The difference between phonemic awareness and phonics:

Phonemic Awareness

• Ability to recognize and manipulate sounds of oral language.

• Understanding that spoken words are made up of sounds (phonemes) that can be segmented and blended into spoken words.

Phonics

The relationship between the letters of written language (orthography) and the sounds of spoken language (phonology)

Direct Instruction of Sounds and Symbols

• Teach — How to– Link to prior knowledge– Purpose and importance of the learning– Teacher models the learning

• Practice — Let’s do– Highly structured practice– Guided practice

• Apply — (after many repetitions) You do– Use the new learning to decode words

Approaches to Phonics InstructionSynthetic/Systematic

• A sound-by-sound approach.

• Part-to-whole• Letter/sound combinations

are blended into words.Ex. Program ro/ am pro/ gram

Analytic/Embedded• The sound is embedded

in a word or sentence.Ex. Which word has a

short ă?The man walked with a

cane.

implicit instructiondirect or explicit instruction

Approaches to Phonics InstructionAnalogy-Based

Phonics/onset-rimeUsing word families to learn

words having similar features.

If you know cap, then you can read/spell:

• lap• Sap• tap

Phonics Through SpellingExtension of analogy-based phonics through spelling words that have common rimes or word families.

direct or explicit instruction

Note the Difference Implicit Instruction

After reading a story about animals, teacher asks students “what sound does cow begin with? Do you see any other animals whose names begin with that sound? What letter says /k/? Can you write the letter c?”

• Explicit Instruction– After a lesson in which

students isolate words that begin with the /k/ sound, the teacher links the sound to the letter by showing students the letter, telling them it stands for the /k/ sound, and using c to practice making words that begin with /k/.

Sequence of InstructionLists differ slightly Idea is to build from simple to complex

Single consonants (names and sounds; order from front to back of mouth)

Short vowels (sounds of vowels; as in cat, peg, bin) Consonant Vowel Consonant words (CVC; e.g. cab, pic, hen)Beginning blends (CCVC; e.g. bl, cl, sw, st) Final blends (CVCC; e.g. ink, ang, ump) Beginning and end consonant digraphs (two consonants, one

sound; e.g. chip, sash) Long vowels with silent e (names of vowels; e.g. fade, joke)Long vowels in Vowel diagraphs (two vowels, one sound, e.g. ai, ay,

ea, ee, oa)Dipthongs (two vowels, two sounds –almost; e.g. boil, hook, house)Vowels controlled by r, l, and w (e.g. card, bird, bald, lawn, cow,

flew