Overview
- Chapter 5 English is an alphabetic language and children crack this code as they learn about phonemes (sounds), graphemes (letters), and graphophonemic (letter-sound) relationships. Chapter 5 offers definitions, instructional practices, and assessment tools that effective teachers use to help children crack the alphabetic code. Basic principles of phonemic awareness, phonics, and spelling are explained.While much of the chapter focuses on younger students, some of it, especially the phonics section, will apply to older students as well. Phonemic Awareness and Phonics are very different topics that are discussed in the National Reading Panel Report. Spelling is an issue that has been widely discussed for several years. Each of you will deal with problems in children's spelling so this will be helpful and informative for you.
- How Effective Teachers Assist Students in “Cracking the Code” 1. Teachers teach students to “crack the code” through phonemic awareness, phonics, and spelling instruction.
2. Teachers understand that phonemic awareness is the foundation for phonics instruction.
3. Teachers teach high-utility phonics concepts, rules, phonograms, and spelling patterns.
4. Teachers recognize that students’ spelling errors are a measure of their understanding of phonics. - Chapter 5 Objectives After reading this chapter, you should be able to:
1. Define phonemic awareness and discuss its role in literacy development.
2. Explain the role of phonics in a balanced literacy program.
3. Describe components of a complete spelling program.