PART 2 STRATEGY INSTRUCTION

• The ultimate value of phonics instruction is that it provides students with the keys
for unlocking the pronunciation of unknown words encountered in print. For
instance, a child who has studied both the – at and the – et patterns but has
difficulty with the words flat and yet needs strategies for decoding those words. In
addition to context, there are two powerful decoding strategies that the student
might use pronounceable word part and analogy.
 INCORPORATING PHONICS STRATEGIES WITH CONTEXT

Pronounceable word part and analogy strategies should be integrated with the we
of context clues. There are some situations in which context simply does not work.
There are others in which neither pronounceable word part nor analogy will work.
For instance, the pronounceable word part and analogy strategies would not work
with brave in the following sentence, but context clues probably would have three
pets. However, in the sentence "I like trains," context probably would not be of much
help in decoding the word trains, but the pronounceable word part or analogy
strategy would work if the student knows the-ain pattern or the word rain.
 BUILDING INDEPENDENCE

• When a student has difficulty with a printed word, you may be tempted to supply
the word or give some unhelpful admonition, such as "You know that word.
yesterday. Size up the word. Think of the skills the student has, the culture the
word, and the context in which it appears. Then ask the question from Student
Strategy (change the "I" to "you") that will prompt the use of the harcue that seen
most likely to work. (Of course, if you feel the child has no chance of working out
the word, supply two options by asking, "Would pony or cow fit here?’’ By giving
students a choice of two words, one of which is the answer, you provide students
with the opportunity. to apply a skill I and you also preserve their self-
confidence.) Helping students apply decoding strategies provides them with a
powerful tool that empowers them as readers. Encouraging them to work out
words also affirms your faith in them and builds their confidence.
PART 3 ESSENTIAL STANDARDS
• Kindergarten
• See essential Standards at end of Chapter 3
• Grade one
• Continue to develop phonetic awareness, especially segmentation and blending skills,
as they learnt phonics skills
• learn consonant, consonant digraph, and consonant clutter correspondences,
• short vowels, long vowels, other vowels, vowels, and vowel patterns
• use there knowledge of consonants, consonant digraphs, clusters, short vowel long
vowels, other vowels, vowels, and vowel patterns to decode words.
• recognize high-frequency, irregular words, such as of was, and what
• Use pronounceable word part, analogy, picture clue, and contextual clue
strategies to decode word
• Read words with inflectional endings such as – s – ed ,- ing .
• Integrate the use of contextual and word analysis strategies.
• Begin to read both regularly and irregularly spelled words automatically
• Begin to use common word patterns to read multisyllabic words.
• Read with accuracy, fluency, and expression at about fifty to sixty words per
Minute
 GRADE TWO
• Students will
• Learn advanced and less frequent consonant digraph and consonant
clusterCorrespondences and advanced and less frequent short verbs, long vowels,
other vowels, vowels, and vowel patterns,
• Use their knowledge of consonants, consonant digraphs, graphs, consonant
clusters, short vowel , long vowels, vowel, other vowels, and vowel patterns
decode words.
• Use high-frequency Syllabication pattern such as affixes and compound words and
common word patterns to decode words.
• use pronounceable word part, analogy, and contextual strategies to decode words
• integrate the use of contextual and word analysis strategies. read with accuracy,
fluency, and expression at about seventy to ninety words per minute.
• Grades three and four and beyond
• Students will
• use a full range of phonics skills to decode words. use a full range of syllabic
analysis skills and patterns to decode words.
• use pronounceable word part, analogy, and contextual strategies to decode
words.
• integrate the use of contextual and word analysis strategies
• read with accuracy, fluency, and expression at an appropriate rate (see Table 4.9)
THANK YOU