competency 5- understand important terminology and concepts involved in phonics instruction and recognize the role of phonics and sight words in reading development.
- recognizing the role of phonics and sight words in accurate, automatic word identification, including how word identification contributes to word recognition (the process by which readers connect a decoded word to an existing word in their oral vocabulary) and how automaticity in word recognition supports development of reading fluency and comprehension.
competency 5- understand important terminology and concepts involved in phonics instruction and recognize the role of phonics and sight words in reading development.
- recognize the importance of sequencing phonics and sight word instruction according to the increasing complexity of linguistic units and demonstrate knowledge of terminology and concepts related to these units: see examples to follow: a-h
competency 5- understand important terminology and concepts involved in phonics instruction and recognize the role of phonics and sight words in reading development. EXAMPLES A- H
A. types of consonant sounds (continuous sounds, stop sounds)
b. common, regular letter combinations (consonant digraphs, consonant blends, vowel digraphs, diphthongs, r and l controlled words)
c. common inflected morphological units that are taught as part of phonics instruction (the suffixes -ed, -er, -est, -ing, - s)
competency 5- understand important terminology and concepts involved in phonics instruction and recognize the role of phonics and sight words in reading development. examples D-H
D. common word patterns of increasing difficulty (ex: vc, cvc, cvcc, ccvc, cvvc, cvce)
E. common syllable patterns and syllabication as applied to decoding multisyllabic words
F. why some words are phonetically irregular and never decodable ( of , the , was)
G. how and when irregular words fit into the continuum of phonics instruction
H. why some decodable words must be taught as sight words until their phonetic pattern has been taught (ex: park is decodable but is taught as a sight word until r controlled a is introduced)
competency 5- understand important terminology and concepts involved in phonics instruction and recognize the role of phonics and sight words in reading development.
- recognize that decoding and encoding are reciprocal skills and demonstrate knowledge of the interrelationships between phonics development and stage of spelling development (precommunicative writing, semi phonetic, phonetic, transitional, and conventional) see examples to follow:
competency 5- understand important terminology and concepts involved in phonics instruction and recognize the role of phonics and sight words in reading development. #3 examples
examples:
a. how phonics knowledge supports both reading and spelling/ orthographic development
b. how development of spelling/orthographic knowledge supports development of decoding skills
c. how research based, systematic, sequential spelling instruction reinforces phonics and vocabulary development
d. how writing activities provide opportunities for applying phonics knowledge in context
e. how a students stage of spelling development has implications for both spelling and phonics instruction
competency 5- questions for review:
5.1 What are systematic, explicit phonics and other word identification strategies?
-organized program in which letter-sound correspondences both for letters and letter clusters are directly taught in a manner that builds from simple to complex in a gradual manner.
competency 5- questions for review:
5.1 What are systematic, explicit phonics and other word identification strategies?
-organization of instruction, which includes sound-symbol relationship, decoding skills, and word attack skills.
competency 5- questions for review:
5.1 What are systematic, explicit phonics and other word identification strategies?
-students being taught info. sequenced according to organizational patterns that are intrinsic to the English lang. these include concepts about print, letter recognition, sound symbol association, rapid fluent recognition of sounds, sight vocab. syllable patterns, and meaningful parts and fluent application of these skills to text.
competency 5- questions for review:
5.2- What tasks must the teacher address to implement a systematic, explicit phonics program?
1- assess phonics and other word identification strategies. select and use formal and informal tools, such as decoding tests, fluency tests, and sight word checks, to collect data and analyze to plan instruction
2. - plan instruction that is systematic, explicitly and sequenced according to the increasing complexity of linguistic units, including sounds, phonemes, onsets and rime, letters, letter combinations, syllables and morphemes.
competency 5- questions for review:
5.2- What tasks must the teacher address to implement a systematic, explicit phonics program?
- select or design resource materials and strategies for assessment and instruction. resources include materials for teaching decoding, word identification strategies, and sight word mastery in multiple and varied reading and writing experiences.
- explicitly teach and model phonics, decoding, and other word identification errors is an essential strategy in this process.
competency 5- questions for review:
5.2- What tasks must the teacher address to implement a systematic, explicit phonics program?
- provide fluency practice in a variety of ways.
- practice decoding and word attack skills so they become automatic in reading text
- provide application and practice decoding skills to fluency in decodable (controlled vocabulary) text and word recognition skills taught out of context
- continue to develop fluency through the use of decodable texts and other texts written at the student’s instructional level
competency 5- questions for review:
5.2- What tasks must the teacher address to implement a systematic, explicit phonics program?
- ongoing assessment to demonstrate student progress toward mastery of state standards. to implement this systematic, explicit program, the teacher must possess the following:
- -knowledge of the terminology and concepts of phonics decoding and word attack skills (blends, digraphs, diphthongs, syllables, prefixes, and so on) is necessary for all teachers.
- - knowledge of instructional strategies and knowledge that the purpose of learning phonics is to recognize words fluently and to read for meaning (comprehension) -creating independent readers, who are motivated and comprehend what they read, is the goal of reading instruction.
competency 5- questions for review:
5.3 How are phonics development and spelling development interrelated?
a knowledge of phonics supports spelling development. a knowledge of spelling supports decoding skills. spelling also reinforces phonics.
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assessments7
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READING DOMAINS knowledge and abilities necessary for teachers to deliver this effective instructive are organize into five domains31
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reading domains: competency #2- understand the purposes of reading assessment and best practices related to standards based, entry level assessment; monitoring of students progress; and summative assessment.12
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READING DOMAIN #2- WORD ANALYSIS20
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Domain 2- word analysis -- competency #4--15
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DOMAIN 2- competency 5-14
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DOMAIN 2- competency 613
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DOMAIN 2- Competency 719
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Domain 3- fluency- competency 825
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domain 4- vocabulary, academic lang., and background knowledge42
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DOMAIN 5- COMPREHENSION-65
