Phonics/Word Identification

Phonics is the relationship between sounds and letters. The goal of phonics is to help students learn the sounds associated with the letters so students can decode or sound out words independently. The ability to decode is crucial for reading success. Phonics is so important because as students continue to read through their life, phonics instruction is necessary. Children and adults need to understand phonics in order to understand the sounds letters make and how to decode unfamiliar words (Understanding Phonics | Scholastic). The ability to decode words aids the development of word recognition which in turn aids reading fluency and reading fluency increases comprehension. Phonics instruction also improves spelling ability, because phonics emphasizes spelling patterns. Many people get phonemic awareness and phonics confused. The difference is, phonics involves the relationship between sounds and letters. While, phonemic awareness focuses on sounds in spoken words. They are related but they are not the same thing (McLaughlin, M., & Overturf, B. J).

Orthography stages-

Emergent stage- (pre-k- 1^st)- During the emergent stage students are imitating writing by scribbling or drawing. At this stage students are playing with letters. Towards the end of this stage students are able to represent letters.

Letter Name stage (k- 2^nd)- At the letter name stage, consonants are clear, there are spaces between letters and students work on comparing and contrasting initial and final consonant sounds. During this stage students are unable to spell but they are able to write most letters, but students mainly represent consonants. The students in this stage continue to work on sight words, blends, short vowel families and cvc word families.

Within Word (1^st-4^th)- Some words are identifiable to the students but they are still learning. During this stage the students continue to work on, long vowel patterns, learning diagraphs, contrasting long and short vowels, sorting words according to grammar and semantic features. Students also practice identifying long vowels, r- influenced vowels and homophones by going on word hunts.

Syllables and Affixes (3^rd-8^th)- Students in this stage are learning, consonant doubling, common prefixes and suffixes, past tense, open and closed syllables, accents in words, sound comparisons, and finding patterns while they read. Students will start to notice types of words and how many syllables they have. During this stage students tend to have common spelling confusion for example if given the word confusion it may be spelled as confusshun. Or if the word was barber, it may be spelled as barbar.

Derivational (5^th- 12^th)- In this stage students start to connect spelling and meaning. Students also start to learn morphology in syllables and prefixes, derived forms in bases and roots, etymologies in content areas and Greek and Latin forms. There is still some spelling confusion but some adults even have trouble with these words. For example, if the word is solemn, the student may spell it as solem. Or if the word is amusement the student may spell it as ammusement.

All the grades that have been identified with the stages are general. Some students that are in 4^th grade are in the derivational stage or some students in 4^th grade may be in the letter name or within word stage. These grades are not definite, these are the general grade levels associated with the stage (Buechler, Anna).

Word Study techniques for primary vs intermediate students-

Word study is an approach to spelling instruction that is moving away from memorization. This new technique reflects what researchers have found based on the alphabetic, pattern, meaning and layers of English orthography. For primary students, teachers should assess students word knowledge by using multiple assessment tools, using a homogeneous small group approach to instruction, teach word knowledge and not just words, demonstrate how word study can be used during reading and writing, and teach the students strategies to support students’ use of word study instruction. Assessing the students word knowledge first gives teachers an insight on what students already know or what certain students struggle with, and the knowledge of words that students already have. Using small groups for word study instruction makes it possible for teachers to meet the students’ instructional needs. While using the small group approach teachers can instruct word study while in guided reading groups or teaching word study for each developmental spelling level. Teaching the students word knowledge allows them to form generalizations about the way English words work, by doing this they will be able to apply these findings to words they wish to read or write. Teaching students how word study can be used during reading and writing gives students explicit connections between word study and reading and writing. Explicitly teaching strategies that students can use while reading or writing can greatly aid the student. Students can use these strategies to help them decode words or work independently to solve their own problem (Word Study Instruction in the K-2 Classroom).

Intermediate students require being explicitly taught word structure (morphological analysis), an immersion in rich oral language and in reading and writing and a deep study of specific words. Immersing students in rich oral language from reading, writing and speaking gives the students a model of high vocabulary and challenges them to understand what those words mean. Building a morphological analysis helps students build their knowledge of the word formation process. Vocabulary words chosen for deep analysis should represent important concepts and should be related by spelling or meaning. These terms students may already know but may have not analyzed (Templeton, S).

Primary instruction differs from intermediate instruction by covering the basics and being more detailed. Primary instruction is helping students make connections between word study and reading and writing. Intermediate students are learning more domain specific terms while primary students are learning to identify patterns within the English language. Intermediate students also work on morphological analysis and understanding the formation of sentences while primary students are still learning individual words. Both primary and intermediate students need explicit instruction but the content that the students are working on is slightly different, intermediate students are working off what they learned in the primary grades.

Website- https://www.scholastic.com/teachers/articles/teaching-content/understanding-phonics/

This website is a great place to learn about the basics of phonics. Scholastic talks about what phonics is, how phonics instruction should be structured, why phonics is important and how phonics is different from phonemic awareness. The information on this website benefits teachers and parents. Teachers that want to review what phonics is or how phonics instruction should be structured will get an in depth summary and leave feeling as though they learned something. Parents that are interested in understanding what phonics is because teachers stress its importance will also get a great overview of phonics. Parents may not feel the need to read too in depth but they will also learn about phonics and maybe even create ways to help their children at home with phonics.

3 apps-

Hooked on Phonics (free)- The Hooked on phonics app targets students’ that need more instruction with phonics and typically grades pre-k through 2^nd grade. It consists of over 250 songs, award winning videos, interactive games, ebooks and reading lessons. While students make their way through the app they earn virtual awards and achievements. This app allows for multiple readers to use the app but track the readers progress individually. Hooked on Phonics teaches through learning activities that cover short vowels, simple plurals, simple compound words, beginning and ending consonants, diagraphs, blends, two syllable words and sight words. Each lesson concludes with a story specially written with the words that were just learned. This app was designed with help from leading educators, renowned authors and even parents. The app creators hope to please all of the above with their successful program (Hooked on Phonics).

Phonics Genius ($.99)- Phonics Genius is an app designed for children ages four and above. Phonics Genius aims to help students rapidly learn how to speak, read and recognize words using phonics. This app was designed specifically to help students distinguish words by sounds. Phonics Genius contains over 6,000 professionally recorded words carefully grouped into 225 categories of phonics. This app allows for users to add their own cards, fully customizable speed for flashcards and they offer quizzes ranging in difficulty. Phonics Genius worked to be a multi-sensory tool by combining audio, voice and written words. This app would be easy to implement within the classroom and a fun engaging way for parents to get their children excited about reading (Phonics Genius on the App Store).

Phonics Island, Letter Sound games and Alphabet learning (free)- Phonics island target children ages four to eight. This app was designed to help children learn to recognize letter sounds, match letters and identify beginning sounds. Phonics island is a fantasy island that engages student in a fun way, to learn phonics. This app does target younger children because the fantasy aspect does appeal more to a younger audience. This app also has a series of fun mini games, along with illustrated sceneries, seven alphabet phonetic sectors, high quality audio, reward stickers and friendly encouraging environment. This app is more of an app that parents can use at home to help their children better understand phonics and practice it (Phonics Island, Letter Sounds games & Alphabet Learning).