...拼写教学并举例的教学计划、总结、教案、反思、课堂随笔。_百度知 ...
发布网友
发布时间：2024-05-08 13:39
共2个回答
热心网友
时间：2024-06-25 10:01
Phonics Primer
You can use this Phonics Primer developed by The National Right to Read Foundation to begin teaching a child or adult to read today. This primer lists the 44 sounds in the English language and then gives steps for teaching those 44 sounds and their most common spelling patterns. In addition to learning sounds and spellings, each day the student must read lists of phonetically related words and spell these words from dictation. Phonics instruction must be reinforced by having the student read decodable text.
The 44 Sounds in the English Language
5 Short-Vowel Sounds
18 Consonant Sounds
7 Digraphs
short /ă/ in apple
short /ĕ/ in elephant
short /ĭ/ in igloo
short /ŏ/ in octopus
short /ǔ/ in umbrella
/b/ in bat
/k/ in cat and kite
/d/ in dog
/f/ in fan
/g/ in goat
/h/ in hat
/j/ in jam
/l/ in lip
/m/ in map
/n/ in nest
/p/ in pig
/r/ in rat
/s/ in sun
/t/ in top
/v/ in van
/w/ in wig
/y/ in yell
/z/ in zip
/ch/ in chin
/sh/ in ship
unvoiced /th/ in thin
voiced /th/ in this
/hw/ in whip *
/ng/ in sing
/nk/ in sink
* (wh is pronounced /w/ in some areas)
6 Long-Vowel Sounds
3 r-Controlled Vowel Sounds
Diphthongs and Other Special Sounds
long /ā/ in cake
long /ē/ in feet
long /ī/ in pie
long /ō/ in boat
long /ū/ (yoo) in mule
long /ōō/ in flew
/ur/ in fern, bird, and hurt
/ar/ in park
/or/ in fork
/oi/ in oil and boy
/ow/ in owl and ouch
short /ŏŏ/ in cook and pull
/aw/ in jaw and haul
/zh/ in television
Steps for Teaching Phonics
Step 1. Gather the materials listed below and store them together in a box.
Materials for Teaching Phonics
What You Need
Suggestion
systematic phonics program
Consider Phonics Pathways (available from our online bookstore), Sing, Spell, Read, Write, or another program from Phonics Products for Home or Phonics Products for School.
* phonics flashcards with the letter or letter combination (such as ou) on front and clue word (such as out) on back
Consider the Individual Set of 70 Phonogram Cards (item #IPC, $10) from Spalding Education International, available at www.spalding.org. It’s helpful to also purchase the Spalding Phonogram Sounds CD (item #CD, $5.00) to learn how to pronounce each sound correctly.
Note: if you purchase this set from Spalding, you will not need to purchase a separate set of alphabet flashcards.
decodable stories
(preferably 100% decodable)
If your phonics program does not contain 100% decodable stories, consider Stories Based on Phonics, available from our online bookstore, or Bob Books First, available from www.amazon.com.
writing supplies: index cards, index card file, black wide-tip permanent marker, beginner’s wide-ruled writing tablet, 2 pencils with erasers
Purchase writing supplies at any office supply store.
* Note: Make sure your phonics flashcards give the proper sound or sounds for each letter or letter combination – many widely available flashcards are incorrect or incomplete. For example, the common sound of x is /ks/ as in fox, not /z/ as in xylophone or /eks/ as in x-ray. Also, the short-vowel sound of i is /ĭ/ as in igloo, not /ī/ as in ice cream.
Step 2. Teach the 5 short-vowel sounds and consonant sounds. Drill until memorized.
During the first week, use the flashcards to drill the short-vowel sounds. Add several consonant sounds each day until you are drilling all short-vowel sounds and consonant sounds with your student daily. Do not rush this step. Keep drilling until all sounds are memorized, which usually takes 2-4 weeks.
Tip: Work on phonics for at least 15 minutes a day, 5 days a week with your student. Frequency and consistency are more important than the length of time spent on each lesson.
Short-Vowel Sounds
short /ă/ in apple
short /ĕ/ in elephant
short /ĭ/ in igloo
short /ŏ/ in octopus
short /ŭ/ in umbrella
Consonant Sounds
/b/ in bat
/k/ in kite
/s/ in sun
/k/ in cat
/l/ in lip
/t/ in top
/d/ in dog
/m/ in map
/v/ in van
/f/ in fan
/n/ in nest
/w/ in wig
/g/ in goat
/p/ in pig
/ks/ in fox
/h/ in hat
/kw/ in queen
/y/ in yell
/j/ in jam
/r/ in rat
/z/ in zip
Step 3. Practice two-letter blends. Drill until blending is automatic.
