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PHONICS
CHAPTER 6
BY MARK ASHMENT
WHAT?
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Phonics teaches the relationship between
letters and letter combinations in written
language and the sounds in spoken language.
WHAT?
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Phonics instruction:
- Improves reading and spelling in
Kindergarten and 1st grade.
- Improves the ability for students to
comprehend what they read.
-Benefits all students regardless of
socioeconomic status.
-Effectively helps to prevent reading
problems for at risk students.
-Benefits students who are having
difficulty learning to read.
WHAT?
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Phonics instruction must be systematic.
-lessons are organized so that the alphabetic
principle becomes evident.
-new skills are built on existing ones.
WHAT
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Phonics instruction must be explicit.
-concepts are clearly explained and modeled.
-requires less inference and discovery.
WHAT
There are several approaches to phonics
instruction.
1) Synthetic Phonics
2) Analogy Phonics
3) Analytic Phonics
4) Embedded Phonics
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WHAT? SYNTHETIC PHONICS
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Systematic and Explicit.
Students learn how to transform letters and
letter combinations into sounds that form
recognizable words.
Use short decodable stories or books.
Allow a sound/spelling connection.
WHAT? ANALOGY PHONICS
Students use a familiar phonogram or rime to
identify an unfamiliar word with the same.
 Example: use “ick” in a familiar word to teach
unfamiliar words such as brick, trick etc.
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WHAT? ANALYTIC PHONICS
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Identify familiar words.
Introduce a sound/spelling relationship
within that word.
Students use sound/spelling relationship in
unfamiliar words.
WHAT? EMBEDDED PHONICS
Phonics instruction is embedded in context
with reading and writing experiences.
 Instruction involves using context clues,
pictures, word parts, and first and last letters of
words.
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WHAT? GOOD PHONIC INSTRUCTION
Develops understanding of the alphabetic
principle.
 Incorporates phonemic awareness.
 Provides sufficient practice reading words.
 Leads to automatic word recognition.
 One part of a comprehensive reading program.

WHAT? EFFECTIVE INSTRUCTIONAL
TECHNIQUES
Provide corrective feedback.
 Monitor students.
 Keep pacing moving to keep students attentive.
 Use signals to have students respond in
unison.
( never signal while talking )
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WHAT? PHONICS SCOPE AND SEQUENCE
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A program should introduce a set of
sound/spellings that occur most commonly.
High utility sound/spellings are introduced early.
Sequence from simple to more complex
sound/spellings.
Introduce single consonants and short vowels
early.
Letters having familiar sounds and shapes should
be separated.
WHAT? GENERAL SEQUENCE FOR TEACHING
PHONICS
1)
2)
3)
4)
5)
6)
7)
8)
9)
Single consonants and short vowels.
Consonant digraphs.
Long vowels with silent “e”.
Long vowels and the end of words or syllables.
“y” as a vowel.
“r” controlled vowels.
Silent consonants.
Vowel digraphs.
Variant vowel digraphs and diphthongs.
WHAT?
Blending routines.
-Do sound by sound.
-Do with continuous blending.
 Automatic word recognition.
 Decodable text.
 Phonograms.

WHAT? WORD WORK FOR ENCODING AND
DECODING
Word sorting.
 Elkonin boxes with letters.
 Word building.
 Dictation.
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WHY?
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Through research it has been shown that phonics
is the most efficient way to teach the alphabetic
principle.
More effective than no phonics.
Reduces reading difficulties in at risk students.
Gives knowledge needed for learning to spell.
Increases ability for beginning readers and
students with disabilities to comprehend text.
Allows readers to focus on comprehension.
WHEN? TO TEACH
Can begin as soon as students recognize the
sounds of a few letters.
 Greatest impact in Kindergarten and 1st grade.
 Less effective when used for remediation.
- students must overcome “habits”.
 Two years of phonics instruction is usually
sufficient.

