Elementary School Program Teach Kids How to Read and Write Browser Based 44
While the importance of phonics instruction is now universally accustomed, the way phonics is all-time taught continues to be debated. What is agreed, yet, is that the instruction of literacy should incorporate prove-informed practices which include a place for explicit and systematic phonics didactics. As with all literacy learning, phonics didactics should take place within a meaningful, communicative, rich instruction, and within genuine literacy events (Hornsby & Wilson, 2011, p.19).
Regardless of which approach is employed, phonics teaching must contain the post-obit:
- explicit teaching of the grapheme and phoneme
- multiple exposures to the character and phoneme through meaningful texts and contexts
- systematic teaching of graphemes and phonemes based on what students demand to learn (edifice on known knowledge)
- explicit links to handwriting and how the upper and lower instance graphic symbol is represented.
Every bit noted by Wyse (2010), literacy teaching involves the utilize of texts 'to locate instruction nigh the smaller units of language including letters and phonemes… [This] contributes to contexts that are meaningful to children and enables them to ameliorate empathise the reading process, including the application of key reading skills' (pp. 144-5).
Students with learning difficulties and dyslexia
The Literacy Educational activity Toolkit materials (including the phonics resources on this page) are targetted at students inside the expected range of abilities.
For advice, guidelines and tools to assist students with learning difficulties and dyslexia see:
Learning Difficulties and Dyslexia
Resources – Online Tools and Applications
The difference between phonological sensation and phonics
While phonological awareness includes the awareness of voice communication sounds, syllables, and rhymes, phonics is the mapping of speech sounds (phonemes) to letters (or letter patterns, i.east. graphemes). Phonological awareness and phonics are therefore non the same, only these literacy focuses tend to overlap.
As students learn to read and spell, they fine-melody their knowledge of the relationships between phonemes and graphemes in written linguistic communication. As reading and spelling skills develop, focussing on phonemic awareness improves phonics knowledge, and focussing on phonics as well improve phonemic awareness.
Theory to exercise and evidence base
An awareness of the links between spoken communication sounds (phonemes) and letter patterns (graphemes) is one of the essential repertoires within the Four Resources model of reading. When reading, children need to "pause the code" of written linguistic communication, also as embrace texts, understand how texts are used, and to critically analyse texts. Including phonics is a necessary part of a rich literacy programme, every bit argued by a number of experts with differing views on the teaching of phonics including Emmitt, Hornsby and Wilson (2013), Goswami (2010), Stahl (2011), Paris (2005), Konza (2016).
Links to Victorian Curriculum - English language
Foundation
Level 1
Level 2
Reading
- Learn some generalisations for calculation suffixes to words (Content description VCELA217)
- Recognise well-nigh letter–sound matches including silent letters, trigraphs, vowel digraphs and mutual long vowels, and understand that a sound can be represented by various letter combinations (Content description VCELA218)
Level 3
Reading
- Sympathize how to apply knowledge of letter–sound relationships, and blending and segmenting to read and utilise more complex words with less common consonant and vowel clusters (Content description VCELA249)
- Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base give-and-take (Content description VCELA250)
Level 4
Reading
- Read dissimilar types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing (Content description VCELY287)
Level 5
Reading
- Understand how to use banks of known words, syllabification, spelling patterns, word origins, base words, prefixes and suffixes, to spell new words, including some uncommon plurals (Content description VCELA312)
Links to Victorian Curriculum - English every bit an Additional Language (EAL)
Pathway A
Reading and viewing
Level A1
- Recognise some messages of the alphabet (VCEALL049)
-
Identify some sounds in words (VCEALL050)
Level A2
- Recognise all letters of the alphabet (VCEALL130)
- Relate well-nigh letters of the alphabet to sounds (VCEALL131)
- Recognise a small range of familiar words in different contexts (VCEALL129)
Pathway B
Reading and viewing
Level BL
- Recognise the letters of the alphabet (VCEALL208)
Level B1
- Identify common syllables and patterns inside words (VCEALL288)
- Use a range of cues to back up reading and viewing (VCEALL290)
Level B2
- Utilise knowledge of alphabetic character-sound relationships to read new words with some support (VCEALL368)
-
Conform speed when reading an unfamiliar text (VCEALL370)
Level B3
- Apply noesis of letter–sound relationships to deduce the pronunciation of new words (VCEALL447)
-
Read on when encountering unfamiliar words (VCEALL449)
Key concepts
The English Spelling System
English tin be thought of equally an alphabetic language consisting of 44 speech sounds (phonemes) which map onto letter of the alphabet patterns (graphemes). Graphemes can exist a unmarried letter (graph), or a combination of 2 (digraph), three (trigraph), or four letters (quadgraph).
