Phonics Faux Pas Reading Activity by

6. Using Problematic Approach to Teaching Sight words

2024-10-02 16:18:34 UTC

Bad: Teaching students to memorize sight words visually rather than to decode them

Do Instead: Teach Letter-Sound which helps them process decoding in to their memory by fully analyzing letter sound relationships.

"Children's reading opportunities should include but not be restricted to decodable texts"

5: Lacking a Scope and Sequence

emmacardone1 — 2024-10-02 16:18:41 UTC

Mistake: teaching as you see in the text not teaching outside of a singular text (reading brown bear brown bear and only teaching "ee" sound because that is what is most used in the text)

Alternative: teaching patterns in groups (teaching vowels together, consonants, etc.) to cover all; helps students form "cognitive categories" and organize/make sense of their thoughts

Examples:

K-1: consonants- start teaching most common then introduce less common
1-2: silent letters - vowel combinations "igh" "eigh" and "kn" in knight or "mb" in thumb
2-3: advanced digraphs - "wh" for whale or "ph" for phone

https://www.readingrockets.org/sites/default/files/2023-10/Keys%20to%20Literacy%20Systematic-Phonics-Scope-and-Sequence.pdf

#3 Teaching Letter Names without Letter Sounds

danmclernan — 2024-10-02 16:22:22 UTC

Mistake: In Mm/“em,” the letter’s target sound is at the end of the letter name, but in Jj/“jay,” the target sound is at the beginning. The letter's target sound can be in the beginning or end of the word, which makes it difficult to focus on the letter names without the letter sounds.

1. Spending Too Little or Too Much Time on Phonics Instruction

2024-10-02 16:22:55 UTC

Mistake: When you spend too much time on phonics instruction you take away from the rest of your learning objectives and areas in the day. When you spend not a lot of time on instruction, students will not be as accurate using and knowing phonics and words.

Answer: There is no one answer that is proven to work, but the authors of this article suggest working with individual students on their own levels of phonics understanding.

#7: Teaching Letter Names w/out letter sounds

2024-10-02 16:23:37 UTC

Gabi and Regan

The mistake:

Making broad generalizations or rules that don't apply everywhere
Just explicitly teaching letter-sound relationships
giving children books where they can't decode
box reading programs that aren't responsive to the child

The alternative:

generalization made more specific so it can be applied
in partnership w explicit teaching, give students opportunities to read text that emphasize letter sound relationships and also to move letters/change words, listen to words and spell them out, etc (opportunties to decode words)
give students decodable text
phonics instruction that is informed by ongoing oberservation, responsive to the student

#4 Using inappropriate alphabet key words

2024-10-02 16:27:29 UTC

Examples: E for Elephant, T for Thumb, C for Cake

Mistake: Using a word as a key word that does not make the sound of the first letter. This can be harmful because it can be confusing for students learning letter sounds.

Alternative: Providing key words like A is for Apple or B is for Ball.

#2 Neglecting the Alphabetic Principle, Concept of Word in Print, and Other Concepts of Print

2024-10-02 16:29:20 UTC

Mistake: there is no bigger picture, since they only focus on naming letters and identifying sounds and the students are not taught WHY they are learning these

Alternatives: make sure students have concepts of print and alphabetic principle before jumping in to teaching the letters/sounds