phonics Instruction isbeneficial regardless of the socioeconomic status ofthe students.(Armbruster, Lehr, & Osborn, 2001, p. 14)LINKS 2002Review – Overview – PRESENTATION - Engagement and Practice - Summary
11PHONICSREADING LINKS FACILITATOR’S MANUALNOTES TO THE FACILITATORIt is critical that participants understand that in order for phonics instructionto be effective it must be both systematic and explicit. Talk through thedefinitions of systematic and explicit so that participants understand theterms.SUPPORT MATERIALSOH/PPT #13: What DoesSystematic and ExplicitPhonics Instruction Mean?LINKS 2002SESSION ACTIVITIES1. Systematic – the logical sequenceessential for providing decodabletext for students to apply theirknowledge and practice reading.2. Explicit – instruction is essential sothat children understand, receivefeedback on their performance,and are given opportunities to applywhat they know.3. Explain the steps of explicitinstruction by quicklydemonstrating for the participantsan example such as teaching thesound of the letter “m.”
PHONICSREADING LINKS PARTICIPANT’S MANUAL11What Does Systematic and ExplicitPhonics Instruction Mean? Systematic -- the plan of instruction includes a carefullyselected set of letter-sound relationships that are organized intoa logical sequence. Explicit – the program provides teachers with precise directionsfor the teaching of these relationships.The steps of explicit instruction typically
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
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
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.
LAS Links Online Online Assessment Administration Select Technology Installation Select LAS Links Learning Management System Select Toll Free: 833-867-5679 Option 1 –Order Support Texas Order Support Email: LASOrderTX@datarecognitioncorp.comFile Size: 699KBPage Count: 10Explore furtherLAS Links Online Online Administration Trainingapps.esc1.netLAS Links Online - Bridgeport Public Schools / Homewww.bridgeportedu.netEnglish Language Proficiency Assessment - LAS Links--Documentsportal.ct.govBilingual/ESL / LAS Links Onlinewww.midlandisd.netDRC eTesting v2021.09 rev:83a4dbbwbte.drcedirect.comRecommended to you based on what's popular Feedback
Paths often are laid through norma!ly unused portions ofthe course. installed the length of entire fairways for some specific purpose. Iffairway and rough conditions are such on a given hole that paths cannot be in-stalled, they are placed in remote areas or where cart use is assured. Where paths have not been installed, it has been observed .
