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Phonics is understanding each letter has a sound that go with it; relationship between spoken and written language. It is important because it helps children become successful readers, spellers, and writers in their early school years and beyond.
strategy 1:
This strategy "Parting Words" would help if your learner showed a need for using word parts to solve unknown words. The objective of this activity is the student will identify base words and inflections.
Materials
Word cards
Whiteboards
Vis-à-Vis® markers
Student sheet
Pencils
Activity
Students analyze words by identifying the base word and inflections.
1. Place word cards face down in a stack at the center. Provide the student with a whiteboard, marker, and student sheet.
2. The student select the top card from the stack and read it.
3. Write the word on their whiteboards.
4. Determine the base word and the inflection. Put a line between the base word and inflection.
5. Record on student sheet.
strategy 2:
This strategy "Say and Spell" would help if your learner showed a need for using additional high-frequency words. The objective of this activity is the student will read high frequency words.
Materials
High frequency words
"Choose 20 - 30 words that students have learned to spell and write. Copy cards, laminate, and cut."
Paper
Pencils
Activity
Students read and spell high frequency words.
(If you're doing this activity at home, substitute "student two" with "parent.")
1. Place word cards in a stack face down at center.
2. Working in pairs, student one selects the top card, shows it to student two, and reads it aloud. Student two reads the word.
3. Continue until all cards are read.
4. Student one chooses and dictates five of the words to student two.
5. Student two writes the words on paper and then spells orally as student one checks.
6. Place all cards back in a stack and reverse roles.
7. Continue until all words are spelled by both students.
strategy 3:
This strategy "Spell and Sort" would help if your learner showed a need for using spelling and identifying vowel digraphs. The objective of this activity is the student will identify variant correspondences in words.
Materials
Header cards
Word cards
Whiteboards
Vis-à-Vis® markers
Activity
Students identify vowel digraphs by playing a spell and sort game.
(If you're doing this activity at home, substitute "student two" with "parent," or "sibling.")
1. Place header cards face up in a row. Place word cards face down in a stack at the center. Provide each student with a whiteboard and a Vis-à-Vis® marker.
2. Working in pairs, student one selects top card (without revealing it) and reads the word aloud to student two.
3. Student two repeats word and identifies the vowel sound (e.g., “school, /ōō/”). Spells word on whiteboard using header cards as a guide for correct vowel digraph.
4. Student one confirms if spelling is correct. If incorrect, tells student two to try again.
5. After word is spelled correctly, student one places word card under appropriate vowel digraph.
6. Reverse roles and continue until all words are spelled and sorted.
strategy 4:
This strategy "Syllables, Words, and Pictures" would help if your learner showed a need for using syllable Patterns. The objective of this activity is the student will blend syllables in words.
Materials
Syllable cards
Student sheet
Pencil
Activity
Students combine syllables to form words by playing a matching game.
1. Place the syllable cards face down in rows. Provide the student with a student sheet.
2. The student selects two cards and reads them.
3. Determines if they make a word for one of the pictures on the student sheet.
4. If a word is formed, places the cards aside and records the word next to the picture. If a word is not formed, returns cards to their original position.
5. Continues until the student sheet is completed.
strategy 5:
This strategy "Six-Way Syllable Sort" would help if your learner showed a need for using syllable Patterns. The objective of this activity is the student will identify syllables in words.
Materials
Header cards
Word cards
"Note: Two syllable words ending in consonant-le should use consonant-le as the target syllable."
Activity
Students will sort words by syllable types.
1. Place header cards face up on a flat surface. Shuffle the word cards and place face down in a stack.
2. Students select the top card from the stack, read the word, and identify what type of syllable it is (e.g., “tennis, closed syllables” or “loop, vowel pair syllable”).
3. Place in column under matching header card.
4. Point to and read words in entire column starting with header card.
5. Continue until all cards are sorted.
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