What is a PHONEME?

A phoneme is the smallest unit of sound in speech. When

we teach children we teach them which letters represent
those sounds. Phonics involves the association of
phonemes, or speech sounds with written symbols called
graphemes.
 What is the benefit of Phonics?

Phonics enable students to decode many unfamiliar words without

assistance for the other people or a dictionary . Even if students do
not obtain an exact pronunciation of applying knowledge phonics
knowledge , they often obtain a close approximate that, along with the
context in which the word is found, will result in proper identification.
 DID YOU KNOW?

 There are 26 letters in English literature and 44 sounds.

 In some words, the number of letters is the same as the number of sounds. For example,
the word best is made of four letters and is also composed of for sounds.
 Sometimes the number of sounds is different than the number of letters. For example, the
word green is made of five letters and only four sounds.
 In some words there are silent letters (letters with no sound).
 In some words one word is of two sounds. For example, the letter x in six is spelled as ks.
 Sometimes two word have the same spelling but different pronunciation. For example,
know and no, read (in the infinitive and present tense) and read (in the past tense).
WHAT IS THE STRUCTURAL ANALYSIS OF A
WORD?
T H E B E ST WAY TO T E AC H B E G I N N I N G R E A D E R S
H O W TO U S E ST R U C T U R A L A N A LY S I S I S TO
E X P L A I N W H AT P R E F I X E S , S U F F I X E S A N D R O OT
WORDS ARE AND THEN BUILD ON WORDS THEY
A L R E A DY K N O W S O T H AT T H E Y C A N B R E A K D O W N
UNKNOWN WORDS INTO SMALLER, MORE
FAMILIAR WITH WORD PARTS.
 When wr are the first two letters in a word the w is not sounded. For example ( write,
wrong).
 When ck are the last two letters on a word, the sound of k is given. Example (check,
brick).
 The sound of a vowel preceding r is usually neither long nor short. Example (car, fir, her).
 In the vowel combination oa, ee, ai and ay, the first vowels are generally long and the
second one is not sounded. Example( boat, feet, rain).
•When the letters c and g are followed by e, i or y, they
generally have soft sounds. The letter s sound for the
letter c and j sounds for the letter g. Example (city
cycle, ginger).
•When two like consonants are next to each other,
only one is sounded. Example (hall, glass).
Ch usually has the sound heard in church. Example
(child, chill).
•When Kn are the first two letters in a word, the k is
not sounded. Example (know).
WHAT IS PHONETIC INSTRUCTION?

The primary focus on phonics instruction is to help beginning readers understand

how letters are linked to sounds ( phonemes) to form letter sound
correspondences and spelling patterns and to help them learn how to apply this
knowledge in their reading.
PRINCIPLES OF INSTRUCTION

1. Explicit.
2.Systematic Instruction.
3.Repetition.
4.Practice.
 Explicit Instruction:
 The students are going to study letter combination and see how to use it.

Systematic Instruction:
 The process of reading gets increasingly sophisticated and more complex over
time.

In these two principles, the tutor should let the student focus on one or two
phoneme and graphemes connection at a time. Moreover, the tutor should give
kids a lot of practice repeating instruction in multiple ways to help their brains
develop better.
 Principles of Practice

So, as we are looking for explicit letters sound combination,

we are looking to turn words to real text and see how
these words are used within text. However, students need
to study and apply.
 TYPES OF STRATEGIES
•G U I D E D O R A L R E A D I N G .
•W O R D C L U S T E R S .
•S I G H T W O R D S A N D P H O N I C S .
•M A T C H I N G W O R D S T O M E A N I N G S .
•I D E N T I F Y , B L E N D , M A T C H , M O D I F Y W O R D S W R I T I N G .
GUIDED ORAL READING

This strategy has two benefits:

• It gives students lots and lots of practice making translations from graphemes to
phonemes.
• It gives tutors a good opportunity to listen for the places when students might be
struggling and gives some clues of what instructions will be needed.
WORD CLUSTERS
• Words that have similar graphemes (fat- cat- hat- sat- rat).
• These words simplify the phonemic instruction for their similar spellings.
SIGHT WORDS
Flashcards:
 Use flashcards and let the students spell the word and say more than one time.
 Give students a chance to practice how to sound words.
Phonics:
 Help kids to understand the words and understand the meaning of these words
by looking at the text and see how the words are used .
 As a tutor, always match the phonics with the word meaning.
• Matching words to meanings, identifying, blending and matching are all useful
and effective in phonetic instruction.
WRITING
• Writing is making oral to text translation.
• Tutors should make sure that the writing that they are giving to students is
connected to the text that students are studying.
• Phonics should not be separated from reading instruction.
What are the instructions that don’t work ?
 Computerized Instructions:
A computer program doesn’t provide the type of guidance in instructional planning
and the feedback that a tutor can provide.
 Sustained instructions:
This doesn’t work because there is no phonics included. If you are reading silently,
you are not working on taking the printed symbols and translating them into
speech sounds.
 Finally, The ultimate goal of instruction in phonics and other word identification
skills is to turn initially unfamiliar words into automatically recognized sight
words. To sum up, a tutor should always relate between the principle of
instruction and the phonemic awareness, vocabulary and comprehension during
phonemic instruction.