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Analogy phonics is an approach that is teaching students unfamiliar words by analogy to known words. In this approach, students are taught to use parts of words they have already learned to read and decode words they don't know. They apply this strategy when the words share similar parts in their spellings. Students may be taught a large set of key words for use in reading new words. For example, recognizing that the rime segment of an unfamiliar word is identical to that of a familiar word, and then blending the known rime with the new word onset, such as reading brick by recognizing that -ick is contained in the known word kick, or reading stump by analogy to jump.

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Analytic Phonics is teaching students to analyze letter-sound relations in previously learned words to avoid pronouncing sounds in isolation. It focuses on combining larger sound units (such as word families or phonograms: ab, ack, ad, ag, am, an, ap, at, etc.) or using known words as analogies for figuring out words … I already know the words big and rat and here is a new word ba t… so it starts out like /b/ig and ends up like r/at/ … so it must be/bat/.

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Analytic Phonics vs Synthetic Phonics: To understand the difference, you have to understand the methodology behind analytic phonics and synthetic phonics for reading.

Traditionally, children were taught to read using 'analytic phonics'. This method has children 'analysing a word', taking clues from recognition of the whole word, the initial sound and the context. This is a hit and miss approach which encouraged guessing as a first reading strategy! It is therefore no surprise that in the USA, Australia and the UK there are significant numbers of children failing to learn to read as well as they should; 38%, 20% and 20% respectively!

Synthetic Phonics on the other hand, involves no guessing! It is the synthesising, or blending of phonemes (sounds) to make a word, enabling children to read.

The differences between analytic and Synthetic Phonics:

Importance of each sound

Emphasis on the initial sound, e.g. the /s/ of 'sun'. This rule works for short words but is problematic for longer words and encourages guessing as an initial reading strategy.

Each phoneme, in every position is important. We care about the 's' as much as the 'u' and the 'n'.

Position

Emphasis on initial sounds, onset, rhyme and word families.

Emphasis on hearing and identifying the phonemes in all positions.

Speed

Slow. It can be as slow as 1 sound a week. This unnecessarily delays reading progress.

Fast. 8 sounds over 2 weeks, getting children reading right away.

Spelling

Spelling is tackled separately.

Children are taught that the alphabetic code is reversible; if you can read a word you can spell it. Have a look at Jack's writing portfolio to see how quickly Synthetic Phonics progresses writing confidence.

Role of guessing

Encourages guessing.The emphasis is on the initial sound, e.g. the 's' of sun. Works for short words that can be guessed but in longer words is much more difficult.

The English language is far more logical than people first believe. It doesn't need guessing for successful reading and spelling, it just needs systematic teaching.

Role of the alphabet

The alphabet is central to analytic phonics - concentrating on those 26 letters and their corresponding sounds. Think about these words: 'place', 'kiss' and 'sell'. All words have an /s/ phoneme but have different spellings.

The letter names are not taught initially. Children are learning 44 phonemes and how each can be represented. This enables children, when they come across: 'place', 'kiss' and 'sell', to understand that phonemes /s/ can have many spelling choices: 'ce', 'ss' and 's'.

Exceptions to the rule

There are too many exceptions to rules.

There are minimal exceptions. Get Reading Right manages irregular, high frequency words in a child-friendly manner - as Camera Words.

The pronunciation of the sounds

Sounds were often taught incorrectly, e.g. 's' was taught as the sound 'suh', not the correct pronunciation 'ssssss'. Blending doesn't work as easily with incorrect pronunciation.

Synthetic Phonics places much emphasis on the teachers pronouncing the phonemes correctly. This is why we have produced Pronounce the Phonemes so that teachers and parents start off on the right footing.

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Analytic Phonics vs Synthetic Phonics - Get Reading Right

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Analytic Phonics vs Synthetic Phonics: To understand the difference, you have to understand the methodology behind analytic phonics and synthetic phonics for reading. Traditionally, children were taught to read using 'analytic phonics'. This method has children 'analysing a word', taking clues from recognition of the whole word, the initial sound and the context.

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The Embedded Phonics approach shouldn't be used as the only way to teach phonics. It is recommended that an explicit instructional strategy is also used. Embedded phonics is teaching students phonics skills by embedding phonics instruction in text reading, a more implicit approach that relies to some extent on incidental learning.

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The Phonics instruction through spelling approach teaches students to segment words into phonemes and to select letters for those phonemes (i.e., teaching students to spell words phonemically). Students transform sounds into letters as they write; thus, they are engaged in many writing activites. This is done through a focus on words with common rimes or word families.

