#phonics and decoding

[lessonplancurator]

[ellearning]

Newcomer Decodables with Photographs

Photographs are a simple yet effective tool to use with newcomer English Language Learners. They illustrate a vocabulary word in a way that a drawing can come close to but not quite achieve. Have you heard about the Science of Reading? Research shows that it is helpful to give beginning readers decodable passages so that they can systematically practice new phonics skills. For newcomers,…

[cheekedupwhiteboy]

For decades, reading instruction in American schools has been rooted in a flawed theory about how reading works, a theory that was debunked decades ago by cognitive scientists, yet remains deeply embedded in teaching practices and curriculum materials. As a result, the strategies that struggling readers use to get by — memorizing words, using context to guess words, skipping words they don't know — are the strategies that many beginning readers are taught in school. This makes it harder for many kids to learn how to read, and children who don't get off to a good start in reading find it difficult to ever master the process.

[...]

Phonics is challenging for many kids. The cueing strategies seem quicker and easier at first. And by using context and memorizing a bunch of words, many children can look like good readers — until they get to about third grade, when their books begin to have more words, longer words, and fewer pictures. Then they're stuck. They haven't developed their sounding-out skills. Their bank of known words is limited. Reading is slow and laborious and they don't like it, so they don't do it if they don't have to. While their peers who mastered decoding early are reading and teaching themselves new words every day, the kids who clung to the cueing approach are falling further and further behind.

[nectardaddy]

another rant about inumaki's speech (hi, hello I'm a teacher and used to teach primary which is all about learning letters/sounds/blends/basic words)

inumaki had to have learned his cursed words in a VERY secluded environment. I would also venture to say the inumaki clan is probably very well versed in phonics and morphology. they have to be, especially while trying to learn how to speak or teach their children how to speak.

my best guess on how he actually learned to speak is honestly pretty simple: he had to enunciate really, really slowly.

take the word "cat" (after letters, which even for him would have been pretty straightforward - there's no harm in just letters, you start with one syllable words.) he would've had to learn, even from just simple words like cat, to sound out words slowly. breaking down each letter to the point it barely sounded like a word. saying each sound with a pause, and if he knew the word was a safe word he could fully blend it together.

however with cursed words- he would do the same thing BUT he couldn't blend the word together fully unless it was a controlled environment.

I use the word "twist" as an example all the time, but it's a harder word to master so it's a good example. with twist he would've already had to learn letter blends (tw, qu, cr, etc...) he would genuinely have to sound this word out agonizingly slow when he was learning it as to not hurt himself or others. but when it came time to practice it, he most definitely failed to blend the whole word together on numerous occasions.

kids find it pretty easy to know what a letter/letter blend sounds like, but to put words together is actually very hard.

(things get REALLY complicated in 3,2,1...)

THIS BEING SAID- there's a big difference between encoding and decoding words. encoding words is using your knowledge of letter sounds to sound out words. decoding is blending these sounds together to form the word, and thus being a fluent reader. decoding (even though it seems silly, but I promise there's a science to it) helps a reader/speaker understand what they're reading. if you don't understand the word and how to say it, 9/10 you don't understand the meaning.

inumaki is probably a VERY GOOD speller because all he knows is encoding. while he can read, it's probably a bit behind because of his lack of decoding skills (not like he can help it though- his clan probably didn't even teach him certain words). he's probably a very slow reader (nothing wrong with that tho, I am too!) because he only knows how to encode words (sound out letter by letter) rather than decode them (blend the word together).

thank you for coming to my insane ted talk

@inumakis-boo @inumakisser idk if yall will enjoy this lmao but just some thoughts

[theladyofbloodshed]

Isn't feyre supposed to still be a functional illiterate? i mean, she was taught the alphabet and riceman taught her some phrases in acomaf, yet she struggled to read some book titles in acowar and during acofas she couldnt even do the paper work, feels like all she got was the alphabet and the phrases rhysand gave her, and later in acofas or even acowar itself, she stopped studying, like if a person learn something but stops using it, they forget, in less than 200 years she will be illiterate again...

Don't even get me started on the whole reading thing.

The majority of 8 year olds who have been to school can read (for context, most of the 8 year olds I teach can read books like Roald Dahl fluently or with some words that they need to decode but know their phonics so can do that). If Feyre could not do that at 8 years old then she wouldn't have been able to learn by herself with just a few sentences from Rhys. She wouldn't know the sounds phonemes make to be able to segment and blend the words. It's just not possible. And if she really couldn't read, she would still need lots and lots of practise because there are so many exception words that do not fit phonetic patterns or many that make that same sound but look different, or look the same but make different sounds.

