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Phonics and word identification : instruction and intervention, K-8

Author: Mary Taylor Rycik; James A Rycik
Publisher: Upper Saddle River, N.J. : Pearson Merrill Prentice Hall, ©2007.
Edition/Format:   Print book : EnglishView all editions and formats
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Additional Physical Format: Online version:
Rycik, Mary Taylor.
Phonics and word identification.
Upper Saddle River, N.J. : Pearson Merrill Prentice Hall, ©2007
(OCoLC)988946880
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Mary Taylor Rycik; James A Rycik
ISBN: 0131186639 9780131186637
OCLC Number: 62093015
Description: xiv, 171 pages : illustrations ; 24 cm
Contents: Chapter 1: Phonics: What, why and how? --
Defining phonics and word identification --
Phonics in the middle grades --
Intervention when students struggle --
The reading wars: The role of phonics in reading instruction --
The 1950s and 1960s: The great debate --
The 1970s and 1980s: Phonics vs. comprehension --
The 1990s: Whole language vs. phonics --
The role of phonics instruction: Recent developments --
The National Reading Panel report --
No child left behind and state standards --
Assessing phonics --
Phonics in a comprehensive language arts program --
Before you move on --
What's in this chapter for me? --
Chapter 2: Making decisions about instruction: What teachers need to know --
Approaches to phonics instruction --
Traditional approaches --
Contemporary approaches --
Principle 1: Teachers must show students how to use cues to identify words --
Graphophonemic cues --
Using meaning cues: The semantic and syntactic systems --
How readers combine cues --
Principle 2: Teachers must extend the alphabetic knowledge and phonemic awareness that children develop at home --
Letter and alphabetic knowledge --
Phonemic awareness --
Principle 3: Teaching word identification is based on an understanding of development --
Prealphabetic stage --
Partial alphabetic stage --
Alphabetic stage --
Consolidated stage --
Automatic stage --
Principle 4: Teachers must know appropriate interventions for students who struggle --
Intervention when students struggle --
Principle 5: Teachers must guide their instruction about phonics and word identification through ongoing assessment --
Assessing phonemic awareness --
Before you move on --
What's in this chapter for me? --
Chapter 3: Learning and teaching about consonants --
Understanding consonants --
Multiple sounds --
Silent consonants --
Learning about consonants through sorting activities --
Picture sorting for primary students --
Word sorting for intermediate and middle grade students --
Consonant blends and three-letter clusters --
Ending consonant blends --
Learning about blends through independent and guided activities --
Consonant digraphs --
Classroom environments for teaching consonants --
Name word wall --
Learning centers --
Alphabet books --
Take-home magnets --
Games to reinforce consonant sounds --
Assessing consonant letters and sounds --
Intervention when students struggle --
Before you move on --
What's in this chapter for me? --
Chapter 4: Learning and teaching about vowels --
Understanding vowels --
Short vowel sounds --
Rimes --
Long vowel sounds --
Making words: A way to practice vowel patterns --
Other vowel sounds --
Whole class teaching and learning activities --
Word walls --
Brand name phonics --
Word sorts --
Word ladders --
Onset and rime writing --
Small group games --
Onset and rime bingo --
Red light/green light --
Roll-a-vowel --
Make-a-word --
Spill-a-word --
Word rummy --
Rime scattergories --
Content area vowel rummy --
Interventions when students struggle --
Assessing vowel sounds --
Before you move on --
What's in this chapter for me? --
Chapter 5: Incorporating phonics and word identification into reading instruction --
Using embedded instruction --
Planning "spontaneous" lessons --
Encouraging students to use cueing systems --
Incorporating phonics instruction in shared reading --
Using poetry and verse --
Teaching and learning with decodable text --
Guided reading using leveled texts --
Teaching word identification in literature circles --
A glimpse into a grade 5/6 classroom: Mrs. Lanyi --
Interventions when students struggle --
A glimpse into the classroom: Mrs. Alberty --
Assessing word identification with meaningful texts --
Before you move on --
What's in this chapter for me? --
Chapter 6: Spelling and writing instruction --
Orthography: A language for spellers --
High frequency words --
Developmental spelling stages --
Prephonemic stage --
Phonemic stage --
Transitional stage --
Conventional stage --
Invented spelling --
Guiding principles for spelling instruction --
Classroom strategies for spelling and writing --
Shared (or interactive) writing --
Writing journals --
Writing workshop --
Mini lessons --
Buddy study spelling --
High frequency word walls --
A glimpse into Mrs. Schlotterer's first-grade classroom --
Teacher-made spelling games --
Where's my stuff? --
I won one --
Spelling survivor --
Interventions when students struggle --
A glimpse into an intervention classroom --
Assessing spelling --
Before you move on --
What's in this chapter for me? --
Chapter 7: Teaching word structure for sound and meaning --
Understanding Morphemes --
Structural analysis --
Compound words --
Prefixes --
Suffixes --
Teaching and learning about affixes --
Greek and Latin roots --
Teaching big words in meaningful context --
Inflectional endings --
Interventions when students struggle --
Syllables and accents --
Assessing affixes --
Building a rich vocabulary knowledge --
Interesting words --
New words and slang --
Ethnic heritage --
Words of the year --
Specialized words --
Idioms --
Oxymorons --
Palindromes and portmanteaus --
Before you move on --
What's in this chapter for me? --
Chapter 8: Accommodating and supporting students with language differences --
Understanding the needs of English language learners --
Literacy in the primary language --
Developing conversational English proficiency --
Developing academic English proficiency --
Social and cultural transitions --
Phonetic and graphic differences between languages --
Assessing English language learners --
Environments for supporting English language learning --
Surround all students with oral and written language --
Encourage social interaction --
Share and respect culture --
Interventions when students struggle --
Shared reading --
Journal writing --
Shared writing --
Sheltered instruction --
Strategy teaching --
Other suggestions --
Nonmainstream English speakers --
Culturally responsive instruction --
Regional dialects --
Before you move on --
What's in this chapter for me? --
Appendix --
Glossary --
References --
Index.
Responsibility: Mary T. Rycik, James A. Rycik.
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