Working With Sounds & Words....There are five essential components for reading. The purpose of these pages/links is to help you understand these components and assist your child with reading actively at home. I’ve tried to provide links throughout each page and more are listed at the bottom of each page. Here are the definitions for the five essential components of literacy: Phonemic Awareness: The smallest parts of sounds heard in words. Children need to be able to hear and recognize these sounds to later understand their relationship to words Phonics: The understanding of sounds, spelling, patterns, and their relationship to the printed word. Children need to be able to use this understanding when confronted by an unknown word in order to apply decoding skills (sounding words out). Vocabulary: Understanding and increasing the use of new words in all contexts. Comprehension: The ability to interpret, understand and remember text. Fluency: The ability to accurately read new text with a proper rate of speed. |
Phonemic Awareness...NEW!! Free site with phonemic awareness, phonics, sight words and more! sightwords.com/?fbclid=IwAR39l2Mlg6nmqbzpoOZbA-11Jx4D9bfUPjiWRr4XKIBz-EXJJjRL3Lldsr0
NEW!!!! Lessons to help you develop phonemic awareness for a K-1 child -syllables and sound manipulation (credit to 95% group) Click: https://www.95percentgroup.com/at-home-resources/resources-for-students-in-grades-k-1 For grades 1-2 students: https://www.95percentgroup.com/at-home-resources/resources-for-students-in-grades-1-2 For grades 2+ https://www.95percentgroup.com/at-home-resources/resources-for-students-in-grade-2-up Why is phonemic awareness so important? //Click Here For A Comprehensive link for FAQ’s about Reading & Instruction For Parents-From The Florida Center For reading Research- Practice Phonemic Awareness: “Phonemic awareness is not the same thing as phonics. Phonemic awareness deals with sounds in spoken words, whereas phonics involves the relationship between sounds and written symbols. Phonics deals with learning sound-spelling relationships and is associated with print. Most phonemic awareness tasks are purely oral.” -- Wiley Blevins in Phonics from A to Z: A Practical Guide "Phonological awareness (sentences), (words) and in particular, syllables, onset-rime, & phonemes are the phonology steps MOST supported by research to improve reading and spelling skills" (LETRS@module2, 2nd edition) Phonemic Awareness is important because studies have shown: *It improves children’s word reading and comprehension *It helps with spelling Activities: *Cut magazine pictures (commercial cards are also available-I’ve seen some at dollar stores) and match pictures that rhyme- a cat & a hat , a sign & a dime, a fish & a dish, etc. *Sing songs *Practice making rhymes “How many words can we think of that rhyme with__________” *Play “I Spy” with beginning or ending sounds. *Create tongue twisters *Pick words (a child’s name/family names are a great start) and clap, snap, or tap out the sounds. For example -Bill /b/ , /i/, /l/ Johnson is /j/, /o/, /n/, /s/, /o/, /n/ *Read Dr. Seuss or other authors that use rhymes. Read the story, then re-read the story leaving of some of the rhyming words-see if your child remembers them or can come up with one of their own. Phonemic awareness activity links: phonologicalawareness Reading Rockets The Reading Tree House Activities For Exploring Phonemic Awareness |
Phonics Practice phonics skills on chalk boards or whiteboards, or with magnetic letters on a cookie sheet.
*On a sunny day use sidewalk chalk or paint brushes with water on a driveway. *Play- “What’s Missing” Arrange letters in ABC order. Child closes his/her eyes, the adult removes a letter. Child opens eyes and names the letter (and states the letter’s sound) that’s missing. * Create lists of words that follow a specific pattern. I’d suggest using only a few at a time. This is a great way to support spelling patterns that are used in the classroom. *Create word puzzles using the phonograms list below. *Create spinners or dice using the phonograms below. One spinner (or “dice”) with the phonogram, another with consonants. Hint: You can make simple dice from old cube tissue boxes! The most commonly used rimes are listed below and can be used to create many word patterns (often referred to as “word families”). Read and re-read the lists, talk about the patterns. Thirty Seven Most Common Phonograms (* This is not a complete list) -ack -unk -ump -ail -ug -uck -ain -ot -ore -ake -op -oke -ale -ock -it -ame -ip -ink -an -ing -ine -ank -in -ill -ap -ight -ide -ash -ick -ice -at -est -ell -ate -eat -ay -aw *Just add consonants and/or digraphs to make new words. - From “Word Matters” by Gay Sue Pinnell and Irene C. Fountas Here's a great way to practice CVC words (consonant, vowel, consonant) see this link for an explanation: http://www.readingrockets.org/strategies/elkonin_boxes Phonics Resource links: Web English Teacher What is phonics? Phonics is the connection of sounds to print. Phonics study is the study of sound patterns. Phonics is most effective when carefully selected sets of letter/sounds relationships are organized in a logical sequence. Why is phonics instruction important? Research consistently shows it leads to a stronger understanding of the alphabetic principle and the relationship between spoken sounds and written letters. PLEASE SEE MY Games & FUNDATIONS PAGE FOR MORE PHONICS INFO & PRINTABLES! |
Sight wordsHigh -Use Words- Words used most often in stories- There are links below which provide high use word lists.
Click here for heart word videos! This is based on current practice using phonemes (sounds) and spelling/writing- it's great for both students and parents! Sight word practice- practice high use words for 5-10 minutes 2 times a day as opposed to a 20 minute session. *“Sandwich” drill-insert a few new words “sandwiched” between words that are already mastered. Make it multi-sensory- have your child say the word, trace/spell the word and re-read the word- make it fun- trace it in sand, salt, write it in chalk, marker, crayon- just make it fun! **Try more games- *Memory- create 2 sets of high use words or words with a specific phonics patterns (for example: all words have a short /o/ sound) then turn them upside down and play “memory”. The child flips over 2 cards to read each word, if they match-they make a pair and the child keeps the set. If they don’t match, the child flips the cards back over. *Shazam! Create a set of word cards. Insert a few random cards that have the word “Shazam”. Child reads the words as you flash them. Each correctly read word the child keeps, if the card “Shazam!” comes up-the child must return the cards and start over. This can be done with 1 or more players. **Play “Go Fish” using your word cards. **Play “Bingo” using different words cards and simple bingo boards. *Basic board game- Use a basic “path” to move around a board. Child rolls a dice and can only proceed the number of spaces after the word has been read correctly. Sight Word Phrase Cards: A Better way To Practice Sight words: **This is a great idea for the child who has some high use words in their knowledge base, but need to focus more on expression. All are the high use words, but they are arranged in phrases/sentences which are more meaningful- focus on expression/fluency: Directions: Copy the following phrases/sentences onto cards or strips. Some can be combined. Drill like flashcards. What are these? All day long Into the water It’s about time. Up in the air. The other people She said to go. Which one? How many words? Part of the time He called me. Who will make it? There was an old man. Sit down. But not me. It’s no use. It may fall down. The people By the water When would you go? Come and get it. This is a good day. A number of people More than the other How long are they? Can you see? No way! Go find her. Look for some people. So there you are! Out of the water A long time We were here. You and I Write it down. What will they do? We had their dog. What did they say? Have you seen it? Could you go? One more time We like to write. *Note: I am not sure where the above originated from or I would have credited the source. |