Preparation for Nonfiction Literature Circle Discussion

Name: Chelsea Meyer

Date: 11-6-14

Chapter 5: Phonics

Pages: 102-123

1. Summarize the chapter.

This chapter discussed the various instruction techniques used to teach phonics.
Phonics instruction is necessary, but doesnt have to be the only instructional
method used. There are many games/activities that teachers can use to allow
students to learn and practice phonics. Phonics instruction will increase the word
recognition, fluency, and comprehension of readers.
2. Vocabulary-Select 5 vocabulary words to discuss with your group.
Word
Page/Par Meaning
Importance
Graphophonic 103/2
The graphophonic system is the
It is important for
System
relationship between the letters
students to
and their sounds.
understand the
graphophonic
system b/c it
allows them to
read.
Phoneme
103/2
A phoneme is the smallest unit of These are typically
speech sound.
the first sounds
that children will.
It allows them to
begin to learn to
read.
Grapheme
103/2
A grapheme is the written
It is important that
representation of the phoneme.
students begin to
This can be one or more letters.
understand the
correlation
between sounds
and letters b/c it
allows them to
begin to learn to
read and write.
Systematic
109/5
Systematic phonics means
Each phonics
Phonics
teaching phonics in a planned
lesson should fit
sequence.
easily with the
previous lesson.
This allows
students to have

Onset and
Rime

105/3

Rime= end of word (word

families) (am in word ham)
Onset=the beginning of words
(h in word ham)

continued practice,
build background
knowledge, and
generate new
knowledge.
Students will find
reading easier if
they are able to
distinguish
patterns in
onsets and
rimes. They will
be able to
recognize more
words more
quickly.

3.Questions-Record 3 questions you wondered during reading. Present these to

your group and record the result of your discussion.
Question
Conclusion of Group
1. 107/2: Do you think that teaching
students about the position of
articulated vowels in the mouth would
be helpful to them? Why or why not?
2. 110/2: Although it is necessary to
provide developmentally appropriate
texts for students, do you think that it
would be beneficial to provide more
difficult texts as well? Do you think that
this would challenge students or just
frustrate them?
3. 115/2: Have you ever seen a
personalized word family dictionary
used in an elementary classroom? Would
students be able to add words on their
own or would it always be a whole class
activity?

4. Connections-Record 3 text-to-text or text-to-world connections you made while

reading. Share the importance of these-how these connections will help better
understand the text and help you apply the learning.
P/Par
Connection
Importance
105/3 Text-to-text
In my previous reading class
(developmental), we spent a great deal
of time (and the book mentioned
numerous times) the importance of
decoding words. Students need to
learn how to decode words in order to
become effective readers.
112/6

Text-to-world

In my Language Arts class, we

practiced using word sorts in class.
This allowed us to see how students
could practice new words. Word sorts
can also be used to informally assess
students.

122/4

Text-to-world

I have a cousin that is currently in

kindergarten. He is having difficulty
with matching letters to their sounds.
He can identify the names; he just
doesnt know the sounds. Therefore, I
showed his mom the various
technological games that he can do to

improve this. These games will help

him with phonics. By incorporating
phonics practice and technology,
students will enjoy the learning
process more thoroughly.
5. Important Details to Remember-Record 4-5 important details to take from the
passage.
P/Par
Detail
104/2 Teachers with a basic understanding of linguistics could help struggling
readers in the following ways: Interpret and respond to readers errors,
provide clear and simple examples for decoding and spelling, organize and
sequence instruction, explain spelling patters, and integrate language
instruction.
109/1

The four key principles of phonics instruction are: 1) Base instruction on

what students know, 2) Provide systematic instruction, 3) Use appropriate
texts, and 4) Embed instruction in meaningful contexts.

111/6

Phonics assessment should be done in natural settings using teacher

observation. Students will need to be comfortable when they are being
assessed. By assessing through observation, the reading is more authentic
and students will most likely perform better.

116/2

In order to promote effective reading, teachers should use a variety of

activities that emphasize the following concepts: initial consonant sounds,
onset and rime, rhyme, word patterns, sounds within words, and words

within words.