You're telling me that from a few sentences from Mr. Arrogant, Feyre now knows all of these:

I actually really liked in acotar when Feyre was trying to learn from Tamlin's books and he wrote her that little poem to help her learn them in context:

There once was a lady most beautiful Spirited, if a little unusual Her friends were few But how the men did queue But to all she gave a refusal.

This is also one of the reasons why I don't like the high lady/baby plots. Feyre literally has an eternity to learn - and if it were me, I would be improving my reading, learning all about the politics and histories of Prythian before I shackled myself to lord of darkness forever, but no, got pregnant and will be trophy wife and breeder of little heirs just like she didn't want with Tamlin

[audreycritter]

Hi! Do you think there’s any room for Calkins-style story-based learning/encouraging a love for reading in the classroom, or should curriculums be purely focused on the evidence-based phonics instruction?

I'm gonna be honest, I really don't like Lucy Calkins. Her denial of the actual evidence supporting phonics-based reading programs has been incredibly detrimental to educational programs because her influence was so vast. It's only recently that she's recanted that stance or folded some phonics into her recommendations.

The truth is, with a few exceptions for precocious kids who have a natural bent for story-telling and reading, most kids aren't ready to be creative in this specific way when they're also learning to read. Many, many kids love to tell stories or make up stories or scenarios-- very few of them have any kind of recognizable story structure when they're in the 4-8 year old range. Putting that down on paper in a way that supports reading skills is ... way too much for most kids.

I'm on mobile and trying to collect/organize my thoughts, so I'll go through them with numbers to try to coherently cover the things I want to touch on. Keep in mind that I'm not a trained expert-- I'm just a life-long learner who has taught kids to read and worked with learning disabilities and neurodivergent kids, as well as NT kids.

1. Story is one of the first and earliest "academic" concepts it's beneficial to expose kids to. Kids benefit from being read to when they're very small and that benefit continues when they grow. Kids should be read to at their age level, above their age level, and for their interests. You foster a love for story by engaging with stories and the kid together. Even people who are never strong or comfortable readers can enjoy and love stories.

2. The mechanics of reading (phonics primarily, whole word for some kids depending on LDs) have very little to do with story when a kid is first reading. Pairing them often leads, in my experience, to frustration. Learning to read doesn't have to be BORING, but expecting story to "unlock" reading for a kid still working on sounds is...a bit out of order? Some kids "get" reading at some point, something CLICKS, and they find things they love to read. But for most kids, trying to retain "story" from one page to the next while they ALSO do the work of decoding sounds is a LOT.

3. Kids are SO creative, but being creative and having coherent creative output are two different things. Writing things down and reading and telling a story are all using different functions/pathways in the brain and it takes time to link those things. They need to be strong skills to work together. Asking a beginning reader to make up a new sentence about something and write it down is like telling an adult to sit and write the great american novel-- it's daunting. It's why so many kids who CAN verbally tell stories cry over homework that asks them to "describe" something. Kids in the 5-9 age set should almost always be given the option of dictating creative material to someone who can write it down for them, and even then, they need help. Their creativity at that age is a state of play, not usually a structured output. It's sort of like asking them to "demonstrate" creative playground play. A few kids will love to show off, many of them will act confused or self-conscious or freeze up.

4. I think love of story and love of reading are linked. I think they support each other. But driving reading education by using guess words and context and sight words to "unlock" story, or expecting a child's natural love of story to be part of some creative output that supports reading, are things that fail most kids. Early academic education is laying the foundation for all of these skills that should eventually work together. Reading is a skill. Writing, conceptually, is a skill. Physically writing with a pencil is a skill. Being able to tell back a story is a skill. They're all things that should be working alongside each other, but they use different parts of the brain and you can't help a kid make progress on one skill with an entirely different skill they aren't comfortable with yet.

Kids should be surrounded by story. They should get structured, specific sound education for reading. They should get to be creative. But you also have to know what their brains are doing and where they're growing to support that-- you can't ask them to work with tools they don't have yet. Teaching a kid to read and teaching them to love stories are two different things at that stage, and it leads to frustrated, struggling readers to treat them as the same thing.

[incognito-princess]

We have a teacher at our school who has taught for like 17 years, but all of them in a parochial Catholic school. Therefore she has very little experience of teaching special education students. She keeps asking why, "They (sped teachers) can't just keep them (sped students) in their room." I keep telling her, "Because those kids are our students, and they not only deserve, but are entitled to a fair and appropriate education in the least restrictive environment! It would be completely against the law!!!"

