Research based phonics instruction

1. Research-Based Phonics
Instructions
A short note from:
What ResearchHas to Say About Reading Instruction
Cunningham & Cunningham (2002)

3. O Objectives:
O Look for patterns in words
O How changing a letter and its place changes the whole word.
O Why?
O Helps decoding and spelling
O Developcognitive clarity about words and howto use phonics
O Developphonemic awareness
O How?
O 3parts lesson

4. PartOne
•Teacher chooses a
secret word
•Example: MARTIN
Secret Word
•Using the letters in
the secret word,
teacher determine
the words to
demonstrate.
Using the
letters •Teacher begins with
simple cv word
•am, at, rat, mat, man
Example

5. PartTwo
•Pupils sort the words
based on the
beginning sound.
•Example: m, mat, man,
main
Beginning sound
•Using the same words,
pupils sort according to
rhymes.
•Example: ran, tan, man
Rhymes
•Teacher writes 2 new
words and pupils group
the words verbally
according to rhymes.
•Teacher says 2 new
words and pupils spell
and write.
Introduce new words

6. PartThree
• Teacher asks
the pupils to
guess word.
Guess the
secret word
• Provide clue
Clue

7. My suggestions
O Teacher may play around with the words to reinforce
understanding.
O If nonsense words are generated, do not discourage them, let them
pronounce and tell them that it is not a word gently.
O Words mustbe demonstrated in sentence to show relevance in
context.
O Each pupil can maketheir own letter cards by cutting papers into
small pieces.
O For weaker learners, teacher may provide the words for sorting.
(PartTwo)