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Cisp 653 Module 6 Slideshow

The document discusses high-frequency words, phonics instruction, and emergent literacy. It explains that high-frequency words are best taught a few at a time and by pointing out common sounds. Phonics allows reading new words and should be taught through chunking, sounding out, reading by analogy, predicting, and instant recognition. Emergent literacy refers to print exposure before school, and teachers should choose predictable books and include sing-alongs and alphabet books.

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Courtney Prudhomme
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31 views

Cisp 653 Module 6 Slideshow

The document discusses high-frequency words, phonics instruction, and emergent literacy. It explains that high-frequency words are best taught a few at a time and by pointing out common sounds. Phonics allows reading new words and should be taught through chunking, sounding out, reading by analogy, predicting, and instant recognition. Emergent literacy refers to print exposure before school, and teachers should choose predictable books and include sing-alongs and alphabet books.

Uploaded by

Courtney Prudhomme
Copyright
© © All Rights Reserved
Available Formats
Download as ZIP, PDF, TXT or read online on Scribd
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Module 6

High-Frequency words, Phonics, and Emergent Literacy

CIRG 653-231 BY COURTNEY SHORT


HIGH-FREQUENCY WORDS

The most common words encountered in the English


language are referred to as “high-frequency words.”  While it
was once believed that these words were once learned
through visual memorization of the shapes of the words, it is
now believed that they are learned phonologically.
A lot of the high-frequency words are learned when students
see them in classrooms either in shared reading or signs. It is
still required to teach these words through classroom
instruction.  A teacher should only teach three or four of
these words at a time.  It is also helpful to choose words that
they will encounter in their upcoming reading.
It is key that teachers also point out things
that the high-frequency words have in
common.  When pairing words at and that,
they share the sound /at/.
PHONICS INSTRUCTION

Phonics instruction is crucial in teaching students to read. A majority


of the words we recognize as readers are sight words and don’t require
us to sound them out. Recognition of these words happens
automatically.  Phonics allows us to read new words including proper
names of places, events, and people. Experienced readers have seen
most of the word patterns that exist and will use phonics from time to
time.
At times, phonics becomes so automatic that we
don’t even realize we are using it. New readers
should take time to learn to decode words using
phonics until words become part of their
vocabulary that they know instantly.  
THE 5 WAYS WE LEARN PHONICS

Chunking
Sounding out
Reading by analogy
Predicting
Instantly recognizing
These happen in order of progression. Students master one skill and move on to the
next. Many of these things are done by experienced readers subconsciously.
Emergent Literacy

Emergent literacy is when children were exposed to


print and read and write in some form prior to starting in
school. Regardless of economic status, a majority of
children have had some form of exposure to print prior to
walking in the doors of a classroom.
Emergent readers need to learn the basic concepts of print
once they start school, especially if they weren’t introduced
to this at home. This is the base from which all the reading
and writing skills are developed.  They must also build in
the skills of phonological awareness and the alphabetic
principle.
Parents play a crucial role in this development and
teachers should remind parents of how they should do
things in order to maximize their children’s reading
and writing potential. Even if parents are unable to
read themselves, they can still discuss the illustrations
that appear in books or even practice oral story telling. 
4 Ways to Address High-Frequency Words, Phonics
Instruction, and Emergent Literacy in the Classroom

Emergent Literacy:
1.  Choose predictable books for read-aloud. These are books that the students can
easily anticipate what is going to happen next. They can also be repetitive and have
illustrations that assist in the story telling. Dr Seuss books are a good example of this
sort of book.
High-Frequency Words:
2. Have students keep their own personal word bank. As they learn new high-frequency
words they can write them down in their word bank to reference later. Eventually, this
practice will become obsolete as students learn to decode words.
Phonics Instruction:
3. Include sing-alongs in daily classroom instruction. The clapping, rhythm, and
activity helps facilitate their memory of what’s being taught.

4. Use alphabet books.  First the teacher should read it aloud to the class and discuss the
different sounds and objects (to avoid misnaming the objects like calling a hat a cap)
and then keep it in the classroom library so students can read it on their own
independently.
REFERENCES

Instructional strategies for emergent literacy. Instructional

Strategies for Emergent Literacy. 


(n.d.). Retrieved April 23, 2022, from 
https://www.pathstoliteracy.org/instructional-strategies emergent-literacy 
Gunning, T. G. (2020). Creating literacy instruction for all students .

Pearson Education, Inc. 


Kimberley Gorelik on October 31, 2017 .contest-social .share-links svg. (2021, March 2). 5 simple intervention

strategies to strengthen phonics skills. We Are Teachers. Retrieved April 23, 2022, from https://
www.weareteachers.com/build-phonics-skills/

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