© by Vista Higher Learning, Inc. All rights reserved. | TG P-5 | Connect to Phonics PLUS Teacher Guide Phonemic Awareness Routine 3: Segment Phonemes Segmenting phonemes requires students to break apart a word into its individual sounds, a key skill in successful spelling. 1. Tell students to listen as you say a word. 2. Have them repeat the word with you. 3. Then say the word slowly, one phoneme at a time, as you place a word building card. 4. Have students count the cards to tell the number of sounds. 5. Prompt students to repeat the sounds in the word. Provide additional words for guided practice. PHONICS ROUTINES Systematic, explicit, and multisensory instruction in the correlation between sounds and spellings of words lays a firm foundation for reading development. Sound-spellings are taught through visual, auditory, and kinesthetic associations that strengthen learning by leaving imprints on the brain. Phonics knowledge influences word recognition, which affects fluency, which has major implications regarding comprehension (Eldredge, 2005). Therefore, Connect to Phonics PLUS seamlessly orchestrates students’ learning of the alphabet, mapping sounds onto letters, writing in response to reading, and analyzing how to spell words correctly. Phonics Routine 1: Sound-by-Sound Blending Create and use letter cards to model and practice sound-by-sound blending during the early stages when students are still learning the primary soundspellings. Be sure to show one letter at a time as you name the sounds and have students repeat. 1. Display the first letter card and say the sound. 2. Place the next letter card and say the sound. 3. Then blend the first two sounds as you scoop your finger under the cards. 4. Place each remaining letter card, say its sound, then blend all the sounds represented so far. 5. Finally, blend the whole word as you slide your finger left to right under the word. Continue practice with other words, having students respond along with you for each step. Phonics Routine 2: Continuous Blending As students move away from sound-by-sound blending, use letter cards to model and practice continuous blending. 1. Display the cards for the target word. 2. Point to the first letter and say the sound, prompting students to respond along with you. 3. Scoop your finger to the next letter as you move from saying the first sound to the second. 4. Continue, stretching out the sound as you scoop under each card. 5. Finally, say the whole word as you sweep your finger under all the cards. Provide additional practice words as you lead students to blend continuously. Phonics Routine 3: Whole-Word Blending As students move on from continuous blending, they begin to engage in word analysis in order to decode words with more complex phonemic structures such as consonant digraphs and blends, vowel teams, r-controlled vowels, and silent letters. In whole-word blending, it’s important to reiterate that two or more letters can stand for one sound—or that combinations of letters produce modified sounds, for example, in r-controlled vowels. 1. Begin by displaying letter cards for the target word. 2. If the word has spelling patterns beyond single letter-to-sound correspondences, guide students to notice.
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