Phonics Flashcards
Phonics
Connects the sounds in language (phonemes) to their written symbols (graphemes). These phonics skills are used to decode words when reading and to encode words when writing.
Consonant blends
Two or more consonants that blend together when decoded, but with each retaining its own sound (bl, cl, fr, gr, sk, sn, etc.)
Consonant digraphs
Two consonants that make a single consonant sound when together in a word (sh, ch, th, wh, kn, etc.)
Silent e
A vowel is followed by a consonant and then a silent e at the end of the word that makes the vowel have its long sound
Vowel digraphs
Two vowels that make a single vowel sound when together in a word, also known as “vowel teams” (ai, ay, au, ee, ea, ou, oy, etc.)
Dipthongs
One vowel sound made by the combination of two vowel sounds; words with diphthongs require a glide between the two sounds (au, aw, oi, ou, oo, etc.)
R-controlled vowels
A vowel followed by the letter r when the r dictates how the vowel is pronounced; the vowel will not make its normal short or long sound (ar, er, or, ir, ur)
Inflectional endings
A suffix added to a word that changes its grammatical function, but does not change its meaning (-ed, -er, -est, -ing, -s)
Reading and writing strategies
Provide numerous opportunities for children to read from high-interest texts that include many words that adhere to taught rules of sound-letter relationships.
Encourage students to use newly-acquired phonics skills in their writing.
Word building activities
Students make words focusing on a specific phonics pattern using a variety of materials, such as letter cards, tiles or blocks.
Decoding
Is the ability to use letter/sound relationships to read words. The process involves seeing a word, making a connection between the letters and sounds, and blending the sounds together
Progression of Decoding:
- Monosyllabic words
- CVC
- CCVC
- CVCC
- CVCe
- CVVC, Vowel digraphs, Vowel dipthongs
- Multisyllabic words
Sight word
Words that students are expected to know without decoding. When a word is very common but isn’t decodable
High frequency words
Words that may or may not be decodable but appear in text so often that it is best for students to know them by sight instead of decoding them repeatedly.
Decodable words
Words that students are expected to need to decode. They follow the regular letter/sound correspondence rules, so students can decode them
Automaticity
Ability to read with ease
Dolch word lists or Fry word lists
Commonly used to determine which high-frequency words students should know at each grade level
Sight word recognition activities
flashcards
word walls
individual student lists, like personal word walls
sight word BINGO or other interactive games
Students could build the word with magnetic letters or play-doh
Using a material like shaving cream, students could trace it
Using letter cards on the floor, they could even hop from one letter to the next
Synthetic phonics approach
Phonics instruction is systematic, meaning sound/spelling relationships are taught in a clear, logical instructional sequence, and explicit, meaning instruction is direct.
Students learn to make letters and combinations of letters into sounds and blend those sounds together to form words.
Practice materials, such as decodable text, are provided so students have the opportunity to practice learned phonics rules in context.
Analogy-based phonics approach
Students learn to use a rime (also known as a phonogram) in a familiar word to read an unfamiliar word with the same rime. The unfamiliar word is decoded by blending the shared rime with the new onset.
Analytic phonics approach
Instruction begins by identifying a familiar word. The teacher then introduces a sound/spelling relationship within the familiar word.
For example, the teacher could begin with the familiar word sit and bring the medial sound /i/ to the students’ attention. The teacher would then show students additional words with the same medial sound such as lip, bib, and fin, and ask them to read the whole words aloud.
Embedded phonics approach
Instruction is embedded within authentic literacy experiences. This means rules of phonics are introduced informally as students come across them in their reading and writing.
Instruction is focused on word-solving skills, meaning students are taught to use context, illustrations, and familiar word parts, including the first and last letters of words to identify unfamiliar words.
