Phonics, By The Letter Essay

Phonics, By The Letter Essay

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Phonics is first introduced through presenting the specific letter. The letter is then sounded out to the students. A minilessons is taught for each letter and sound that is being taught. The first example is to use a book that has a rhyme in it that utilizes the specific letter that is being taught. When working with the students as a group, the teacher will read a line from a book, for example “Jack keeps jumping because he is joyful.” After each sentence read, the teacher will ask the class where she should underline the letter J. When the students correctly point out every J the teacher will then ask what sound does that letter make. When the teacher feels as if the students have an understanding of the letter being taught, the students will then move onto guided practice. This is the same practice with the whole class, but in smaller groups. The students will receive a sentence that has a specific letter repeated in it and the students will underline each word with the specific letter. The next phonics strategy that is used is a word sort. The strategy is first introduced by having letter cards laid out. The teacher will model how when you put certain letter sounds together, they make a new sound. After the students understand this concept, the teacher will put words that start with a specific sound in a row and show the students how certain words all start with the same sound. The teacher will then ask the students to add any other words to the list that have the same beginning sound. After the students understand this concept, they will then continue with medial and final sorts.
I believe that I could use all of the strategies listed in the text, but there can be more added. One strategy that was not listed that I would wa...


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...f the whole classroom while still teaching a lesson. There is one activity that I would modify and take out. This activity involves introducing a new word to the students and then reading a book and having the children raise their hands when they hear the new vocabulary word. While this does allow the students to hear the word used in a sentence, the way the CRP describes this activity, the students are not getting practice with learning the definition. The students need to first understand the definition, use it in an example, and then read a book. I would make the activities more engaging for the students. Having more hands-on activities in the classroom would be more beneficial to young students. Based on fluency practices, activities that combined new vocabulary words together and had the students read them out loud would also be beneficial to student’s fluency.

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