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Suggested "Phonics Steps in Sequence" (Phonics Talk, 2010-2016).

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Phonic Talk :: Phonics Steps in Sequential Order

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Because successful phonics instruction must be systematic and sequential, we divide the process into 8 detailed steps, encompassing all 44 sounds found in the English language.

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This chart comes from Scholastic and details different phonics skills and the age at which children should be expected to learn them in school. (Scholastic, 2016).

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Teach With Phonics Skills Chart | Scholastic

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Phonics expert Wiley Blevins shares key phonics skills, the approximate age most kids master them, and illustrations of mastery - all in an easy-to-read chart.

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Through researching different articles regarding effective decoding strategies for first graders, almost all of the articles mention having a strong phonics foundation (explicitly teaching phonics skills - such as short vowels, long vowels, digraphs, beginning blends, etc.) which will then help the students to use decoding strategies while reading a text/book.

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This article discusses the need for first graders to have a strong foundation in phonics instruction to improve their reading and decoding abilities.  They discuss the fact that letter/sound knowledge may not be enough for some students. "students should read well-written and engaging texts that include words that children can decipher to give them the chance to apply their emerging skills." (Learning First Alliance, 1998).

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Well-sequenced phonics instruction early in first grade has been shown to reduce the incidence of reading difficulty even as it accelerates the growth of the class as a whole. Given this, it is probably best to start all children, most especially in high-poverty areas, with explicit phonics instruction.

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Attached is a document with some of my literature reviews based on articles I have found related to my action research topic.

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If I am going to track students' use of decoding strategies while reading (which is something I do on a daily basis), do I need to get consent from the parents? Or do I only need to get consent from the parents if I plan to video/audio record a lesson/reading conference?

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Issues that could arise: There are struggling students in my class who have had difficulties with attendance. This may make it difficult to track their use of phonemic skills and which ones they are using when reading independently and in guided reading groups as well as the effectiveness of the lessons.

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The focus of my action research project is to research the best practice for the teaching of phonemic awareness skills (short/long vowel, digraphs, blends, etc.) in the first grade curriculum and how students can use them to improve accuracy while reading independently which will therefore improve their reading level.

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When most/all students know their letter/sound relationships, why do they not then share the same reading level or progress at the same rate?

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Potential problem: Some students get pulled out for reading support and their support teacher may be teaching them the same phonics strategy in a different way.

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Are there certain phonemic patterns/skills that should be taught/modeled first with readers who are at Level A/B or below? In first grade students are supposed to come in reading independently at Level D but almost 75% this year did not.

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Is there a hierarchy of teaching phonemic awareness strategies for emerging - early readers? Or is there one that is more effective to start with? It would make sense to start with letter/sound knowledge and then move to short vowels and so on.