ࡱ> '` .bjbj"9"9 4p@S@S&jjjjjjj~N4~=^BBBB  <<<<<<<$q?hA<j<jjBB<AAAjBjB<A<AA69jj;B  @p:N<D<0=:yByB8;;ZyBj<<A<<7 =~~~ ~~~~~~jjjjjj Ideas for Phonics Instruction and Application  HYPERLINK "http://www.k-3teacherresources.com/" http://www.k-3teacherresources.com Phonological and Phonemic Awareness- What is it? I can hardly even say it - let alone know what it means!  *Phonological Awareness- is a broad concept that not only includesphonemic awareness(see below) but also encompasses awareness of things like words, rhyme, and syllables. *Phonemic Awareness- is the ability to hear, say and manipulate soundsin words and is a sub-skill of phonological awareness. *Phonics- involves making theconnectionbetween thesingle sounds (phonemes)and theirrelated letter patterns (graphemes)when reading and writing.  Sounds Graphemes (spelling patterns)  long o oa, o_e, _oe, It is easier to view Phonological Awareness and related Literacy Skills in4 basic stages of awareness and development: Stage 1: Babies- approximately 0-1 years Welcome to the World!- sounds which come out of my parents' mouths mean something - I might give making sounds a try! Stage 2: Infants/Toddlers- approximately 1-4 years Wow, Rhyming is Fun!- making up silly rhymes and songs - I can listen for and hear similar rhyming sounds! This begins with the increased ability to distinguish between different sounds in our environment and continues to develop as welisten toandplay around with soundsthrough HYPERLINK "http://www.k-3teacherresources.com/nursery-rhyme-activities.html" rhymes, songs, poemsand loads of 'being read to...' East Elementary Stage 3: Preschoolers, Kinder - 1st Grades ( approx. 3-7 years) Amazing - Sounds can be Written Down!- the sounds I hear when I talk can be written down so others can read them.... This is where HYPERLINK "http://www.k-3teacherresources.com/alphabet_printables.html" REGULAR HYPERLINK "http://www.k-3teacherresources.com/alphabet_printables.html" Alphabet Letter Soundsbegins playing a part... The sounds we make when we talk can be written down using letter combinationsfrom our alphabet. Ouralphabetconsists of 26 letters - 5vowels, and 21consonants. Every word needs at least one vowel sound to'hold'the consonants together. (EXTREMELY IMPORTANT TO TEACH EARLY) Each alphabet letter hasA NAMEand aregularsingle sound that it represents on its own. Theseregularsingle sounds can be at thebeginningof a word, themiddleof a word, or at theendof a word. We can put these alphabet letters and theirregularsingle sounds together to make HYPERLINK "http://www.k-3teacherresources.com/cvc-words.html" simple words(consonant/vowel/consonant HYPERLINK "http://www.k-3teacherresources.com/cvc-words.html" CVC words). 2 or more regular consonant sounds and letters cancombine to form ' HYPERLINK "http://www.k-3teacherresources.com/consonant-blends.html" consonant blends'to help with writing words - These 'consonant blends' are still2 or more regularsinglesounds combined such as'br'not one sound as represented in the grapheme -'ch'- North Elementary 2nd -3rd AND South Elementary 4th-6th Stage 4: School Age 8- Adults- approximately 7 years and onwards (never ends.....) Incredible - Sounds can be written down in more than one way! The introduction of more HYPERLINK "http://www.k-3teacherresources.com/advanced-phonic-sounds.html" ADVANCED HYPERLINK "http://www.k-3teacherresources.com/advanced-phonic-sounds.html" Letter Combinations and Phonic Sounds. Regularsingle alphabet sounds canalsobe represented byother1 or more letter combinations. eg.baby bubble,right andwrite When we speak we also use more than just theregularalphabet sounds. Many otheradvancedsingle sounds are also used when we speak. Theseadvancedsingle phonics sounds can also be divided into 'vowel'sounds and'consonant'sounds Theseadvancedsingle sounds are also written using 1 ormore letter combinations. Words can be 'broken' intosyllables- each syllable has1 vowel sound.