Phonics Instruction
Best practices and
exemplary models
of systematic
phonics instruction
for first and
second grades.
What do you know
about Phonics?
By the end of this presentation
you should be able to
understand:
Explicit, systematic phonics
The importance of explicit, systematic
phonics instruction
What explicit systematic phonics
instruction looks like
Recent research suggests that the most
effective phonics instruction is planned,
sequential, explicit, and systematic.
(NICHD, 2000; Stahl, Duffy-Hester, & Stahls, 1998)
Gradual Release Model
You Do
Independent
Application
We Do
Guided Instruction
I Do
Explicit
Instruction
What is phonics?
A system for encoding speech sounds into
written symbols.
The relationship between letters and
sounds, and how to use this system to
recognize words. (Decoding)
(Adams 1999, Harris and Hodges, 1995, Stahl, Duffy-Hester,
and Stahl 1998)
What is systematic phonics
instruction?
Contains two important parts:
1. Scope- content of phonics instruction- letter sound
correspondences ex:b /b/, e //, e/ /
2. Sequence- the order for teaching letter-sound
correspondence *
*See CCPS Curriculum framework for grades one and two
Grade 1 Framework.doc
grade 2 framework.doc
What is explicit phonics instruction?
The term explicit is the lesson delivery.
If the lesson is explicit, then the teacher tells
the children directly what he or she is
trying to teach.
Therefore
Explicit, and systematic phonics
instruction should be:
Systematic
Direct and precise
Engaging and responsive
Based on individual needs
Why is explicit, systematic
instruction important?
Research tells us that an early and systematic
emphasis on teaching children to decode words
leads to better achievement than a later or more
haphazard approach.
(Adams, 1990; Chall, 1989, 1996)
Further, being able to decode words is necessary
for children to become independent word
learners and thus be able to develop as readers
without teacher assistance. (Share, 1995)
Lesson Seeds
GRADE 1/QUARTER 1
STATE STANDARD/BENCHMARK: Phonics/Graphophonic: Students will apply their knowledge of letter sound relationship and
word structure to decode unfamiliar words. (comprehension at the word level)
ENDURING
UNDER
STANDI
NG
Phonics
Readers use
strategies to
problem solve
unknown
words.
ESSENTIAL
QUESTIONS
What do need
to know about
words and
sentences to
help me read
and write?
BENCHMARK
INDICATORS
Uses initial sounds
and begins to use
final sounds to
decode
Begins to recognize
and use short vowel
sounds to decode
(CVC)
Click here for lesson idea
Begins to decode
words with letter
combinations such as
consonant digraphs
(e.g. th, ch)
Click here for lesson idea
Uses known words or
common rimes to
decode by analogy
Click here for lesson idea
ASSESSMENT
Using the
student profile
will identify
student
behaviors
during shared
reading, guided
reading, and
writing centers
Running
Records
Phonics
Inventory
INSTRUCTIONAL
EXAMPLES
Making Words
Sorting words
by patterns
Utilizes word
wall
Guess the
Covered Word
in shared
reading
DIFFERENTIATING
INSTRUCTION
When planning instruction think
about how to:
Make the abstract
concrete
Identify one teaching
point and stick to it
Vary the pace
Use the Gradual Release
model (I do, We do, You
do)
Use the information
collected from the
students interest
inventory
Vary the group setting i.e.
whole group, small
group, paired, and
working individually
Lesson Seeds
Grade 1/Quarter 2
STATE STANDARD/BENCHMARK: Phonics/Graphophonic: Students will apply their knowledge of letter sound relationship and word structure to
decode unfamiliar words. (comprehension at the word level)
ENDURING
UNDERSTANDING
Phonics
Readers use strategies
to problem
solve unknown
words.
ESSENTIAL
QUESTIONS
What do I
need to
know
about
words
and
sentence
s to help
me read
and
write?
BENCHMARK
INDICATORS
Uses initial and final
sounds to decode
Begins to use medial
sounds and inflectional
endings to decode
ASSESSMENT
Click Here for Lesson idea
Uses short vowel sounds
to decode (CVC)
Begins to use long vowel
sounds and y as a vowel
to decode (CVCE)
Click Here for Lesson idea
Decodes words with letter
combinations such as
consonant digraphs (e.g.
th, ch)
Begins to decode words
with letter combinations
such as blends and special
vowel patterns (Word
Study Guide)
Reads one-syllable words
fluently
Uses known words or
common rimes to decode
by analogy
Using the
student
profile
will
identify
student
behaviors
during
shared
reading,
guided
reading,
writing and
in centers
Running
Record
Phonics
Inventory
INSTRUCTIONAL
EXAMPLES
Making Words
Sorting words by
patterns
Utilizes word wall
Guess the
Covered Word in
shared reading
Guided Reading
Interactive
Writing
/Individual Pupil
Response
DIFFERENTIATING
INSTRUCTION
When planning instruction
think about how to:
Make the abstract
concrete
Identify one teaching
point and stick to it
Vary the pace
Use the Gradual
Release model (I do,
We do, You do)
Use the information
collected from the
students interest
inventory
Vary the group setting
i.e. whole group,
small group, paired,
and working
individually
Glossary of Terms
Definitions from The Literacy Dictionary: The Vocabulary of Reading and Writing.
Theodore Harris and Richard Hodges, Editors
1995
ISBN 0-87207-138-3
Published by the International Reading Association
Insert savage info
Click on the icon below to go to the glossary
Guiding Questions
Think Abouts
How did what you hear today validate what you
are already doing in your classroom?
What changes could you make to incorporate
what youve learned about explicit, systematic
instruction?
Using the profile, select an indicator to develop
an explicit phonics lesson that you will use with
your students in the near future.