After your student knows the short-vowel sounds and consonant sounds, next teach him how to orally blend two letters (b-a, ba) and read two-letter blends such as: ba, be, bi, bo, bu.
Two-Letter Blends
b + a = ba
s + a = sa
j + a = ja
b + e = be
s + e = se
j + e = je
b + i = bi
s + i = si
j + i = ji
b + o = bo
s + o = so
j + o = jo
b + u = bu
s + u = su
j + u = ju
Step 4. Practice three-letter blends. Drill until blending is automatic.
After your student can read two-letter blends, progress to three-letter blends, that is, words. Each day, have your student read a set of short-vowel words, then dictate these same words to him. (Show him how to form each letter and correct him gently, if necessary). This not only helps him remember the phonics lesson just learned, but it greatly improves spelling.
Golden Rule of Phonics: Never allow your student to skip, guess, or substitute words. Accuracy is more important than speed.
Three-Letter Blends
fa + t = fat
ki + t = kit
ro + d = rod
de + n = den
ma + d = mad
se + t = set
bo + x = box
ye + s = yes
tu + g = tug
hi + d = hid
no + t = not
wi + n = win
ju + g = jug
pu + n = pun
la + p = lap
Step 5. Teach the twin-consonant endings, plurals, and two-consonant blends. Drill until blending is automatic.
Twin-Consonant Endings
Two-Consonant Blends
Two-Consonant Blends
puff
blab
stun, fist
sell
brag
swam
kiss
club
trot
fuzz
crop
twin
lock
drag
fact
fled
raft
Plurals:
frog
bulb
cats (sounds like /s/)
glum
held
beds (sounds like /z/)
grip
elf
plug
sulk
prim
film
scat
help
skip, mask
silt
sled
jump
smug
hand
snip
mint
spot, gasp
kept
Step 6. Teach the digraphs (ch, sh, th, wh, ng, nk). A digraph consists of two consonants that form a new sound when combined. Also teach three-consonant blends.
Digraphs
Three-Consonant Blends
chin, such, patch (silent t)
scruff
ship, wish
split
thin, with (unvoiced /th/)
strap
this (voiced /th/)
thrill
whip
sang, sing, song, sung
sank, sink, honk, sunk
Step 7. Introduce a few high-frequency words necessary to read most sentences.
After your student can read three-letter and four-letter words easily, it’s time to add a few high-frequency words that are necessary to read most sentences. Some high-frequency words are phonetically regular (such as “or”), but are introduced out of sequence because of their importance. Other words are truly irregular, because they contain one or more letters that don’t follow the rules of phonics (such as “once” and “who”).
The Basic High-Frequency Words table lists the most important words. Write each word on an index card. Introduce three or four new words a week. Drill your student on these words everyday, encouraging him to sound out as much of the word as possible (usually the vowel sound is the only irregular part). As your student masters each word, file the card in the card file under “Words I Know.” When your student comes across a new “wacky” word (such as “sugar” in which the “s” is pronounced /sh/), make up a new index card and file it under “Words To Learn.”
Tip: What distinguishes this high-frequency word list from the typical “sight word” list? Many words in the list below cannot be completely sounded out, either because they contain one or more letters that don’t “follow the rules” or the rule is learned later. In contrast, the typical “sight word” list contains mostly phonetically regular words (such as “and” and “when”) that the student is forced to memorize simply because he has never been taught to sound them out.
Basic High-Frequency Words
Introduce after student can
read short-vowel words, /th/, and /sh/
Introduce after student can
read long-vowel words
A vowel by itself says its name:
a, I
“e” at the end of a short word says its name:
be, he, me, we, she, the*
“o” at the end of these words says its name:
no, go, so
“or” says /or/: or, for
do, to, into, of, off, put
* also pronounced /thŭ/
was, were, are
doing, does
said, says, have, give
you, your, yours
they, their, there
where, what, why, who
once, one, come, some
done, none
two, too
Step 8. Teach the long-vowel sounds and their spellings. Note that there are five common spellings for each long-vowel sound. Also teach the “Silent-e Rule”: When a one-syllable word ends in “e” and has the pattern vce (vowel-consonant-e), the first vowel says its name and the “e” is silent.
