Question

How would the teacher use strategies and aligned differentiation to inform the instruction of phonics and word recognition standards.

Answer 1

Phonics is a method for teaching reading and writing of the English language by developing learners' phonemic awareness—the ability to hear, identify, and manipulate phonemes—in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them. The goal of phonics is to enable beginning readers to decode new written words by sounding them out, or, in phonics terms, blending the sound-spelling patterns.

Word recognition: It is the ability to sound out and decode words. Before children can begin to read they need to understand the relationships between a symbol or a combination of symbols and the sounds, or sounds, they represent. When children correctly sound out a word, they are able to map it to their listening and speaking vocabulary. With a lot of practise, children began to recognize the words automatically. The more words children the easier for them to read. There will, however, always be unfamiliar words children must sound out. For this reason, decoding or sounding out words remains an important skill.

Teachers use different strategies for children to help them decode, pronounce and understand words. Some of the techniques teachers’ uses are:

1.        Sound out the words

2.        Use picture clues

3.        Looking for word chunks

4.        Apply common phonic rules

5.        Recognize syllable patterns

6.        Connect to a word the children

7.        Read again

8.        Use prior knowledge

Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. These programs follow the guidelines for determining the accessibility of these phonics and word recognition programs. Guidelines are included based on the 4 other aspects of reading instruction (i.e., oral language development, print awareness, reading aloud, and independent wide reading) that are central to any accessible and effective classroom program.

References:

Please refer to the below links for valuable information:

Research-Based Methods of Reading Instruction, Grades K–3 by Sharon Vaughn and Sylvia Linan-Thompson: - http://www.ascd.org/publications/books/104134/chapters/Phonics-and-Word-Study.aspx

Guidelines for Examining Phonics & Word Recognition Revised Edition ­from Texas Education Agency: - https://buildingrti.utexas.org/sites/default/files/booklets/redbk3.pdf

Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Accessibility by: David J. Chard, Jean Osborn: - http://www.readingrockets.org/article/phonics-and-word-recognition-instruction-early-reading-programs-guidelines-accessibility

https://www.readinga-z.com/tutoring-mentoring-packs/tips-phonics.pdf