Full Class Phonics

RiversideUSD Innovation & Learner Engagement

12 Dec 202209:35

Summary

TLDRThe video script addresses the challenges students face in acquiring phonics skills due to the complexity of the English alphabet and disrupted learning conditions. The language and literacy team introduces a series of foundational skills lessons, starting with full-class phonics instruction. The lesson plan includes auditory blending activities, explicit instruction on letter-sound correspondence, guided practice with peer collaboration, and strategies like 'tap it, map it, graph it' to reinforce learning. Differentiated instruction is emphasized to cater to various learning styles, ensuring inclusive teaching that reaches all students.

Takeaways

📚 English's alphabetic system can be confusing for students, leading to gaps in phonics acquisition.
🔍 The language and literacy team offers facilitated learning opportunities to address these gaps in foundational skills.
🎓 The first in a series of lessons focuses on full-class phonics, which involves matching spoken English sounds with letters.
📈 Phonics helps children decode unfamiliar words by blending letter sounds, aiding in reading fluency.
👂 The lesson begins with an anticipatory set to engage students in auditory blending activities.
📝 Materials needed include sound spelling cards, pictures, the Accelerated Phonics resource document, and a word chart for guided practice.
👀 Direct instruction involves showing concept cards and using picture cues to make connections for students with language access barriers.
🤸‍♂️ Engaging in kinesthetic activities like skywriting helps lock the sound-symbol relationship into students' brains.
👥 Guided practice involves peer collaboration and reading word lists with a connected pattern.
📊 The 'Tap it, Map it, Graph it' strategy is used for checking understanding and reinforcing phonics patterns.
📚 Independent practice with connected texts allows students to apply their new skills in reading.
🤔 Metacognitive questions are asked to ensure students are confident and can explain their thinking with the new phonics pattern.
📋 An exit ticket or dictation sentence can be used for assessment, with students highlighting the focus pattern.
🌟 Differentiation of instruction is crucial for reaching all learners, with strategies tailored to visual, auditory, and kinesthetic learners.
🌐 Accommodations and advanced learning opportunities should be considered for EL students and those at risk or advanced in their learning.

Q & A

What is the main challenge students face with the English language as described in the script?
-The main challenge students face is the struggle with basic phonics acquisition due to the confusing alphabetic system of English and the unusual learning conditions of the last few years, which have resulted in gaps in their encoding, spelling, and decoding skills.
What does the language and literacy team offer to address the identified need in students' language skills?
-The language and literacy team offers foundational focused facilitated learning opportunities to build capacity with teachers to deliver full-class foundational skills lessons, starting with full class phonics.
What is the purpose of phonics in language learning as explained in the script?
-Phonics involves matching the sounds of spoken English with individual letters or groups of letters, which helps children blend the sounds of letters together to decode unfamiliar or unknown words by sounding them out.
What materials are needed for the phonics lesson as described in the script?
-The materials needed include sound spelling cards, associated pictures for scaffolding, the Accelerated phonics resource document, a word chart for guided practice, a word list, and a template for the 'tap it map it' graphic strategy, as well as connected text.
What is the first step in the lesson delivery according to the script?
-The first step is the anticipatory set, where students are engaged in an auditory blending activity to warm up and listen for specific sounds in words.
How does the script suggest sparking a child's love for word play?
-The script suggests using phonemic awareness activities and engaging children in word play by asking them to change sounds in words and encouraging them to think about the sounds.
What is the significance of skywriting in the phonics lesson?
-Skywriting helps students to lock the sound-symbol relationship into their brains by physically moving their arms to form the letters while saying the focus concept three times.
What strategy does the script recommend for checking students' understanding of phonics patterns?
-The script recommends the 'tap it map it graph it' strategy, where students tap the word, map the sounds, and graph the letters, using a provided template and word list.
How should teachers ensure that students are feeling confident in their metacognition during the lesson?
-Teachers should ask questions throughout the lesson to ensure students are confident in explaining their thinking with the new phonics pattern and to check for understanding.
What is the role of connected text in the independent practice phase of the phonics lesson?
-Connected text provides students with the opportunity to practice their new phonics skills by reading in order to apply what they have learned in a more natural context.
How can the lesson be differentiated to accommodate different learning styles as per the script?
-Differentiation can be achieved by providing picture cues for visual learners, engaging in phonological awareness activities for auditory learners, incorporating skywriting and body movements for kinesthetic learners, offering scaffolding like templates and visual cues for EL students, and providing extended learning opportunities for advanced learners.

Outlines

00:00

📚 Full Class Phonics Instruction

This paragraph introduces a phonics-focused educational initiative aimed at addressing the struggles students face with English's complex alphabetic system. The language and literacy team has developed a series of foundational skills lessons to support teachers in delivering comprehensive phonics instruction. The first lesson involves matching the sounds of spoken English to individual letters or letter groups, such as 'c', 'k', 'ch', and 'ar'. The method includes blending sounds to decode unfamiliar words, and the materials required for the lesson are outlined, including sound spelling cards, pictures, a phonics resource document, a word chart, and a 'tap it map it' graphic strategy. The lesson plan follows a structured routine, starting with an auditory blending activity to engage students and build phonemic awareness, followed by direct instruction on the phonics concept, and then guided practice with peer collaboration. The importance of considering language barriers and providing visual cues is emphasized, and the lesson concludes with independent reading practice and a class or group reading session.