For details, run across: 
The 44 Sounds of English (pdf - 230.7kb) 
The 44 Sounds of English (docx - 223.93kb)
Some languages are phonetic in their spelling (east.grand. Finnish, Italian), where there is a elementary ane-to-i relationship between sounds and messages. In English language, in that location are only 26 messages, and then combinations of messages (graphemes) are needed to correspond all 44 sounds (phonemes). This makes the spelling system (orthography) of English more than complicated than languages with more phonetic orthographies.
Another factor that illustrates why English's alphabetic orthography is complex is that some messages make multiple sounds. For instance, the alphabetic character combination "ough" tin be read in at least seven different ways: as in "through", "thorough", "although", "plough", "thought", "cough" and "rough".
Also, In English language at that place are often multiple ways to spell the same sound. For example, the /or/ vowel sound tin be spelt "or" equally in "horse", "au" "haunt", "our" "court", "augh" "defenseless" and "ore" "store" to name a few.
Despite this complication, at that place are numerous sound-letter patterns (graphemes) that are useful to highlight, then that children can crack the code of written language.
English is likewise considered a morphophonemic language, which means that its spelling is as well fabricated up of various morphemes (e.m. prefixes, suffixes, base words). The morphology of words increasingly becomes important for the didactics of reading and spelling every bit students progress in their literacy abilities. The morphology of words also adds to the complication of the English spelling system.
Graphemes map onto phonemes
English can exist thought of as an alphabetic language consisting of 44 speech communication sounds (phonemes) which map onto alphabetic character patterns (graphemes).
We have 20 vowel sounds, and 24 consonant sounds. In English we utilise graphemes to stand for these various sounds. Graphemes can be a single letter (graph), or a combination of 2 (digraph), three (trigraph), or 4 letters (quadgraph).
| Sound-Alphabetic character Pattern | Graphic symbol | Case Grapheme | Instance Words |
| 1 alphabetic character making one sound | Graph | b a | rub cat |
| two letters making 1 sound | Digraph | ch oy | chop southoy |
| iii messages making 1 sound | Trigraph | dge ere | ridge here |
| four letters making ane sound | Quadgraph | ough | through though |
It is important for teachers to be familiar with the most common and productive sound-letter patterns (graphemes).
For more data and a listing of the most common graphemes, see: Graphemes = Sound Letter Patterns (docx - 124.65kb)
Regular/Irregular, Low/High Frequency
Words tin be categorised as either are regular or irregular words (in terms of their spelling). Distinguishing betwixt words that are completely (or mostly) regular or irregular can exist helpful to know which words might exist difficult for students to decode independently.
Regular words are words that can be decoded using noesis of phonics patterns (eastward.k. become, well, which, before)
Irregular words are words that do non adapt to phonics patterns (e.g. exercise, said, could, yacht, doubt)
Words can also be categorised as either low frequency or high frequency, referring to how ofttimes they are institute in texts for students of a item year level. Overtime, it is expected that students will go skilful and efficient at reading words they come across the most (high frequency words).
High frequency words are words that students of a peculiarly learning level encounter oftentimes (east.g. go well help because)
Low frequency words are more rare (or non usual) for a student in a item learning level to come up across (eastward.g. cog pharaoh deleterious)
It can be useful to use lists of high frequency words (e.g. Oxford Word Listing, Magic Words). Even so, when you identify the graphemes within these words information technology is clear that many high frequency words are also regular words.
For more data, see: Words - Regular/Irregular and High/Depression Frequency (docx - 208.63kb)
Word Morphology
Morphology is the report of words and their parts. Morphemes (like prefixes, suffixes, and base words) are defined every bit the smallest meaningful units of meaning.
All words can exist broken downwardly into their morphemes:
| Some words have i morpheme | organisation | system | (i) |
| Some have ii morphemes | systematic | system+atic | (2) |
| Or 3 morphemes | unsystematic | un+system+atic | (three) |
| Or 4 morphemes | unsystematical | un+system+atic+al | (4) |
| Or more! | unsystematically | un+system+atic+al+ly | (5) |
Other examples of words with multiple morphemes are: roll+er driv+ing under+stand+able grade+ic+al
Morphemes are important for phonics (reading and spelling), besides as vocabulary and comprehension. Teaching morphemes is useful, as they are often spelt the same across different words (even when the sound changes), and oftentimes have a consistent purpose and/or pregnant.
For example, students can learn about the plural -s, and how it can be spelt with an "south" or "es", based on a audio rule. See plural s section for more details.
For more than data, run across: Word Morphology
Run across the 44 Speech sounds video
Phonic sequences
In English, phonics is the education of introductory, basic, intermediate, and avant-garde audio-letter patterns (graphemes). Awareness and recall of these patterns is relevant for the development of both reading and spelling.
The phonics lesson sequences aim to provide teachers with explicit data nigh how to teach phonics to students who might crave additional support in Foundation, Level 1 and Level 2. The lesson sequences are examples and are not intended to comprehend all aspects of phonics.