And here is why it's important to have students with learning differences in the least restrictive environment. I have 3 students who have specific learning disabilities. They struggle decoding words to read. They cannot seem to remember the phonics of the English language from week to week, day to day, often hour to hour. They can't functionally read. So they have their sped hours met by a sped teacher. They are in my general education class for 60%-80% of their day. They were in my room for whole group reading instruction when we were learning about Literary Elements- specifically Major and Minor Characters.

The other day, I had these boys in small group at the reading table. We were reading a decodable text for short e. It was simple 1st grade sentences- "Meg see the fox? The fox sleeps in the den." etc. The pictures show a little girl and her dad at the zoo. As I turn away from the group to address another student this is the literary conversation that ensues- "Meg is the major character, because she's on every page." "Right, and dad is the minor character. He's just there to tell what Meg sees." "So it's 3rd person, because Meg isn't telling her own story."

You're going to try to tell me that those special education students didn't benefit from being in my general education class? BS!!!! Those boys have a decoding glitch, but they are just as smart as anyone else in my room!

[ivansergeyevichturgenev]

reliving when i got asked "tell us what you know about the sor and what support you would need in implementing our curriculum" question. 🥰 like ask any teacher that we're ecstatic. i talked a little bit about phonological (global awareness of sounds) vs phonemic awareness (smallest unit of sounds) (i forgot to mention the word phonics explicitly but i did talk about phoneme grapheme correspondence which like is phonics), talked about svr (the "not so simple" simple view of reading as decoding x lang comprehension = reading) and i made a connection between just because you can decode, doesn't necessarily mean you know what it means so you're not actually reading and i talked about russian like if you've ever learned another language, like i have, maybe you know the letters and letter sounds and could decode a word but if you don't have any background knowledge then it is pretty much useless so they work together. i also talked about how decades of research tells us reading is incredibly complex, our brains evolved for speech but not reading, and most students need explicit, systematic reading instruction in order to read. a small percentage don't but the vast majority do. another small percentage, students with reading difficulties/sdl like dyslexia, need lots and lots of practice and trials with this type of instruction but it's not bad for everyone, regardless of ability, to get it. i also talked about how one of the reasons we should care about literacy is it's a social justice issue. we know that incarcerated youth typically either can't read or are very behind in their reading ability. when we teach all children to read, we are providing one of the single greatest tools for independence in this world and creating a more equitable world. i also said i know what reading curriculum the division uses, though i have never used it myself, and know that the va literacy act requires divisions adopt an evidence based reading curriculum, feel confident in implementing it with fidelity due to my sor background and would work together with my grade level team with planning/pacing. i would utilize plc/data talks to discuss intervention/supports for students not responding as expected to the curriculum and would ask for regular professional development to make sure i am still using the best, evidence-based instructional practices

[chowtrolls]

How Do Trolls Learn Language?

Here’s the Google Docs Link, I think it’s much easier to read on GD! 

Before I go on a hugeass long winded ramble, I want to clarify my qualifications so you know I’m not just talking out my ass. I have a degree in Middle Childhood Education, specifically in Language Arts! I also have certifications in teaching English as a second language and in reading intervention. Essentially, I am qualified to provide individualized instruction for students K-12 who may have delays in literacy, or have a reading disability of some sort. When I write this, please know I’ve thought about this SO MUCH. Phonics & language development are actually faucets of education that I not only highly value, but adore! 

Enough tooting my own horn. You get the gist. 

Language is developed in children by developing their phonological awareness, going up a ladder and ending with phonemic awareness. Phonological Awareness is the ability and awareness of sounds in a spoken language (ex: /cat/ rhymes with /bat/. If I replace c with r, the word is now /rat/). Phonemic Awareness is the understanding that letters make sounds, and how to manipulate them (I know /cat/ is sounded out by saying /cuh/ /ah/ /tuh/. The first sound of /cat/ is /cuh/. C can make /k/ or /s/ sounds.). Now, I could spend literally hours telling you the steps and processes. If you WANT to know more- you can look up how decoding, blending, and fluency lead up the ladder steps to phonemic awareness. But I don’t want to bore you. And I know you’re probably confused, isn’t this about aliens?? Yes! Hold on!!

