milidevil.blogg.se - Alphabetic principle

Students must be taught to put those sounds together to make a whole word.Students orally produce each sound in a word and sustain that sound as they progress to the next.“Sound it out.” (/mmmmmmmmaaaaaap/) “Say it fast.

Example: Teacher points to the word map on the board, touches under each sound as the students sound it out, and slashes finger under the word as students say it fast.

Mediated Scaffolding Separate auditorily and visually similar letters Introduce some continuous sounds early Introduce letters that can be used to build many words Introduce lower case letters first unless upper case letters are similar in configuration Strategic Integration – Simple Before Complex Once students can identify the sound of the letter on 2 successive trials, include the new letter-sound correspondence with 6-8 other letter sounds When students can identify 4-6 letter-sound correspondences in 2 seconds each, include these letters in single-syllable, CVC, decodable words Review Cumulatively and Judiciously Use a distributed review cycle to build retention: NKNKKNNKKKKN N = new sound K = known sound Example (r= new sound m, s, t, I, f, a = known sounds): r m r s t r r i f a m r

Conspicuous Strategies: Teacher actions should make the task explicit.

Example: Teacher points to letter m on the board.

VCe Pattern Word: Word pattern in which a single vowel is followed by a consonant, which, in turn, is followed by a final e (e.g., lake, stripe, and smile).Letter Combination: A group of consecutive letters that represents a particular sound(s) in the majority of words in which it appears.Knowledge of advanced word analysis skills is essential if students are to progress in their knowledge of the alphabetic writing system and gain the ability to read fluently and broadly.New words should appear in word-list exercises for several days, then appear in either or both passages and word-list exercises. Irregular words require systematic review.Initially, introduce one word every several lessons, then one each second or third lesson.Do Not introduce irregular words until students can reliably decode words at a rate of one letter-sound per second.A primary goal of beginning reading instruction is to prepare students to read text fluently so that they are able to construct meaning as the read.There are simply too many words in the English language to rely on memorization as a primary word identification strategy.Decoding is an essential and primary means of recognizing words.Translate speech to print using phonemic awareness and knowledge of letter-sounds.Read from left to right, simple, unfamiliar regular words.Irregular Word: A word that cannot be decoded because either the sounds of the letters are unique to that word or the student has not yet learned the letter-sound correspondences in the word.Grapheme: the individual letter or sequence of written symbols (e.g., a, b, c,) and the multi-letter units (e.g., ch, sh, th) that are used to represent a single phoneme.Decoding: The process of using letter-sound correspondences to recognize words.

Decodable Text: Text in which the majority of words can be identified using their most common sounds.Alphabetic Understanding: Understanding that the left-to-right spellings of printed words represent their phonemes from first to last.Alphabetic Awareness: Knowledge of letters of the alphabet coupled with the understanding that the alphabet represents the sounds of spoken language and the correspondence of spoken sounds to written language.Phonological Recoding: Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell words.Alphabetic Understanding: Words are composed of letters that represent sounds.In phonics instruction, the speech sounds are sometimes described as phonemes and individual letters, or combinations of letters, are described as graphemes. The code is reversible, so when we spell, we are converting spoken sounds into the written symbols we call letters.

When we read, our brains need to make sense of this visual coded information and convert it into something that represents spoken language. The 26 letters of the alphabet and the thousands of words made up by them are actually a set of symbolic coded instructions about spoken language. These relationships are sometimes called letter-sound correspondences. The alphabetic code (also known as the phonemic code) is the relationship between individual letters of the alphabet (or groups of letters) and the smallest units of sounds in spoken language. The definition of the alphabetic principle in phonics is that the letters in printed words represent sounds in spoken language. What is the Alphabetic Principle or Code in Phonics?