(EXTREMELY IMPORTANT TO TEACH EARLY) PHONOLOGICAL /PHONEMIC AWARENESS TERMS TO HELP US REMAIN CONSISTENT, DISTRICT WIDE. Phonemes-singlesoundsproduced by a speaker. Graphemes-written representationof thosesinglesounds using letter combinations - includes Vowel Graphemes / Consonant Graphemes. (a=ai, ay) Consonant Blends- 2 or more single consonants which blend together STILL making2 OR MORE SOUNDS(not one sound as with above graphemes eg: bl, str, nd, ld) Regular Alphabet Letters and Sounds- the phonemes and graphemes related to regular alphabet sounds and individual alphabet letters (see charts below). Advanced Letters and Sounds- the phonemes and graphemes related to moreadvanced phonics soundsandalphabet letter patterns(see chart below) Short Vowel Sounds- The vowel sounds as follows: a as in 'dad', e as in 'bed', i as in 'sit', o as in 'dog', u as in 'bug' - these areregularalphabet letters and sounds. Confusion??? Do you code the short vowel with a brieve or call it a smile? cat leads to teaching of spelling pattern cvc = consonant, vowel, consonant Long Vowel Sounds- The long vowel sounds are the sounds the vowels make when yousay their name. Confusion??? Do you call the e on the end of a word SNEAKY E ? (OR) SILENT E ? Do you code these words with a macron and a line through  the e to show it is silent? hope Are you able to take it a step further and show them the SPELLING PATTERN associated with the word?  consonant, vowel, consonant, sneaky OR silent e: cVce Please Note:The termsdigraph and dipthong,and there are many others 'floating' out there, in my opinion, are 'thrown' around too much and thetrue meanings have been 'lost'so I have tended to steer away from using them. They can bemisleading and I really don't think there is a need to use these terms -phonemes(the sounds),graphemes(the written patterns), and consonant blendssays it all (in my opinion). What about uncommon letter patterns (graphemes) which are not on the charts? The charts highlight themost common graphemes(it would go on forever if every possible grapheme was listed, and be way too overwhelming for littlies - we all know what the English language can be like!!). For words such as'course'the vowel phoneme/or/is represented by the grapheme'our'- not on the /or/ sound chart. Sue explains that she tells her students this isanother way to spellthe phoneme /or/ and it is added to a class'uncommon' graphemes list... Tips for IMMERSING Your Children In WORDS.... Never put away your flashcards.... there are just SO many ways they can be utilized. They do not have to be just sight word cards flashed up, parroted off, then put away - cut them up intosyllable puzzles, put them into sentences, circle all thephonics patternsusing whiteboard markers, go for aword walkand find them, cut the pictures off andmatch with word....soooo many ways to utilize - SEE MORE BELOW... I would have piles of them in the classroom... all sorted intothemed containers or pockets, onword walls, inword groupsetc. They definitely do not have to sit in the corner. A flashcard activityevery day.... Each and every literacy