Language is developed SOCIALLY! Primarily by PARENTS! And secondarily by SCHOOLS!!!! I know, I know, who woulda thunk schools had a purpose? Children who are read to by their parents have a higher rate of fluency & literacy. And in schools, if anyone can recall, you might’ve done some now silly activities like…”A is for Apple, B is for Ball,” maybe a word wall if you were lucky, sounding out syllables, “I before C except after E”, “When Two vowels go walking the first one does the talking..” so on and so forth. Those were necessary skills for developing your language skills. You didn’t wake up one day and just KNOW how to read. It took literal decades of your life. It took decades of conversations with peers, with friends, with adults in your life, reading books and watching movies, listening to adults converse, reading signs on the streets without realizing it…even now, you’re still learning! Even now, you’re still utilizing the phonemic & phonological awareness skills you learned over decades of being a social creature on Earth!!

When I make you read this word, it might be the first time you’ve seen it, it might not. Humor me. 

PHANTASMAGORIA 

As a human being with some experience in the English Language, you might know how to work your way through it. /PH/ makes an /f/ sound, right? So you know it starts with /f/. You know /ant/ and /mag/, and can blend the word into /phan/-/tas/-/mag/-/or/-/ia/. Those are all skills you learned socially. Somewhere along your life, you picked up the information that /ph/ makes /f/, and that O when paired with an R makes an /or/ sound. These tiny little aspects of your knowledge were developed socially. Via conversations. Listening. Talking to adults as a child. Talking to classmates as a student. Reading books. Watching video game streamers. Listening to music. Singing. Eavesdropping on your mom while she was on the phone. But mostly…Talking, talking, talking! Baby, language is a socially developed construct!  

So how the fuck do trolls learn language?

Trolls don’t officially have schoolfeeding (or so I was told.) On top of that, trolls are primarily raised by lusii, semi-sentient animals that haven’t all been shown as capable of language. Some may speak telepathically! But how can an entire race of aliens learn to speak the same languages if only a tiny fraction of them actually had parents who spoke to them? Trolls might’ve had jades in the caverns speak to them as grubs but, if we use human child development as our baseline, we know that isn’t nearly long enough to develop any true sense of phonological awareness. 

While my qualifications are primarily in teaching English, I know full well that literacy is similar amongst every language, every community. It’s a socially taught concept. And if we turn our gaze to animals, you’ll see it's much the same! Think of a litter of puppies. They don’t speak a literal language- but they have a body language. They learn through play with their littermates and interactions with the dogs around them what is and isn’t acceptable, and how things are said in their own language. A puppy learns from watching its mom play bow. 

Because trolls aren’t inherently social, and because their parental figures often can’t read themselves, I propose the idea that trolls are born knowing language. Or, well, hatched. 

We know, looking at the animal kingdom, that not all things a creature does is language-based or even socially learned. For example, how do puppies know to bite? They don’t learn it from mom or their litter, it’s an instinct. They’re born knowing how to do that. Human babies are born with a lot of instincts they can’t utilize until later in life, but every baby’s first instinct is to cry. The baby has no idea what crying will lead to- and ultimately later will learn- but in the first few moments of life, a baby cries. It doesn’t know why. It just cries. A puppy just bites. A baby bird just opens its mouth. A newborn foal just stands. And I believe that a troll, once it reaches pupation, just speaks. You could argue that humans are also born with the instinct to learn language, but…if left WITHOUT verbal language right from birth, a human being just won’t speak. My theory is, even without verbal language, a troll WOULD. Or at the very least, a troll could pick up verbal language much faster. 

I don’t think a newly pupated toddler troll knows what physics is and could explain what the fourth state of matter is. But I do think they’re made knowing a certain pool of words. It could be that as grubs, their lusii CAN communicate with them- so they’re pupated knowing basic words their lusii spoke to them as grubs. Language here is still a socially developed skill, but not entirely dependent on such. A troll living in a city with advertisements and signs everywhere, with music playing constantly, with the chatter of adults and older trolls all around, might have more developed language skills than a troll who lives in the country. But ultimately they both can still speak, and hold a conversation! I think lowbloods in tight-knit communities would have higher literacy levels, and if we follow the headcanon of Fleet Academies, then highbloods in those settings might as well. Jades typically are raised together, too. 

And, furthermore, my final point here is that trolls are developed to pick up on language much easier than a human might be. This would probably be the absolute best way of explaining it. That language, to trolls, is an instinct, and something that they as an alien race are highly capable of building off of. They are just hatched knowing language, and knowing how to develop it. Trolls never have to DEVELOP the sense of metacognition. They are hatched with it. A troll doesn’t have to develop phonological awareness. They’re hatched with the fully developed ability to hear, identify, and manipulate sounds in a spoken language. They never have a period of having to learn the language they’re being spoken- they are hatched knowing it. 

