Phonics Instruction
Sheridan Elementary
Decodable Texts AND Comprehension
If you take the 2 minutes below, you can see Mrs. Pace ask comprehension questions with a decodable book. It is sometimes hard with the decodable books, but even simple questions about characters, setting, or making a prediction can be asked.
Decodable Text Comprehension
Tapping out sounds in words
Building Oral Language/Vocabulary
https://youtu.be/E5dQwAYumD4
Story Telling with Sequence Cards
Questioning of the WHY...(very important)
Letter/Sounds (GREAT questioning)
Sorting Long Vowels with Magic E
Thinking of Words that Begin with /g/
Thinking of Words that begin with /g/
Listening for beginning sounds
Writing the Room to Spell Words
Students had to match the number on their paper to a number around the room. There were pictures placed around the room for students to sound out and then map in their sound boxes.
Writing the Room
Listen to Payten EXPLAIN
In the video below, you can watch how students are to sound out the words of the pictures, map the letters in their sound boxes and then spell the word.
Working in groups to SORT their writing the room words
More Writing the Room (magic e)
Magic e WRITE the ROOM
Changing Beginning Sounds in Words
https://youtu.be/4uizRBwFMow
More Heggerty
Listening for Blends
Listening to SOUNDS in 1st Grade
Auditory
Spelling "Detached Syllables"
Spelling Nonsense Words (detached syllables)
Dictation Sentence
Changing Sounds in Words
Heggerty
Using Sound Boxes in 2nd Grade
Using Sound Boxes in 2nd Grade
Letter Sounds into Blending Words
Blending words in Kinder
Blending words in Kinder
MultiSensory (SUPER important)
Part of the RISE Smart Card that should be visible in some part of your phonics instruction.
Utilize multisensory techniques when appropriate
Heggerty with Kinders
Fluency Accountability with Decodable Texts
Building stamina and giving students opportunities to build fluency is very important. Students in Mrs. Pace's class have a graph they glue into their notebooks to monitor how many words they can read in a minute. Students have different graphs that meet their individual needs.
Sorting Pictures with Blends
Utilizing the SOUND WALL
Mrs. Harrington is utilizing her sound board by interacting with it along with the students. She explains which ones are vowels/consonants. She tells HOW the sounds look with your mouth and refers to sound wall.
Letter Sound Cards- Listening to HOW it makes the sound
Sound wall
Magic E
Fluency Passage
Students need plenty of opportunities to read decodable texts fluently. Students in 2nd grade read the passage quietly (glued in their notebooks). Then the teacher models reading fluently with the class with the WHOLE class reading together. Students then highlight the magic e words in the passage.
Blending Magic E words
listening for magic e
Letter Sound Instruction in Kindergarten
At this point in kindergarten (after teaching ALL of the letters), it is time to begin moving from letter ID to making the connection that LETTERS make SOUNDS. Our FOCUS has been letter identification but it is now time to switch our FOCUS to sounds that letters make.
Rhyming Words
Letter Sounds
Letter Sounds in Kindergarten
Reading CVC words in Kindergarten
Magic E in Mrs. Boyd's class
Students are mapping the magic e words with sound boxes. At least 1-2 times a week, students need to participate in mapping as a whole group. Students in small groups may need more of a focus on what they need with orthographic mapping.
Heggerty
Heggerty
Magic E Chart
Magic E Chart
Listening to Magic E
Listening for Magic E
Phonological Awareness in Caldwell's Class
THIS is super important for students to not only HEAR what sounds the letters make but to KNOW THE WHY!
Listen to ALL of the phonological awareness and explanations in Ms. Caldwell's class.
Phonological Awareness in Caldwell's Class
IMG 5243
Phonics Bingo in Caldwell's Class
IMG 5246
Practice Fluency Reading in Class
IMG 5248
Finding words to make new compound words
Phonological Awareness with Syllables
Phonological Awareness with Syllables
Open-Closed Syllables in Mrs. Whitaker's Class
Open-Closed Syllables
Mrs. Whitaker is using explicit academic language with open and closed syllables. The short video of 'vowel sounds' gives you an idea of students saying both the short and long vowel sounds. The video of blending CVC words shows the gradual release of sounding out CVC words to blending without sounding out.
The last video shows the explicit teaching of two syllable words with both words having a closed syllables. This is very important for students as they move to syllabication.
Vowel Sounds
Blending CV open syllable words
Closed Syllable Compound Word (hotrod)
Multi-Sensory in Mrs. Allen’s Class with Dalmatians
Introducing /d/ with mouth cards
Multi Sensory /d/
Mrs. Allen introduced the sound /d/ by using the mouth cards first. Students turned to each other to show them how their mouth is supposed to look when saying the /d/ sound. Then students chopped words with onset and rime to listen for the /d/ sound. A video about Dalmatians was shown to class to move them into the multi sensory activity of saying /d/ every time they make a dot on the dog.
Students saying the /d/ sound as they make 'dots' on their own dalmatian
Multi Sensory with the sound /d/