WHEN? TO ASSESS AND INTERVENE
As soon as reading difficulty is identified.
 Assessment should include phonemic
awareness, sound/spelling correspondence,
and decoding, and use of nonsense words.
 If students have not achieved automaticity by
the end of second grade.
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HOW? INTEGRATED PICTURE MNEMONICS
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Letter sound strategy.
Teach/Model.
- connect the picture to a letter sound.
- make a copy of the picture.
- trace the letter and make it into a picture.
- write the letter and connect it to the picture
name.
- review the following day.
HOW? INTRODUCING CONSONANT DIGRAPHS
Phonemic awareness.
- use pictures as prompts to sound out words.
 Teach/Model-----Connect spelling to sound
-after modeling sounds, have the students
repeat the sounds.
 Guided practice—Isolate sound.
-practice as beginning sound.
-practice as final sound.
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HOW? INTRODUCING CONSONANT DIGRAPHS
Word work: Picture sort.
-sort pictures by those that begin with the
sound and those that end with the sound.
 Sound/Spelling—practice for automaticity.
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HOW? INTRODUCING SHORT VOWELS
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Phonemic awareness.
-using index cards, have students repeat each letter
sound in short words containing short vowels.
Teach/Model---connect spelling to sound.
- using index cards, have students repeat only the
sound of each vowel given.
Guided Practice—isolate sound.
- using index cards, work with the short vowel sound as
the initial sound.
- using index cards, work with the short vowel sound as
the medial sound.
HOW? INTRODUCING SHORT VOWELS
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Word/Work: picture sort.
-using picture cards, have students sort card by
where the short vowel sound is located.
Sound/Spelling—practice for automaticity.
- practice previously introduced sounds, both
consonants and short vowels, in random order.
Corrective feedback.
- model correct response if students are
responding incorrectly.
HOW? READING AND WRITING CVC WORDS
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Phonemic awareness with letters.
- give each student letter cards a,m,p,s,t.
- students hold up card matching the beginning
sounds of given pictures.
Model---sound by sound blending..
- model/blend each sound of several CVC words,
i.e. mat, pat etc. Use each word in a sentence.
Lead---sound by sound blending.
Check---sound by sound blending.
HOW? READING AND WRITING CVC WORDS
Apply to decodable text.
 Word work: Elkonin boxes with letters.
- practice spelling words from their sounds.
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HOW? READING AND WRITING CCVC WORDS
Phonemic awareness with letters.
- practice individual sound.
- use each sound in complete words.
 Model---Continuous blending.
 Lead---Continuous blending.
 Check---Continuous blending.
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HOW? READING AND WRITING CCVC WORDS
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Word reading practice for automaticity.
- model.
- lead.
-check.
Apply to decodable text.
- use connected reading materials.
Word work: sound by sound dictation.
- Introduce the word.
- Count the sounds in the word.
- Spell the word by sound.
- Compare and correct.
HOW? READING AND WRITING CVCE WORDS
Phonemic awareness.
- question students on the middle sound of
words going from cap to cape, from van to vane
etc.
 Introduce the CVCE pattern.
- model---whole word blending.
- lead---whole word blending.
- check---whole word blending.
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HOW? READING AND WRITING CVCE WORDS
Word reading practice for automaticity.
- have students sound out words to
themselves then as a whole.
 Apply to decodable text.
- use connected reading materials.
 Word work: word building.
- build words by changing 1 letter of a word to
make new words.
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HOW? READING AND WRITING WORDS WITH
VOWEL COMBINATIONS
Phonemic awareness with letters.
 Introduce vowels ai and ay.
 Model---spelling focused blending.
 Lead ---spelling focused blending.
 Check ---spelling focused blending.
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HOW? READING AND WRITING WORDS WITH
VOWEL COMBINATIONS
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Word reading practice for automaticity.
-pause 3 seconds to allow each student to say each
word to themselves before repeating as a class.
Apply to decodable text.
-choose books or passages where words are wholly
decodable or familiar.
Word work: whole word dictation.
-introduce the word.
-count the sounds in the word.
-spell the word by sound.
-compare and correct.
HOW? READING AND WRITING WORDS WITH
PHONOGRAMS
Phonemic awareness.
-have students practice substituting sounds to
create new words.
 Introduce the phonogram— ight.
-practice with several words.
-onset/rime blending.
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HOW? READING AND WRITING WORDS WITH
PHONOGRAMS
Apply to decodable text.
-choose books or passages where words are
wholly decodable or familiar.
 Word work: word building.
-this should be a cumulative review.
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HOW? METHOD FOR READING DECODABLE
TEXT
Review/Practice irregular words.
 Introduce the book.
-identify title, author, and illustrator.
-browse the book.
 Whole group: read the book one page at a time.
-whisper read.
-choral read.
-give corrective feedback.
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HOW? METHOD FOR READING DECODABLE
TEXT
Individual turns: read entire book.
-have each student read a couple of sentences
at a time.
 Respond to literal questions.
-encourage questioning.
 Partners: reread entire book.
-partners read entire book to each other.

CONCLUSION
Phonics allows readers to connect letters with the
sound that they make. This allows them to
convert letters to words then to speech and to
comprehend their world more fully. Without
this connection many students can find the
printed word to be somewhat of a mystery, with
reading and everything connected to it a
monumental task to undertake.