Foundation phonics scope
| Victorian Curriculum: Phonics and word cognition | Foundation |
|---|---|
| Reading and Viewing | Recognise all upper- and lower-case letters and the most common sound that each letter represents (VCELA146) For instance, Recognise the well-nigh common sound fabricated by each letter of the alphabet and their symbol (phoneme to grapheme). There is no stock-still or gear up sequence to follow (Hornsby & Wilson, 2011, p.85) just here are two alternatives:
Blend sounds associated with letters when reading consonant-vowel-consonant words (VCELA147)
|
| Writing | Understand that spoken sounds and words can be written and know how to write some high frequency words and other familiar words including their proper name (VCELA157) For example,
Know how to apply onset and rime to spell words where sounds map more directly onto letters (VCELA158) For instance,
|
| Speaking and Listening | Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words (VCELA168) For example,
Blend and segment onset and rime in single syllable words and isolate, blend and segment phonemes in single syllable words (Outset consonant, last consonant sound, middle vowel sound) (VCELA169) For instance,
|
Level 1 phonics scope
| Victorian Curriculum: Phonics and word cognition | Level 1 |
|---|---|
| Reading and Viewing | Recognise short vowels, common long vowels and consonant digraphs, and consonant blends (VCELA181) For example,
Sympathize how to spell ane and 2 syllable words with common letter patterns (VCELA182) For example,
Empathize that a letter tin represent more than than 1 sound, and that a syllable must comprise a vowel sound (VCELA183)
|
| Writing | Recognise and know how to utilize simple grammatical morphemes in discussion families (VCELA191)
Understand how to use visual memory to write high-frequency words, and that some high-frequency words have regular and irregular spelling components (VCELA184)
|
| Speaking and Listening | Identify the separate phonemes in consonant blends or clusters at the beginning and ends of syllables (VCELA203)
Manipulate phonemes past addition, deletion and substitution of initial, medial and final phonemes to generate new words (VCELA204)
|
Level 2 phonics scope
| Victorian Curriculum: Phonics and word knowledge | Level 2 |
|---|---|
| Reading and Viewing | Larn some generalisations for adding suffixes to words (VCELA217) (See Literacy Glossary)Investigate and teach the fashion words change when suffixes are added (-ing, -ed, -er, -est, -ful, -ly) For instance,
Recognise nearly alphabetic character-sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound tin be represented past various letter combinations (VCELA218)
|
| Writing | Empathize how to utilise digraphs, long vowels, blends, silent letters and syllabification to spell simple words including chemical compound words (VCELA226)
Use visual memory to write high-frequency words and words where spelling is not predictable from the sounds (VCELA227)
|
| Speaking and Listening | Manipulate more than complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution (VCELA238)
'a' in baby, cake, 8, say, snail, they, gauge 'due east' in emu, see, meat, anxiety, theme, people, happy, key 'i' in sign, pie, high, fine, tiger, my, buy 'o' in no, boat, toe, stone, though, menstruum, run up 'u' in moon, rude, true, few, shoe, soup, fruit (Hornsby & Wilson, 2011, p. 179; Snowball & Bolton, 1999) |
In practice examples
For in practice examples, see: Sample phonics lessons
For more information see: Phonics for early on childhood educators
References
Derewianka, B. (1998). A Grammar Companion: For Primary Teachers, Newtown, NSW: Master English Instructor Clan
Emmitt, M., Hornsby, D. & Wilson, Fifty. (2013). The place of phonics in learning to read and write. Norwood: ALEA.
Goswami, U. (2010). Phonology, reading and reading difficulties. In K. Hall, U. Goswami, C. Harrison, S. Ellis & J. Soler (Eds.). Interdisciplinary perspectives on learning to read: Civilization, cognition and pedagogy. (pp. 103 - 116). New York: Routledge.
Hill, S. (2015). Developing early literacy: Cess and instruction (2nd ed.) South Yarra, Commonwealth of australia: Eleanor Curtain Publishing.
Hornsby, D. & Wilson, L. (2011). Teaching phonics in context. Port Melbourne: Pearson Australia.
Konza, D. (2016). Understanding the procedure of reading: The big 6. In J. Scull & B. Raban (Eds), Growing upwards literate: Australian literacy inquiry for do (pp. 149-175). Southward Yarra, Vic. : Eleanor Curtain Publishing
Snowball, D. and Bolton, F. (1999). Spelling M-8: Planning and Teaching. York, Maine: Stenhouse.
Stahl, Yard.A.D. (2011). Applying new visions of reading evolution in today'southward classrooms. The reading Teacher, 65(1), 52-56.
Wyse, D. (2010). Contextualised phonics educational activity. In G. Hall, U. Goswami, C. Harrison, Southward. Ellis & J. Soler (Eds.). Interdisciplinary perspectives on learning to read: Civilisation, knowledge and pedagogy. (pp. 130-148). New York: Routledge.
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Source: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/litfocusphonics.aspx
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