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Partners in Reading - San Jose Public Library

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Decoding - Part 4: Tutoring Using Phonics through Spelling

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Teaching students explicitly to convert letters into sounds (phonemes) and then blend the sounds to form recognizable words. In this approach, all 44 phonemes are taught. It is rapid and explicit instruction through systematic and consisten work.

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Introduction to Synthetic Phonics - Literacy webinar

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Teachers use these Traits to help students learn the specific skills necessary to make their writing really work. The 6 traits are listed below:

Ideas: The meaning and development of the message.

Organization: The internal structure of the piece.

Voice: The way the writer brings the topic to life.

Word Choice: The specific vocabulary the writer uses to convey meaning.

Sentence Fluency: The way the words and phrases flow throughout the text.

Conventions: The mechanical correctness of the piece.

Presentation: The overall appearance of the work.

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The writing conference method of teahcing writing is the idea of meeting and giving students feedback often throughout the wirting process. The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

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Goal Setting Conference -- Writing -- First Grade

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Writing workshop is a method used for teaching writing that is student-led and focused. It is based on the idea that students learn to write best when they write frequently, for extended periods of time, on topics of their own choosing. In order to improve as a writer, students need three things: ownership, guidance, and support from peers. The writing workshop framework meets these needs and streamlines instruction in order to meet the most important objective: giving kids time to write. The workshop setting supports children in taking their writing seriously and viewing themselves as writers.

The four main components of writing workshop are the mini-lesson, status of the class, writing/conferring time, and sharing.

Source: https://www.weareteachers.com/what-is-writing-workshop/#:~:text=Writing%20workshop%20is%20a%20student,topics%20of%20their%20own%20choosing.

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DIT Labs - Fairfax County Public Schools

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The SQ3R approach to comprehension is named for the 5 steps that it guides readers through. First is survey, which is prereading or previewing the text. Next, query or questioning which allows students to begin wondeirng while they read. Then, read, recite, and review. The tool linked below also describes to the reader how to make sure they are meeting each step as well as why it is important to practice it.

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https://success.oregonstate.edu/sites/success.oregonstate.edu/files/LearningCorner/Tools/sq3r_20.pdf

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Improve Reading Comprehension and Note Taking with SQ3R

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KWL is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart

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Reciprocal teaching is an instructional activity where students become the teacher in small groups. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, questioning, clarifying, and predicting. Once students have learned the strategies, they take turns leading a discussion about what has been read. Reciprocal teaching encourages students to think about their own thought process during reading. It helps students learn to be actively involved and monitor their comprehension as they read. It teaches students to ask questions during reading and helps make the text more understandable.

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Students Take Charge: Reciprocal Teaching

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The think aloud strategy asks students to say out loud what they are thinking about when reading, solving math problems, or simply responding to questions posed by teachers or other students. Effective teachers think out loud on a regular basis to model this process for students. In this way, they model how to work through problems while talking about the thinking processes for reading comprehension.

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Think Alouds: Modeling Ways to Think About Text (Virtual Tour)

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A graphic organizer is a way to show concepts and relationship between concepts from a text. By using graphic organizers in your classroom you are teaching students a strategy that they should be able to use independently with texts once understanding and seeing the benefits of graphic organizers. While reading, you can use graphic organizers for many different reasons. For example, a teacher could use a graphic organizer to retell a story and help students gain comprehension of the story.

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Retelling Glove: The Five Elements of a Good Story Retell

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This strategy is similar to a strategy for using graphic organizers only instead of using it for comprehension we can use it for word meaning and vocabulary. The purpose is to show connections in a visual way of word meanings. This can help students to identify, understand, and recall the meaning of words that they read in their books.

Source: https://www.readingrockets.org/article/connecting-word-meanings-through-semantic-mapping

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A concept cube is a great tool to teach students how to understand the meaning of words. The students receive a net design of a cube which will later be folded into a three-dimensions. On each blank square, the children are instructed to write down one of the following:

A keyword

An antonym

A synonym

Its taxonomy

An essential characteristic of the word

An example of the word

The children will then cut out, fold and tape up the paper to make a cube. They, along with a partner, roll their dice and must explain the relationship of that word they have landed on to the keyword.

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What Is Cubing?

Let's assume that you were asked to teach a group of 30 students how to analyze a story. Where would you begin? How would you accommodate the different levels of ability among the students? Cubing might be the right answer!

