Phonics

In order for students to read, they need to understand that words are made up of letters that represent sounds, and that by using the sounds of these letters they can retrieve the pronunciation of unknown words. Understanding this correspondence between letters and sounds will also aid in accurate spelling of unknown words. Of course, not all words can be recoded phonetically, so irregular words must be taught as well. Students will also benefit from advanced word study, such as learning of affixes, common letter pattern combinations (ph, ple, sh, ck, for example), and identifying CVe words and there derivatives.

Below you will find strategies for supporting students in their phonics (alpabetic principle) knowledge.


 * **Topic:**

Phonics || **If….** || **Then…** ||
 * ^  || students need support in blending syllables in words, || have them play a matching game.


 * What? ** The matching game is similar to concentration, in that students need to remember where each word part is as they turn over cards looking for matches that will build real words.

**Why?** Learning the patterns used in pronouncing syllables allows students to decode more complex words. This game provides motivating practice for creating and reading longer words. **How?** 1. Select words  a. Important for text comprehension  b.Functionally important (will encounter often)  c,Two-syllable words from spelling or vocabulary lists

2. Write each syllable on an index card

3. Place the syllable cards face down in rows. Provide the students with a sheet of paper to record words.

4. The student selects two cards and reads them.

5. Students determine if a real word is made from the syllables.

6. If a word is formed, the student places the cards aside and records the word on their sheet (all students record the word). If a word is not formed, the cards are returned to their original position.

7. Continue playing until all cards are used and all words are recorded.

**Differentiation:** For students needing more support, provide them with pictures on their recording sheet so they know what words they are building. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">For students who need enrichment, use three syllable words, having students select three cards at a time.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**Citation:** The Florida Center for Reading Research ||

(alphabetic principle) || **IF…** || **THEN…** ||
 * **Topic:**
 * Phonics**
 * ^  || Students have difficulty, || provide
 * What?**
 * Why?**
 * How?**
 * Differentiation:**
 * Citation:** Crawley, S. and Merritt, K. (2009). //Remediating Reading Difficulties,// 5th ed. Boston. McGraw-Hill. Pp. 21-23 ||