session would involve some sort of printable flashcards activity. I would usually choose an activity from the HYPERLINK "http://www.k-3teacherresources.com/word_cards.html" '101 Fun and Educational Flashcard Activities'. These would be something like...... choose 3 words from the HYPERLINK "http://www.k-3teacherresources.com/dolch-word-list.html" dolch sight wordsbucket and make those words up from cut outmagazine letters....use whiteboard markers totraceover the HYPERLINK "http://www.k-3teacherresources.com/space-words.html" 'Space'theme flashcards ......put the HYPERLINK "http://www.k-3teacherresources.com/pets-theme-words.html" 'Pets'theme flashcards intoalphabetical orderetc etc....depending on themain learning focus at the time. Refer to them often throughout the day... If children needed to know a word I wouldsend them to find it in the appropriate bucket or pocket. Eventually, they know that if they need the word'cricket'it will probably be in the HYPERLINK "http://www.k-3teacherresources.com/olympic-theme.html" 'Sports' theme bucket. Also a great way for children toself-check the spellingwhen editing their writing. *Easily accessible to children.... I have stored them inlabeled buckets,hanging pocketsand made HYPERLINK "http://www.k-3teacherresources.com/thematic_units.html" mini word bookletsvery successfully. They would come out ontothemed display walls,word walls, when we were doing a HYPERLINK "http://www.k-3teacherresources.com/concept-books.html" concept bookand needed to see certain words,when we were brainstorming and writingwith a certain theme, etc. I have also recently seen them cut out and laminated underneath each other, andhung at the front of the classroom like a ladder. Examples of Printable Flashcards available from our site...  HYPERLINK "http://www.k-3teacherresources.com/classroom-themes.html"   HYPERLINK "http://www.k-3teacherresources.com/classroom-themes.html" Theme Words HYPERLINK "http://www.k-3teacherresources.com/dolch_nouns.html"   HYPERLINK "http://www.k-3teacherresources.com/dolch_nouns.html" Dolch Nouns HYPERLINK "http://www.k-3teacherresources.com/sight-word-games.html"   HYPERLINK "http://www.k-3teacherresources.com/sight-word-games.html" Sight Words HYPERLINK "http://www.k-3teacherresources.com/english_vocabulary.html"   HYPERLINK "http://www.k-3teacherresources.com/english_vocabulary.html" Adjectives, Nouns, Verbs, Adverbs -./`a͵wl[WD%h,jHh;B*CJ OJQJaJ phh; jhhUmHnHuh,jHh;CJ(aJ(h,jHB*CJ(aJ(phh,jHh;B*CJ(aJ(ph!h,jHh;0JB*CJ(aJ(ph#h,jHh;5B*CJ(\aJ(phh,jHhCJaJhh,jH0JCJ aJ hh,jHCJ aJ jhh,jHCJ UaJ h,jHh>*CJ$aJ$h,jHh;>*CJ$aJ$. % & ) C D x -DM gd -DM gd;gd;gd;$a$gd;$a$gd$a$gd,jH. 8 9 K L $ % & ' ( / 0 E F P Q \ ] u 꿖꿖꿆qZ,h,jHh;0J>*B*CJ OJQJaJ ph(h,jHh;5B*CJ OJQJaJ phh,jHB*CJ OJQJaJ ph%h,jHh,jHB*CJ OJQJaJ ph+h,jHh;5B*CJ OJQJ\aJ ph%h,jHh;B*CJ OJQJaJ ph.h,jHh;5>*B*CJ OJQJ\aJ ph)h,jHh;0JB*CJ OJQJaJ ph#u v   $ ) * / s t קwgWE#h;0JB*CJOJQJaJphh;B*CJOJQJaJphh,jHB*CJOJQJaJphhB*CJOJQJaJphh,jHB*CJ OJQJaJ phhB*CJ OJQJaJ ph3jhB*CJ OJQJUaJ mHnHphu+h,jHh;5B*CJ OJQJ\aJ ph%h,jHh;B*CJ OJQJaJ ph)h,jHh;0JB*CJ OJQJaJ pht C D ] ^ w x d e ˸|ph˸|pU@)hh;0JB*CJOJQJaJph%hh;B*CJOJQJaJphhB*phh;B*OJQJphh;0JB*OJQJphh;5B*OJQJ\phh;B*CJOJQJaJphh;5B* OJQJ\ph$h;0J5>*B* OJQJ\ph h;5>*B* OJQJ\phhB*CJOJQJaJph%h;5B*CJOJQJ\aJphe n o r s )>IJԩtcP:*h,jHh,jH0J5>*B* OJQJ\ph$h0J5>*B* OJQJ\ph h;5>*B* OJQJ\ph h,jH5>*B* OJQJ\ph%hh;B*CJOJQJaJph hh;0JCJOJQJaJ.jhh;B*CJOJQJUaJph%hh;B*CJOJQJaJph)hh;0JB*CJOJQJaJph+hh;5B*CJOJQJ\aJph )ja-1-DM \$gdgd; 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