Unit 1: Identify Effective Phonics Strategies
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Overview
Objective: Learners will identify four research-based principles for phonics instruction while analyzing two sample lessons.
Essential Question: How does the brain process language? What makes a phonics lesson effective?
The learner will...
critically analyze two lessons from two different curriculums using your own judgment.
study four effective, research-based principles of phonics instruction.
reflect on and score the lessons using a rubric.
Analyze
Fundations:
Fundations is a research-based program developed by Wilson Language Training Corporation (2012).
Click here to read a lesson geared for 1st-graders on consonant digraphs. Alternatively, you can watch the video below to see this lesson in action. Please note, the video does not cover the entire lesson.
As you watch, jot down some notes.
- → Using your own judgment, what makes this lesson effective?
- → Think about strategies the teacher uses, but also note scaffolds built into the materials.
- → Are students engaged in the lesson? How can you tell?
After watching, please add your notes to our collaboration space. Please note, there are two pages for your notes. First, comment on instructional strategies, then on student engagement.
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Benchmark Advance:
Benchmark Advance is another research-based program created by Benchmark Education Company (2020). This program differs from Fundations in that it is a complete reading program, which includes phonics. As you review the lesson, think about the components that are effective. How does the program differ from the Fundations approach?
Click here to view a PDF of a digraph mini-lesson. Unfortunately, there is no video available.
- → Using your own judgment, what makes this lesson effective?
- → Think about scaffolds within the lesson and ideas for differentiation.
- → Though there is not a video, imagine what would work to engage students?
After reviewing the lesson, add your notes to our collaboration space. Please note, there are two pages for your notes. First, comment on instructional strategies, then on student engagement.
Principles for Effective Phonics
According to a study done by the National Reading Panel(NRP), systematic and explicit phonics instruction "was most effective in improving children’s ability to decode regularly spelled words (d = 0.67) and pseudowords (d = 0.60)" when the instruction was introduced before students were reading independently (National Institute of Child Health and Human Development, 2000). Language consists of predictable patterns that we train our brains to process and decode quickly. When students learn to read, we are teaching them to access the symbols that represent our language (the alphabet). But what exactly does systematic and explicit mean? How does this differ from other approaches to teach reading?
Systematic:
Phonics must be taught in a logical, sequential order. Students need to progress from basic letter-sound correspondence to more advanced letter combinations. Additionally, as the graphic represents, the instruction must be comprehensive. Students need to learn all letter-sound combinations within the language they are learning.
Explicit:
Educators should explicitly model desired phonics and reading skills for students, including blending and decoding skills. Instructions should be clear and concise. After direct instruction, students should be given time to practice with the desired skill or phonics pattern.
Diagnostic:
The International Dyslexia Association adds in a component, diagnostic assessment, that is not explicitly mentioned in the NRP study. Assessments build on the principle of systematic. Students need to master simple letter-sound correspondence before they will be successful with more complex letter combinations. In addition to monitoring progress towards mastery, assessments provide instructors the necessary information to differentiate instruction.
Engagement:
Though this is not included in the model, if students are not engaged, they will not learn. Engaging students through participation and practice will make learning more meaningful, helping students gain a deeper understanding of the concepts.
references:
Cowen, C. D. (2016). What Is Structured Literacy? Retrieved from https://dyslexiaida.org/what-is-structured-literacy/
Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH, DHHS. (2000). Report of the National Reading Panel: Teaching Children to Read: Reports of the Subgroups (00-4754). Washington, DC: U.S. Government Printing Office
New South Wales Department of Education and Training. (2009). Literacy Teaching Guide: Phonics. Retrieved from https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/1-Literacy-teaching-guide-phonics.pdf
Reflect
Think back to the notes you took on each lesson. Using the provided rubric, score the Fundations and Benchmark Advance lessons separately. According to your scores, are these sample lessons effective for teaching phonics? You can compare your scores with my answers here.
Curriculums are often built to be a "one-size fits all" model, but we know our classrooms are far too diverse for this to be effective. Even with ideas for differentiation, we sometimes need more creative ways to meet the needs of our students and engage them in learning. In the next unit, we will explore how technology can support our curriculum adaptations.