Long-Vowel Sounds
Common Spellings
Less Common Spellings
long /ā/
cake, rain, pay, eight, baby
steak, they, vein
long /ē/
Pete, me, feet, sea, bunny
key, field, cookie, receive, pizza
long /ī/
bike, hi, fly, pie, night
rye, type
long /ō/
hope, go, boat, toe, snow
soul, though
long /ū/ & /ōō/
mule, blue, boot, tuna, flew
fruit, soup, through, feud
Step 9. Teach the r-controlled vowel sounds and their spellings.
r-Controlled Vowel Sounds
Common Spellings
Less Common Spellings
/ur/
fern, bird, hurt
pure, dollar, worm, earth
/ar/
farm
orange, forest
/or/
fork
door, pour, roar, more, war
Step 10. Teach the diphthongs /oi/ and /ow/ and their spellings. A diphthong consists of two vowels that form a new sound when combined. Also teach other special sounds.
Sound
Common Spellings
/oi/
oil, boy
/ow/
owl, ouch
short /ŏŏ/
cook, pull
/sh/
vacation, session, facial
/zh/
vision
Step 11. Teach /aw/, /awl/, /awk/ and their spellings.
Sound
Common Spellings
/aw/
jaw, haul, wash, squash
/awl/
bald, wall
/awk/
talk
Step 12. Teach these sounds and spelling patterns.
Sound
Common Spellings
/s/ spelled c
Rule: c followed by e, i, or y sounds like /s/.
cent, face, cinder, cycle
/j/ spelled g, ge, dge
Rule: g followed by e, i, or y usually sounds like /j/.
frigid, age, fudge, gym
/f/ spelled ph
Rule: ph sounds like /f/ in words of Greek origin.
phone, phonics
/k/ spelled ch
Rule: ch sounds like /k/ in words of Greek origin.
chorus, Christmas
/sh/ spelled ch
Rule: ch sounds like /sh/ in words of French origin.
chef, champagne
Note: This Phonics Primer does not contain all English spelling patterns. Consult a good phonics program such as one from Phonics Products from Home or Phonics Products for School for additional spelling patterns and rules. Most products contain detailed instructions and practice reading selections.
Step 13. After 3 to 4 months of daily phonics instruction, begin introducing decodable stories.
Important: All sounds and spellings in Steps 2 - 12 should be introduced within the first 4 months of phonics instruction.
After 3 to 4 months of reading lists of words and sentences, your student should be ready to read decodable stories such as Stories Based on Phonics or Bob Books First. The student should read all stories aloud, carefully and accurately. Help him sound out difficult words, as needed. Explain the meaning of all new words. Encourage him to read each story several times to gain fluency, but don’t let him memorize the story (reciting a story from memory is not reading). Model fluent reading by reading a sentence aloud with expression, then asking him to repeat what you read with the same tone of voice. Explain and demonstrate the meaning of basic punctuation (period = stop, comma = pause, exclamation point = speak with excitement, question mark = raise the pitch of your voice on the last word to ask a question.)
Step 14. Begin introducing “easy-to-read” books.
After the student masters decodable stories, let him move on to easy books such as those by Dr. Seuss (Hop on Pop; One Fish, Two Fish, Red Fish, Blue Fish; Ten Apples Up on Top; Green Eggs and Ham; and so on), P. D. Eastman (Are You My Mother?; Go Dog, Go!; A Fish Out of Water), and Cynthia Rylant (Henry and Mudge series; Poppleton series; Mr. Putter and Tabby series). As your student reads each book, add new wacky words to the Words To Learn file and review daily, if necessary.
Continue teaching the lessons in the phonics program – don’t stop just because your student can read. Most children need 1 to 2 years of reinforcement before their phonics knowledge becomes permanent.
Step 15. Continue to give phonetically based spelling lists.
Even after your student has finished the phonics program, make sure to reinforce his phonics knowledge by giving phonetically based spelling lists each week at least through third grade.
Revised: 6/05
热心网友
时间：2024-06-25 09:57
根据个人经历，量变到质变不是虚谈。学生如果先接触了足量的词汇之后，教师再对他们进行读音和拼写的规律总结，则事半功倍。
在积累量不够的时候就进行规律总结，也能掌握，但应用余地并不大，而且在前期教学中这将成为学生完成课业要求之外的任务。