05:07

🔍 Assessment and Differentiation in Phonics Instruction

The second paragraph delves into the assessment and differentiation strategies for phonics instruction. It begins with a description of the 'tap it, map it' strategy, which involves using a template and word list to reinforce the phonics pattern learned. The teacher checks for understanding by asking students to tap and map the sounds of words, such as 'art' and 'park', and to explain their thought process, promoting metacognition. Independent practice is facilitated through connected texts for reading, and the lesson concludes with a reading fluency activity where students read with partners and give a thumbs up when encountering words with the focus pattern. The importance of questioning to realize the lesson's importance is highlighted, and an exit ticket dictation activity is suggested as an assessment tool. The paragraph also discusses the need to consider different learning styles, offering various teaching techniques to reach all students, including visual, auditory, and kinesthetic learners, as well as strategies for English language learners and advanced learners. The speaker, Janet Sewell, offers to provide more information on foundational literacy skills.

Mindmap

Keywords

💡Phonics

Phonics refers to the method of teaching reading and writing by linking sounds of spoken English to individual letters or groups of letters. It is central to the video's theme as it is the primary focus of the instructional approach being discussed. For example, the script mentions 'phonics involves matching the sounds of spoken English with individual letters or groups of letters' and demonstrates the teaching of the 'ar' sound.

💡Encoding

Encoding in the context of language learning refers to the process of converting thoughts and ideas into written language. The script discusses the gaps in students' encoding and spelling skills, highlighting the importance of phonics in improving these abilities.

💡Decoding

Decoding is the process of translating written language into spoken language, which is a critical reading skill. The video emphasizes the role of phonics in helping students decode unfamiliar words by sounding them out, as illustrated by the script's 'blend the sound of letters together helps them decode unfamiliar or unknown words'.

💡Alphabetic System

The alphabetic system is the method of writing where each symbol represents a sound. The script points out that English's alphabetic system is confusing for students, which is why the phonics approach is necessary to clarify the relationship between letters and sounds.

💡Auditory Blending

Auditory blending is an activity that involves combining sounds to form words. The script describes an auditory blending warm-up activity where students are asked to listen and change the last sound in a word, such as changing 'play' to 'lay', to engage in phonemic awareness.

💡Phonemic Awareness

Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in words. The video script uses the term to describe activities that help students become aware of the individual sounds in words, which is crucial for learning to read and spell.

💡Skywriting

Skywriting, in an educational context, is a kinesthetic activity where students trace letters or words in the air with their fingers to reinforce the connection between letters and their sounds. The script mentions skywriting as a method to 'lock the sound symbol into their brains'.

💡Guided Practice

Guided practice is an instructional method where the teacher provides support and direction while students engage in activities to apply newly learned skills. The script describes guided practice with a word list and a connected pattern to help students apply their phonics skills.

💡Tap It Map It

The 'Tap It Map It' strategy is a graphic strategy used in the script to help students understand and remember the sounds associated with certain letters. It involves tapping out the sounds of a word and mapping them to the corresponding letters, as demonstrated with the word 'art'.

💡Connected Text

Connected text refers to a passage or a piece of writing where words are linked together in a meaningful context. The script mentions using connected text for independent practice, allowing students to apply their phonics skills in a more natural reading environment.

💡Differentiation of Instruction

Differentiation of instruction is an educational approach that tailors teaching methods to meet the diverse learning needs of students. The script discusses various strategies for different types of learners, such as visual cues for visual learners and kinesthetic activities for those who learn best by moving.

Highlights

Students face challenges with phonics acquisition due to the confusing English alphabetic system and unusual learning conditions.

Language and literacy team offers facilitated learning opportunities to build teachers' capacity in delivering foundational skills lessons.

The first series focuses on full-class phonics, which involves matching spoken English sounds with individual letters or groups.

Blending the sounds of letters helps children decode unfamiliar words by sounding them out.

Materials needed include sound spelling cards, associated pictures, an accelerated phonics resource document, and a word chart for guided practice.

Lesson delivery should follow basic routines in a well-designed lesson plan, starting with an anticipatory set.

Engage students in an auditory blending activity to spark their interest in word play.

Provide explicit direct instruction by showing the concept card and discussing the sound-letter relationship.

Use picture cues to help students make connections and overcome language access barriers.

Students should skywrite and repeat the focus concept to lock the sound-symbol relationship into their brains.

Guide practice involves teacher-displayed word lists with connected patterns for students to read collaboratively.

Check for understanding using the tap it, map it, graph it strategy with a provided template and word list.

Encourage metacognition by asking students to explain their thinking with the new phonics pattern.

Independent practice allows students to read connected text to practice their new skill.

Assess students by having them complete an exit ticket, which includes a dictation sentence highlighting the focus pattern.

Differentiate instruction for various learners by providing visual cues, auditory activities, and kinesthetic movements.

Offer scaffolding and extended learning opportunities for EL students and advanced learners, respectively.

The lesson design aims to reach all learners in their phonics instruction, ensuring a robust educational experience.

Janet Sewell offers to provide more information about foundational literacy skills.