An unfortunately unsatisfactory answer, right? 

This will still keep me up at night until I can create a more solid concept. However, there truly is no way I can properly explain the intricacies of this without word vomiting phonological concepts on you. Trolls are hatched with a higher capacity for fluency in language. Since societal conversations and norms aren’t heavily relied upon in trollian society, concepts such as prosody aren’t as focused upon. If Alternia has one main universal language, it would mean trolls have less to learn- however, as a human, I struggle to see how trolls can have one language without a plethora of regional dialects, as we have in the United States. 

By never having to develop a sense of metacognition, by starting their language development halfway up the ladder by knowing language from the start, by perhaps not having to go through Piaget’s developmental stages as slowly as humans do, trolls perhaps have a higher capacity for learning in general. This might be a survival skill- they live in such a hostile society that it might be necessary for them to have a higher language level. Perhaps there are colonies or planets run by trolls who DO teach socially, and they have an even higher rate of fluency and literacy. 

That’s the fun part about aliens, right? 

You can kinda do whatever you want with them! :)

[edoro]

finding out that it’s a for real actual thing that’s been going on for YEARS that kids are being taught to read based on like, Vibes And Guessing rather than Learning How To Sound Out Fucking Words always jumpscares me so bad. what do you MEAN you aren’t teaching children phonics. what do you MEAN you aren’t teaching them How To Decode Written Language. what are you doing oh my god how did this EVER get approved or seem like a good idea to anyone.

[abihespgormley]

Readerly Exploration #5 

Due Date: October 23rd 

Titles: 

Mesmer (2019), “Introduction” 

Mesmer (2019), Chapter 1, “Know the Code: Teacher’s Reference on How English Works” 

Big Takeaway: 

A big takeaway from the "Introduction" of "Letter Lessons and First Words: Phonics Foundations that Work" by Heidi Mesmer is the importance of building a strong foundation in phonics instruction. It emphasizes the significance of teaching letter-sound relationships and decoding skills to support early reading development.

A big takeaway from Chapter 1 of "Letter Lessons and First Words: Phonics Foundations that Work" by Mesmer is the recognition of the crucial role that explicit and systematic phonics instruction plays in helping children develop strong reading skills. It emphasizes the importance of teaching letter-sound relationships and decoding strategies to support early readers on their literacy journey. 

Nugget:

An interesting aspect from the introduction of "Letter Lessons and First Words: Phonics Foundations that Work" by Mesmer is the discussion on the connection between phonics instruction and reading fluency. It explains how teaching phonics can help children become more fluent readers, leading to improved comprehension and overall reading success.

A very interesting aspect from Chapter 1 of "Letter Lessons and First Words: Phonics Foundations that Work" by Mesmer is the exploration of how phonics instruction can positively impact early reading development. It highlights the effectiveness of teaching letter-sound relationships and decoding skills in helping children become proficient readers.

Task: 

I chose “View the reading through a particular lens (faith, socioeconomic, disability studies, feminist, environmental, critical race theory, etc.) to consider the implications of the reading for a specific audience.” I chose this task because I thought it would be interesting to look at how phonics plays a role in different socioeconomic status. First, I read the text to gather the big takeaway and get an understanding. Then, I did a little research to gather a deeper understanding of socioeconomic status and the different social standings so I can view the articles through this eye. Afterwards, I reread the text but through the socioeconomic lens.  When we look at "Letter Lessons and First Words: Phonics Foundations that Work'' through a socioeconomic lens, it suggests that providing explicit and systematic phonics instruction can have a positive impact on students from lower socioeconomic backgrounds. By focusing on teaching letter-sound relationships and decoding skills, this approach aims to bridge the literacy gap and give all children, regardless of their socioeconomic status, a strong foundation in reading. It highlights the importance of equitable access to high-quality phonics instruction to support literacy development for every student. Viewing "Letter Lessons and First Words: Phonics Foundations that Work" through a socioeconomic lens provides a better understanding of the text by highlighting the potential implications for students from lower socioeconomic backgrounds. It allows us to recognize the importance of equitable access to explicit phonics instruction in bridging the literacy gap and supporting all children in developing strong reading skills. By considering the socioeconomic context, we can gain insights into how this approach can address specific needs and promote literacy success for a diverse range of students.

This part of the article I was reading from the American Psychological Association

[online-learning-e-tuitions]

The Use of Phonics in Bilingual and Multilingual Classrooms

Bilingual and multilingual classrooms are settings where students and teachers use more than one language for communication and learning. Bilingual and multilingual classrooms can have different models and goals, such as dual language, bilingual, or translanguaging programs. In these classrooms, students can benefit from learning phonics in both their home language and English, as well as transferring their phonics knowledge across languages.

