Phonics, or letter-sound relationship instruction, if implemented, should be in the very early grades on an as needed basis and within the context of a shared reading-type activity. Some students may not require systematic instruction to make the letter-sound connections, but some may.
In my classroom we implement Discrete Trials for intensive skills instruction, and a common goal is receptively identifying letter by sound and this has proven successful in demonstrating that each symbol is representative of that sound. Although, technically the student has mastered the skill once they have reached mastery level in that context, we further apply the skill by identifying it in the natural environment and building words with the mastered letters.
For most children however, the systematic instruction of letter sound relationships is unnecessary. These students will usually grasp the concept when it is presented within other lessons, as mini-lessons.
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