Cubing is a method of instruction that allows teachers to provide six concepts or ideas to students in a simple way. Cubing is a great tool for providing differentiated instruction. Differentiated instruction is a way of teaching that allows teachers to present content in multiple ways to accommodate the needs and learning styles of individual students. Cubing does just that.

Imagine a cube and let's look at how it might help us to teach students how to analyze a story. Each side of the cube might have a word related to comprehension. For example, one side might have the word who. Another has what. A third lists when. The fourth side says where. The fifth reads why and the sixth how.

Each side of the cube prompts the student to consider a specific aspect of reading comprehension. Students can work individually or in groups to move through all six sides of the cube to determine the important elements of the story. For example, you might have students working individually, each with a cube of his or her own, where they are asked to roll the cube three times and respond in writing to the three concepts that they roll. Using cubing on an individual level allows for differentiation in instruction because the content on the cube can be adjusted to accommodate the different levels of ability among students.

Cubing is very effective with group work as well. For example, students can work in groups where they share one cube and each student's role or responsibility is determined by the side of the cube they roll. Needless to say, cubing can prevent many of the problems that are associated with group assignments because each student's role is clearly defined by the cube itself.

Cubes can be used in tandem with worksheets or other assignments to diversify content. Cubes can easily be adapted to different content areas or tasks with a simple change of the words illustrated on the six sides of the cube. For example, describe, compare, associate, analyze, apply, and argue for or against; or illustrate, change, solve, question, rearrange, satirize, etc.

Now that we understand what cubing is, let's take a closer look at some of the ways it can be used in the classroom.

Cubing as an Instructional Tool

As you've probably figured out by now, cubing is a simple yet flexible instructional tool that can be delivered in a variety of ways and adapted for almost any subject area, skill level, or topic And each cube can be made from a template, like this one. This template can be printed out on paper or copied onto yardstick before it's cut out and pasted together. The end result is a perfect but basic cube that can be used however you wish.

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using the cubing strategy to differentiate instruction - video & lesson transcript | study.com

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Using the Cubing Strategy to Differentiate Instruction - Video & Lesson Transcript | Study.com

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Let's assume that you were asked to teach a group of 30 students how to analyze a story. Where would you begin? How would you accommodate the different levels of ability among the students? Cubing might be the right answer!

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The most valuable thing that you can do to increase your students’ vocabulary is to encourage them to read. Wide reading is the main pathway for word acquisition. This activity enables students to see words in different contexts, therefore deepening their knowledge. It requires students to find new words as they encounter them in their daily reading. The teacher gives students a list of key words to search for. Students are to write each target word and its sentence on a sticky note, then place it on their desk each time they encounter a keyword. Then, plan for a sharing time.

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Vocabulary Development -- Word Detective Graphic Organizer

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Repeated reading is an approach to increase fluency by rereading short passages aloud. For example, choose a short poem to begin withand project it. Then, give a copy to each student. Read the poem aloud several times while your students listen and follow along. Take a moment to discuss your reading behaviors such as phrasing, rate, and intonation.

Source:

https://www.scholastic.com/teachers/articles/teaching-content/5-surefire-strategies-developing-reading-fluency/

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Fluency involves reading phrases seamlessly, as opposed to word by word. Phrased reading activties can help increase a student's fluency. First, select a reading. The, write its lines onto sentence strips, which serve as cue cards. The cue cards are to show students how good readers read groups of words together rather than saying each word separately. Hold up strips one at a time and have students read the phrases together. Continue phrased reading by using the same poem in guided reading and pointing to passages you read as a class.

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Choral reading is reading aloud in altogther with a group of students. Choral reading helps build students' fluency, self-confidence, and motivation. This can encourage students who may normally not feel comfortable reaidng aloud by themselves. Choral reading can rovide less skilled readers the opportunity to practice and receive support before being required to read on their own.

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Video 36: Choral Reading (REL Southeast)

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Partner reading is a strategy used with two students who take turns reading and listen to one another. To increase a student's fluency it's important to practice reading aloud and also listening to someone else model reading. Teachers can pair low and high readers together to better model fluency. This also gives students an opportunity to give and receive feedback from their peers.

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The importance of teaching reading to struggling readers was written well by Kilpatrick when he said, "It is difficult to overestimate the importantce of reading for success in school and in like. Reading is essential for all academic subjects. Science and social studies require text book reading... As a result, reading affects a student's entire academic experience. How will children succeed in school affects their future endevors in like." Thus, ensuring that students have the ability to read is vital for their success in the world.

Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. John Wiley & Sons.