Phonics SPED 433 Sp. 2017
Discuss how you would implement this activity in phonics instruction.
Having a teaching credential in Art, I like to include art in most my lessons. I am a visual/kinetic learner and then hearing the concept reinforces. I would implement color, cutting, and design into shaping letters. Cutting and coloring helps build synapsis in the brain into pathways of remembering. This is where I would start with Dialect variation: (Gunning, p.175).
Balm, bomb
Merry, Mary, marry
Pin, pen
Root, route.
In working with English Language learners, having a visual both with the letter and a visual of the word, along with cutting, and then writing the word after putting the word together, as in video (Making Words in Action: Making Words Lessons) Video
I really like this activity for Consonant Spelling and Common Consonant Digraphs (Gunning, p. 177)
SOUND INITIAL FINAL MODEL WORD
| /b/ | barn | Cab, robe | ball |
| /d/ | deer | bad | dog |
| /f/ | Fun, photo | laugh | fish |
| /g/ | Gate, ghost, guide | rag | goat |
| /h/ | House, who | hat | |
| /hw/ | whale | whale | |
| /j/ | Jug, gym, soldier | Age, judge | jar |
| /k/ | Can, kite, quick | Back, ache | Cat, key |
| /l/ | lion | leaf | |
| /m/ | me | Him, comb, autumn | man |
| /n/ | Now, know, any | pan | nail |
| /p/ | pot | top | pen |
| /r/ | Ride, write | ring | |
| /s/ | Sight, city | Bus, miss, face | sun |
| /t/ | time | Rat, jumped | table |
| /v/ | vase | love | vest |
| /w/ | We, wheel | wagon | |
| /y/ | Yacht, onion | yo-yo | |
| /z/ | zipper | Has, buzz | zebra |
| /ch/ | Chip, cello, question | match | chair |
| /sh/ | Ship, sure, chef, action | Push, special, mission | sheep |
| /th/ | thin | breath | thumb |
| /th/ | this | breathe | the |
| /zh/ | Azure, version | Beige, garage | garage |
| /ng/ | sing | ring |
COMMON CONSONANT DIGRAPHS
CORRESPONDENCE EXAMPLES CORRESPONDENCE EXAMPLES
| Ch = /ch/ | Chair, church | sh+/sh/ | Shoe, shop |
| Ck = /k/ | Tack, pick | (s)si = /sh/ | mission |
| Gh = /f/ | Rough, tough | Th = /th/ | There, them |
| Kn = /n/ | Knot, knob | Th = /th/ | Thumb, thunder |
| Ng = /n/ | Thing, sing | Ti = /sh/ | Station, action |
| Ph = /f/ | Phone, photograph | Wh = /w/ | Wheel, where |
| Sc = /s/ | Scissors, scientist | Wr = /r/ | Wrench, wrestle |
**Included both charts for later reference within this document.
Grade/developmental level: K-12 and EL learners
Rationale for usage in the context of reading instruction: Reinforces all learning styles, of hearing, seeing, and kinetic and reinforcing phonetic concepts.
How such instruction will be incorporated into overall reading development:
Everyday there is reading.
Include a statement on how your activity reflects RICA Competencies 5 & 6.
The strategy in the video Making Words in Action: Making Words Lessons – works with Competency 5 & 6.
Competency 5 : 1. Recognize the role of phonics and sight words in accurate, automatic word identification. 2. Recognize the importance of sequencing phonics and sight-word instruction according to the increasing complexity of linguistic units and demonstrate knowledge of terminology and concepts related to these units. 3. Recognize that decoding and encoding are reciprocal skills and demonstrate knowledge of the interrelationships between phonics development and stages of spelling development.
Competency 6: 1. Demonstrate knowledge of the continuum of research-based, systematic, explicit instruction in phonics and sight words. 2. Knowledge of research based, phonics. 3. Demonstrate knowledge of research based, systematic, explicit instruction. 4. Demonstrate knowledge of how to address the full range of learners in the classroom in phonics skills, sight-word knowledge and spelling of single-syllable words.