Here are some benefits and challenges of using phonics in bilingual and multilingual classrooms, as well as some strategies and resources for teachers.

Benefits of Using Phonics in Bilingual and Multilingual Classrooms

Phonics can help students develop phonemic awareness, which is the ability to hear, identify, and manipulate the individual sounds in spoken words. Phonemic awareness is a crucial skill for reading, as it allows students to apply their knowledge of phonics to decode unfamiliar words. Phonemic awareness can be developed in any language, and it can transfer across languages that share similar sounds.

Phonics can help students learn the alphabetic principle, which is the understanding that letters represent sounds in written words. The alphabetic principle can also be learned in any language, and it can transfer across languages that use the same or similar writing systems. For example, students who learn the letter-sound correspondences in Spanish can use them to read and write English words that have the same or similar spellings, such as cat/gato or sun/sol.

Phonics can help students develop vocabulary and comprehension skills in both languages. Vocabulary is the set of words that a person knows and uses. Comprehension is the ability to understand and interpret what they read. Vocabulary and comprehension depend on both decoding skills (using phonics) and linguistic skills (using grammar and meaning). By learning phonics in both languages, students can access more words and texts in each language, as well as make connections between languages.

Challenges of Using Phonics in Bilingual and Multilingual Classrooms

Phonics can be challenging for students who speak languages that have different sounds or writing systems from English. For example, students who speak Mandarin Chinese may have difficulty with some English sounds that do not exist in their language, such as /th/ or /r/. Students who speak Arabic may have difficulty with some English letters that do not exist in their writing system, such as p or v. Teachers need to be aware of these differences and provide explicit instruction and practice for students to master them.

Phonics can be challenging for students who speak languages that have different spelling rules or patterns from English. For example, students who speak French may have difficulty with some English spellings that do not follow the same rules or patterns as their language, such as silent letters (e.g., knife) or irregular spellings (e.g., said). Teachers need to be aware of these differences and provide explicit instruction and practice for students to learn them.

Phonics can be challenging for teachers who need to balance the use of two or more languages in their instruction. Teachers need to be strategic in their use of the languages, such as choosing which language to use for which purpose, when to switch languages, and how to scaffold students’ learning in each language. Teachers also need to coordinate their instruction across languages, such as aligning the phonics skills and content that they teach in each language.

Strategies and Resources for Using Phonics in Bilingual and Multilingual Classrooms

Teachers can use a systematic and explicit approach to teach phonics in both languages. A systematic approach means that teachers follow a logical sequence of phonics skills from simple to complex, such as starting with short vowels and consonants and moving on to long vowels and consonant blends. An explicit approach means that teachers teach each phonics skill directly and clearly, such as explaining the sound-spelling relationship, modeling how to read and write words with that skill, and providing guided practice and feedback.

Teachers can use a cross-linguistic approach to teach phonics across languages. A cross-linguistic approach means that teachers make connections between the languages that students speak and learn, such as highlighting the similarities and differences between the sounds and spellings of words in each language, using cognates (words that have the same or similar meaning and form across languages) to build vocabulary and comprehension, and using translanguaging (the flexible use of multiple languages) to support communication and learning.

Teachers can use a variety of activities and materials to teach phonics in both languages. Some examples of activities and materials are:

Sound boxes: a visual tool that helps students segment and blend sounds in words. They consist of a long rectangle divided into squares that represent the number of sounds in a word. For example, the word cat has three sounds and three boxes: /k/ /a/ /t/. To use sound boxes for phonics, write the word on a board or a card and draw the corresponding sound boxes below it. Then, ask students to say each sound in the word as they point to each box. Next, ask them to write each letter or letter combination that makes each sound in each box. Finally, ask them to say the whole word as they slide their finger under the boxes.

Flashcards: a simple and effective way to review phonics skills with students. They can be used for individual or group practice, as well as for games and activities. To make flashcards for phonics, write each word or letter-sound correspondence on a card or use pre-made cards from online sources. To use flashcards for phonics, show each card to a student or a group of students and ask them to read the word or say the sound aloud. If they read it correctly, praise them and move on to the next card. If they read it incorrectly or hesitate for more than three seconds, tell them the correct word or sound and ask them to repeat it. Then put the card aside and review it again later.

