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Stephanie Thomas Module 6

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Stephanie Thomas Module 6

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© © All Rights Reserved
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MODULE 6:

The Role Phonological Awareness,


Phonics Instruction, and High
Frequency Words

By: Stephanie Thomas


PHONOLOGICAL
AWA R E N E S S
Phonological Awareness
• Adams (1990, p 304) tells us that a child’s level
of phonemic awareness when entering school
“may be the single most powerful determinant
of success he or she will experience in learning
to read”. (Reutzel and Cooter, p 102).
• Phonological awareness is an umbrella term that
encompasses hearing and manipulating longer
parts of words, syllables, rhyming elements, and
alliteration.
• Phonemic awareness refers to the ability to
focus on a manipulate phonemes, which are
This Photo by Unknown Author is licensed under
individual sounds in spoken words. CC BY-SA
Phonological Awareness to Phonemics Awareness
When planning teaching strategies for The top-down
phonological and phonemic awareness it is pattern that
important to keep in mind that this skill is not takes place in
related to print. Oral and listening activities three steps.
• They become
should be used to teach this skill. Teachers aware of words.
should model this skill often, it is important to • They become
see the teacher identify and manipulate word aware of spoken
syllables.
parts for students to learn • They become
aware of
phonemes.
Ways that children can improve their phonological awareness

identifying and Identifying and


Tapping out Phoneme Phoneme
making rhymes working with
syllables, isolation, identification,
orally, onsets and rimes

Phoneme Phoneme Phoneme Phoneme Phoneme


categorization blending, segmentation deletion addition

Phoneme
substitution
PHONICS
INSTRUCTIONS
Phonics
Phonic skills are essential for all
readers (p 177). Phonics is used to
read all new words that we encounter
in a text.

This Photo by Unknown Author is licensed under CC BY


5 ways Words are Read
Sounded out

Chunked

Read by analogy
This Photo by Unknown Author is licensed under CC BY

Recognized immediately

predicted
Approaches to Teaching Phonics

A N A LY T I C A L SYNTHETIC
• consonants are taught within the context • words decoded sound by sound
of a whole word instead of isolated • The consonants and vowels are taught in
• For example, /b/ being taught as the first isolation and then blended to read a word
sound in the word ball.
• For example, the word bat would be taught
with each letter being sounded out in
isolation and then blended.
• buh-ah-tuh; bat
Teaching Phonics
Phonics must teach skills needed to decode
words. The skills taught should be ones that are not
currently known. The skill being taught should be a
skill that students are currently engaged in or will
soon be engaged (p 180). Phonics instruction must
be functional. Useful, contextual as well as
planned, systematic, explicit, and differentiated in
This Photo by Unknown Author is licensed under CC BY
order to have value (p 181).
HIGH FREQUENCY
WORDS
High Frequency Words

• High-Frequency words are words that appear in almost everything that


you read.
• Therefore, to build fluency, readers must recognize high-frequency words
immediately when reading (p 241).
• Unfortunately, many high-frequency words have irregular spellings, so
the word is not entirely decodable.
• Therefore, it was thought teaching high-frequency words by visual
memorization was the best practice (p 241). However, research has
shown that high-frequency words, even irregularly spelled ones,
are learned phonologically with a visual memorization element.

This Photo by Unknown Author is licensed under CC BY-NC-ND


Types of High-Frequency Words
Decodable words Not Decodable Yet Partly Decodable
• Those that are only partly
• Words that are decodable • Words that are decodable
decodable
and only contain elements but contain elements that • Ex: was, does
the students have already the students have not been
been taught. taught yet
• Ex: it, and • Ex: how, too
Teaching High Frequency
Words
• When teaching high-frequency words,
it should be limited to three to four
words taught at a time.
• The words chosen should be words that
students will soon be meeting in text.
• If the words being taught do not follow
the same phonetic patterns, then you
should choose words that do not look
similar like the and they.
HIGH-FREQUENCY
WORDS FREQUENCY
OF APPEARANCE
References
Gunning, T. G. (2016). Creating literacy instruction for all students. Ninth Edition. Pearson
Merrill Prentice Hall.
D Ray Reutzel, and Robert B Cooter. Teaching Children to Read : The Teacher Makes the Difference. Ny,
Ny, Pearson, 2019.

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