|What||Phonics is the understanding that there is a predictable relationship between the sounds of spoken language, and the letters and spellings that represent those sounds in written language.|
|Why||Systematic and explicit phonics instruction has been proven to significantly improve word recognition, spelling, and comprehension. Students who get solid phonics instruction in primary grade are:
-more successful readers
-better at making meaning if they master the alphabetic principle through code-emphasis instruction, not whole word instruction.
-more fluent readers
|How||Instruction in phonics should be sequential and follow a logical scope and sequence. Good phonics instruction infuses meaning along the way without making it the sole focus. It should include reading and writing skills and should connect to phonemic awareness.
Grades K-2 phonics should be explicitly and systematically taught and practiced during tier 1 everyday for at least 30 minutes per day. An additional 15-30 minutes per day, 3-4 days per week should be given to tier 2 & 3.
Grades 3-6 phonics instruction should include tier 1 explicit instruction in multisyllabic word reading and spelling for 10-15 minutes per day 3-4 days per week. Students in these grades who struggle with phonics should also receive an additional 15-30 minutes of tier 2 and 3 instruction 3-4 days per week.
|Classroom Strategies||Phonics Strategies and WHEN to use them|
|Really Great Reading||Letter Tile Free Play
Letter Names/Sounds Daily Routine
|High Frequency and Irregulary Spelled Words||Heart Word Magic
UEN High Frequency Words
K High Frequency Word Cards
1st Grade Irregularly Spelled Word Cards
1st Grade High Frequency Word Cards
2nd Grade Irregularly Spelled Word Cards
|95% Group Blending (K)||Blending Continuum|
|95% Group MSRC (3-6)||Weekly Pacing Guide
6 Syllable Types with Gestures
Digraphs & Silent Letters Posters
|Intervention||Letter Names/Sounds Interventions
Planning for Effective Phonics Intervention
|Other Interventions||Letter Sounds
Blends and Digraphs