Books or texts: a rich and authentic way to expose students to phonics skills in both languages. Teachers can select books or texts that contain words with the phonics skills that they are teaching, such as short vowels, long vowels, consonant blends, etc. Teachers can also select books or texts that are bilingual or multilingual, such as books that have the same story in two languages or texts that mix languages. Teachers can use books or texts for phonics instruction by:

Reading aloud: reading the book or text aloud to students and drawing their attention to the words with the phonics skills that they are learning, such as asking them to identify the sounds or spellings of those words.

Shared reading: reading the book or text together with students and inviting them to join in reading the words with the phonics skills that they are learning, such as asking them to point to those words or read them aloud.

Independent reading: allowing students to read the book or text on their own or with a partner and encouraging them to practice the phonics skills that they are learning, such as asking them to find those words or write them down.

Using phonics in bilingual and multilingual classrooms can help students develop their reading and writing skills in both their home language and English, as well as enhance their bilingualism and multilingualism. Phonics is not only a skill, but also a resource that students can use to access more languages and literacies.

If you want your kids to learn phonics must visit e-Tuitions. e-Tuitions offers the best online phonics classes for kids. Learn from experts and experienced teachers who use fun and interactive methods to teach phonics. Choose from different phonics teaching methods to suit your child’s needs and preferences. Book free demo class today and join e-Tuitions to help your child fly with phonics!

[gingersnap33sposts]

Reading Exploration: Due 10/23/23

Titles: Introduction (Mesmer, 2019); Chapter 1, “Know the Code: Teacher’s Reference on How English Works” (Mesmer, 2019)

Main Takeaways:

Introduction: Teaching phonics is all about organizing information so that kids can store it in their brains in a systematic way and then apply it to their daily interactions with texts.

First Chapter: It is important to teach children the different types of sounds and letter patterns so that they can sort them into different "cognitive categories" which they can apply to their speaking, reading, and writing.

Nuggets:

Introduction: I liked when the author said, "When children are taught to decode words, they become fluent readers; they understand that they can use strategies when they encounter new words, which means they get stuck less often and we decrease the risk of them becoming disengaged readers." I think we often forget the importance of phonics, or we just teach it explicitly in direct instruction, and forget the importance of teaching phonics in a way that is interesting and can be applied in daily reading.

First Chapter: I thought it was a good point when the author reiterated the importance especially in the early grades of breaking words down. This helps kids figure out how words work and make the connection between the visual parts of writing and the spoken parts of English.

Activity: For my activity, I decided to do this one, "After you read, document your initial response to what you’ve read. Consider how the ideas you read about made you feel and what they made you think about." I chose to do this one because this section made me reflect on my past experiences of my own learning experience and of observing in different classrooms.

Multimedia Documentation:

This is a picture of my notes that I took as I read, with some thoughts as to what I was feeling as I read this and what it reminded me of.

[rugrats-curious-minds]

The Importance of Teaching Children to Read Through Letters and Sounds

Reading is a fundamental skill that serves as a cornerstone for a child's education and future success. It opens doors to a world of knowledge, imagination, and critical thinking. One of the most effective methods for teaching children to read is through the use of letters and sounds, also known as phonics. In this article, we'll explore the significance of teaching children to read using letters and sounds, highlighting the numerous benefits it offers in their early development.

Building Strong Foundations

Phonics, the method of teaching children to connect letters with their corresponding sounds, helps build strong foundational literacy skills. This approach empowers children to decode words and understand how language works. By mastering the relationship between letters and sounds, children can read unfamiliar words and develop confidence in their reading abilities.

Improved Reading Comprehension

Learning to read through letters and sounds enhances reading comprehension. When children can sound out words, they gain a deeper understanding of the text they are reading. This understanding extends beyond simple word recognition to comprehension, as they can grasp the meaning of the words and the context in which they are used. This comprehension is vital for academic success across all subjects.

Increased Vocabulary

Phonics-based reading instruction contributes significantly to a child's vocabulary development. As children learn to read, they encounter new words regularly. When they can decode these words using phonics skills, they expand their vocabulary effortlessly. A rich vocabulary not only aids in reading but also boosts overall communication skills.

Enhanced Spelling Skills

Teaching children to read through letters and sounds goes hand in hand with improving their spelling abilities. When children understand the relationship between letters and their sounds, they can apply this knowledge to spell words correctly. This skill is invaluable throughout their academic journey and life beyond the classroom.

Encouraging a Love for Reading

Phonics-based reading instruction can help cultivate a lifelong love for reading. When children can read independently and enjoyably, they are more likely to choose books as a source of entertainment and knowledge. This love for reading not only enriches their lives but also supports their ongoing learning and personal development.

