Phonics InstructionBest 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 phonicsThe importance of explicit, systematic phonics instructionWhat 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 ModelI DoExplicit InstructionWe DoGuided InstructionYou DoIndependent Application

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.

ThereforeExplicit, and systematic phonics instruction should be:SystematicDirect and preciseEngaging and responsiveBased 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 SeedsGRADE 1/QUARTER 1STATE 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)

Lesson SeedsGrade 1/Quarter 2STATE 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)

Glossary of TermsDefinitions from The Literacy Dictionary: The Vocabulary of Reading and Writing.Theodore Harris and Richard Hodges, Editors1995ISBN 0-87207-138-3Published by the International Reading AssociationInsert savage infoClick on the icon below to go to the glossary

Guiding QuestionsThink AboutsHow 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.

Introduce ourselvesPass out pretest and give 5 minutes to completeLeading researchers- not just practitioners to compile the information for this presentation.Such as: Steven Stahl, Louisa Mats, John Savage, NRP, IRA, John Pikulski

You must explicitly teach phonicsLots of teachers leave out the we do- and its not just a one shot deal think of the kids needs maybe you will need to explicitly teach again.Table talk then show definitionsWe already know you use the curriculum to guide your instruction. but we want to point it out to you on the ILA website.For example, a teacher might say, These two letters ch, make the sound /ch/. This is called a digraph.This does not mean directions for an activity- this means teach the conceptSystematic means: Using the FrameworkDirect and Precise means: Telling them exactly what they are going to do or learn.. Today we will Its your objectiveEngaging and responsive means: hands on- making words, word sorts- manipulating sounds, sound boxes not filling in worksheets for teaching may be appropriate for independent practice but not for explicit or guided instructionBased on individual needs means: As determined by assessment- we must use the data from these assessments to drive the instruction! See your reading specialist for a formal phonics assessment if needed BUT remember that observations and other informal assessments are appropriate aswell.Thats why we teach phonics at the primary grades also this is the same information as in the NRP (if anyone questions the dates)What it looks like on the ILA website- here are sample lessons we inserted to get you started thinking about what explicit phonics lessons look likeDo Carols model lesson with the group.Here is a place to go if you have any questions about the terminology related to phonics.In your third session you can talk with your school groups and your ILA specialists about the information presented