Optional Phonics Review Webinar: Wednesday, July 6, 2016. 7:00-8:00 pm, CST [The webinar will be recorded!] Link to Optional Phonics Review Webinar : https://elearn.uta.edu/webapps/bb-collaborate-bb_ bb60/launchSession/guest?uid=0dafaaa0-a120-4d9f-a 470-b4a09f39af5d OR VIEW THE RECORDING Chat window: before the conference Starts- What are your beliefs about teaching phonics? Please be sure your audio and video are turned off during the session unless you raise your hand to speak. Note: Please login 10 minutes early to the webinar. Tech support (24/7) for the videoconference if you are having trouble logging in to the sessions
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Link to Optional Phonics Review Webinar: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/launchSession/guest?uid=0dafaaa0-a120-4d9f-a470-b4a09f39af5d
OR VIEW THE RECORDING Chat window: before the conferenceStarts-
What are your beliefs about teaching phonics?
Please be sure your audio and video are turned off during the session unless you raise your hand to speak.
Note: Please login 10 minutes early to the webinar.Tech support (24/7) for the videoconference if you are having trouble logging in to the sessions
Optional: Quizlet• I recommend using the app or website Quizlet to review phonics
terms!I located these phonics flashcards sets on Quizlet. They don't totally align with the phonics quiz but some of the same terms are also listed on the study guide!
• https://quizlet.com/4306107/phonics-flash-cards/ • More quizzes and tests about phonics can be found on Quizlet!
https://quizlet.com/subject/phonics/• Quizlet has good review flashcards and quizzes to prepare in
general to be more familiar with the phonics terminology! :)• Download the Quizlet app on a mobile device and/or access the
Websites for Children• Reading Bear http://www.readingbear.org/ • Starfall http://www.starfall.com/ • Between the Lions http://pbskids.org/lions/• PBS phonics games• http://pbskids.org/games/index.html and
• http://pbskids.org/games/letters.html and http://pbskids.org/games/reading.html
• Literacy apps to explore: http://www.readingrockets.org/literacyapps/phonics
The Structure of Language• "Major levels of linguistic structure."• http://commons.wikimedia.org/wiki/File:Major_levels_of_linguistic_structure.svg Wikimedia
“Students, you remember that we have been studying the sounds of the alphabet letters. Today we will learn how to blend the letter sounds together to read words. Learning to blend letter sounds together is the first big step in learning to read most of the words you’ll see.”
Explicit Teacher Explanation and Demonstration
1. Write the word mat on the whiteboard.2. Point to each letter and make its sound.3. Blend the three sounds together slowly, then pronounce the word. Sweep your hand below the
letters as you blend the sounds slowly, then tap below the word as you pronounce it.4. Repeat this blending process with several other short-a CVC words until you feel that the
students are ready to move on.
whiteboardmarkerseraser
InteractiveGuided Practice
1. Write the word sad on the teacher’s whiteboard and have the students write the word sad on
their individual whiteboards.2. Using the teacher whiteboard as an example, lead the students in blending and pronouncing
the word sad in unison on their whiteboards.3. Repeat the blending process with the students on several more short-a CVC words. Provide
guidance as needed.
student whiteboardsmarkerseraser
MonitoredIndependent Practice
1. Write the word fat on the teacher’s whiteboard. Have the students copy the word onto their
whiteboards.2. Say to the students, “When I say think, you look at the letters on your whiteboard and figure
out the word in your head. When I say word, you tell me the word.”3. Repeat this process with more short-a CVC words until you feel that the students are beginning
to understand the blending process well.4. Have the students read a short-a decodable text for additional practice.
Student whiteboardsmarkerseraser
SOURCE: from Dr. John Smith based on template from Smith and Read, 2009
Tip: Use context to teach phonics (e.g., use the word in a sentence orally or in writing or both)
• Example: Use sentence strips with the target pattern so students can draw on semantic and syntactic clues to help with decoding.
• Example, with the rule for silent-e, the teacher can display this “story” he/she creates from authentic text.
• Dexter has a new home. He loves his bone and is almost never alone. He likes to bury his bone all the time!
Building your own background knowledge.If you have time, watch one or more videos.
• Useful (OPTIONAL) Videos from FCRR:
• 1) Word building and blending: http://www.fcrr.org/FAIR_Search_Tool/FLVs/launchFAIRplayer.html?src=598.flv
• 2) Move it closer say it faster: http://www.fcrr.org/FAIR_Search_Tool/FLVs/launchFAIRplayer.html?src=599.flv
• 3) Sorting Words http://www.fcrr.org/FAIR_Search_Tool/FLVs/launchFAIRplayer.html?src=600.flv