Enhanced Confidence

Reading can be a daunting task for children who struggle with it. Phonics instruction provides them with a structured approach that builds confidence. As they successfully decode words and read fluently, they gain a sense of accomplishment that motivates them to continue improving their reading skills.

Individualized Learning

One of the strengths of teaching children to read through letters and sounds is its adaptability to individual learning styles and paces. Each child progresses differently, and phonics instruction can be tailored to their specific needs. This personalized approach ensures that no child is left behind and that struggling readers receive the support they require.

Better Preparedness for Academic Success

The ability to read proficiently is a critical factor in a child's academic success. When children learn to read through letters and sounds, they are better prepared for success in all subject areas. Reading is the gateway to learning, and a strong foundation in reading skills sets the stage for future achievements in school and beyond.

Teaching children to read through letters and sounds, or phonics, is a powerful method that provides them with essential skills for life. It builds strong foundations, enhances comprehension, expands vocabulary, and boosts confidence. Moreover, it instils a lifelong love for reading and prepares children for academic success. As parents and educators, it is crucial to recognize the importance of phonics-based reading instruction and provide children with the tools they need to become confident and proficient readers. In doing so, we empower them to unlock a world of knowledge and imagination through the magic of words.

[bellas-world212]

Readerly Exploration #1 Week 3

Tompkins Chapter 2: Examining Students' Literacy Development

BIG TAKEAWAY:

Teachers can classify students into three developmental levels - emergent, beginning, and fluent - by monitoring their progress and differentiating learning for each student.

NUGGETS:

classroom organization/strategies to help promote reading and writing improvement:

word wall

choral reading

interactive writing

set schedule that includes time for whole group AND individual

literacy centers

interactive read aloud

Emergent stage:

develop an interest in reading and writing

acquire concepts about print

develop book-handling skills

identify the letters of the alphabet

develop handwriting skills

learn to read and write some high-frequency words

Beginning stage:

learn phonics skills

recognize 100 high-frequency words

apply reading strategies, including cross-checking, predicting, and repairing

write five or more sentences, sometimes organized into a paragraph

spell phonetically

spell 50 high-frequency words

capitalize letters at the beginnings of sentences

use punctuation marks to indicate the ends of sentences

reread their writing

Fluent stage:

read fluently and with expression

recognize most one-syllable words automatically and decode other words efficiently

use decoding and comprehension strategies effectively

write well-developed, multi-paragraph compositions

use the writing process to draft and refine their writing

write stories, reports, letters, and other genres

spell most high-frequency and other one-syllable words correctly

use capital letters and punctuation marks correctly most of the time

REFLECTION:

After reading this chapter, I see a sequence of learning that students go through as they develop their reading skills. Through multiple activities and forms of expression in the classroom, as a teacher, I can expand their oral and written English development. I think it is important to develop phonetic spelling and awareness before you can build on students getting correct spelling. I understand that reading and writing development is a scaffolded sequence of events that does not happen overnight, it is a slow and nuanced process that is different for each student.

HABIT:

Explore relationships with other people through reading by using texts as a shared experience with another person/ other people or to gain insight into the perspective of another person.

TASK:

Choose an excerpt from your assigned course reading(s) and share with a friend in another major to get his or her insight and perspective on it

EVIDENCE:

I met with my best friend Adah who is a nursing major. We talked about how there is a pyramid type of sequence when students develop their reading and writing skills. We talked about how she remembers seeing this process with her younger siblings. It is like how we learn to talk - first with baby chatter, then forming sentences, and then eventually being able to articulate a conversation. I will include our picture together!

[interestinginfographics]

Demystifying High-Frequency Words [INFOGRAPHIC]

High-frequency words are at the core of English reading instruction. The common approach to teach these words to children is by asking them to memorize them using their visual memory.  But is this the right approach to teaching high-frequency words? An increasing number of reading experts are starting to question these methodologies for teaching high-frequency words to children. Science has debunked the common belief that visual memory has a role in learning to read. Brain scans show that the parts of the brain activated while performing visual memory tasks are different than the parts of the brain activated while reading. According to an analysis by the Learning Reading Hub that looking at the most frequently used high-frequency words in primary school lists (often referred to as 'sight words'), less than 30% are non-decodable phonetically. That means that more than 70% (71.82%) are, in fact, decodable phonetically. Besides, among the decodable ones (71.82%), almost 40% (37.97%) follow pretty basic phonic rules. On top of that, among the non-decodable words, almost 100% have some decodable parts. 

Source: https://learningreadinghub.com/blog/sight-words/understanding-high-frequency-words/