Dedicated to future teachers everywhere. Go. Teach. Learn.

is for Alphabet
Students must have a clear knowledge of the letters in the alphabet and their sounds before applying phonics instruction (Damon, Gutlohn, Honig, 2013).


is for Blending words
Blending words includes explicit instruction and practice in sounding out and reading words. Routines can vary either sound-by-sound, continuous, spelling-focused, or whole word blending. (Damon, Gutlohn, Honig, 2013)


Cat
Dog
is for Corrective feedback

Teachers should always give Corrective feedback, student errors need to be corrected in order for them to learn correctly.When a student answers incorrectly, stop and model the correct response for the entire group (Damon, Gutlohn, Honig, 2013).
is for Decoding

To Decode a word, students use printed letters in the word, to retrieve what sounds are associated with those letters. Decoding skills are crucial for effective phonics teaching (Damon, Gutlohn, Honig, 2013, p. 179).
is for Explicit phonics instruction

Explicit phonics instruction refers to lessons in which concepts are clearly explained and skills are clearly modeled (Damon, Gutlohn, Honig, 2013, p. 171).

Phonics
is for Free morphemes

Free morphemes are those that can stand alone as words; they do not have to be combined with other morphemes to make words (Damon, Gutlohn, Honig, 2013, p. 42)

is for General sequence for teaching phonics

The General sequence for teaching phonics has been constructed so each step builds upon those previous. The simpler concepts are taught first.
(Damon, Gutlohn, Honig, 2013, p. 178,
The General sequence is:
consonants
consonant digraphs
consonant blends
silent letters
short vowels then long vowels
vowel digraphs and diphthongs
syllables (Savage, 2007)
is for High frequency words

High frequency words are those that students will run into quite often as they read, speak, and think. It is important to continuously involve them in phonics instruction to help students become fluent readers. These words may change as students get older (Lenchner, Mahler, Milone, 2008, p. 63).

is for phonics Instruction

Phonics Instruction need not be boring, especially if the instruction is kept brisk, to the point, and does not take an excessive amount of time each day (Damon, Gutlohn, Honig, 2013, p. 174)

is for Justification

As a teacher, you must have justification for the activities and practice that you have your students do. Get to know your students. All work needs to be appropriate and meaningful to their learning, students' needs should be the center of ideas and lesson plans(Miller, 2013).
is for Knowledge

It is important to know what knowledge your students have about phonics and phonics skills before preceding with your instruction. Phonics instruction builds upon easier and simpler skills, but they must be mastered before moving to the next skills (Damon, Gutlohn, Honig, 2013).
is for Letters

Phonics is the relationship between Letters and Letter combinations (graphemes) in written language and the individual sounds (phonemes) in spoken language (Damon, Gutlohn, Honig, 2013, p. 170).

is for Model

By Modeling activities and instructions for your students, they will better understand what they are supposed to do. Modeling helps clear up misconceptions about instructions and keeps students on the same page (Damon, Gutlohn, Honig, 2013).

is for Needs-based instruction

Needs-based instruction and grouping gives your teaching maximum impact. Students can be placed into groups based on ability and need. This will help students get explicit, targeted instruction in areas they struggle (Founts, Pinnell, 2001, p. 217)
is for Open syllables

Open syllables are one of the six types of syllables. They are those that end with a long-vowel sound. Some examples are: me, robot, and she (Damon, Gutlohn, Honig, 2013, p. 37).
is for Paired reading

Paired reading and work is an activity that differentiates for students who don't do well with lecture formats. Having students read in pairs and work together in pairs not only helps them learn, but also always them to teach each other. This can also help with fluency (Fountas, Pinnell, 2001)

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Dedicated to future teachers everywhere. Go. Teach. Learn.

is for Alphabet
Students must have a clear knowledge of the letters in the alphabet and their sounds before applying phonics instruction (Damon, Gutlohn, Honig, 2013).


is for Blending words
Blending words includes explicit instruction and practice in sounding out and reading words. Routines can vary either sound-by-sound, continuous, spelling-focused, or whole word blending. (Damon, Gutlohn, Honig, 2013)


Cat
Dog
is for Corrective feedback

Teachers should always give Corrective feedback, student errors need to be corrected in order for them to learn correctly.When a student answers incorrectly, stop and model the correct response for the entire group (Damon, Gutlohn, Honig, 2013).
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