Phonics and Word Recognition: I Do, We Do, You Do

This article discusses the importance of Phonics and Word Recognition in a student's career. It explains the concepts of Semantic or Meaning Clues, Syntactic or Word Order Clues, and Picture Clues. It also describes the direct instruction, collaborative work, and independent work that can be done to teach this concept. Differentiation strategies and assessment methods are also discussed.

Phonics and Word Recognition: I Do, We Do, You Do
Part 1: Phonics and Word Recognition: I Do, We Do, You Do Chart
Phonics/Word Recognition Concept
Describe your chosen phonics/word recognition concept and aligning standards.
Semantic or Meaning Clues: There are various clues when we study a subject, the meaning is associated with the clues derived from
the meaning of the words, thus new meanings and words can be learnt by knowing the associated clues to the actual word. For e.g.- if
the main word is “cat” then the words derived as clues can be play, scratch, jump.
Syntactic or Word Order Clues: The need of a “verb” in the sentence is essential. Therefore in a sentence all the parts of speech has
to be identified like nouns, adjectives etc. which can be identified easily, and by doing that the students may look for the “verb”
which makes the sentence complete. In this manner, the student will be able to learn two things at one practice that is how a verb
functions and its importance in a sentence, respectively.
Picture Clues: Pictorial representations can be very helpful for the representation and description of words. Words like nouns,
adjectives are best described by using words, which may leave a deep impact in the mind of the students. Also verbs which are
associated to certain nouns are better represented by pictures as well.
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I DO
Describe the direct instruction that you
will use to teach your phonics and word
recognition concept.
WE DO
Describe how you will work together to help
your students to reach the learning task.
YOU DO
Describe the independent work the
students will do based on the concept
you taught.
 Application of use of rhyming
words.
 Teaching by dividing sentences
into words.
 Analyzing of dividing words
into syllabus.
 Segmenting and breaking of
syllables of words for better
pronunciation of words.
 Segmentation and blending of
phonemes into normally spoken
words.
 Engaging the students into different
types of learning procedure of words.
 Allowing the students to get access to
various reading materials to follow
through and know a variety of words. ‘
 Encourage students to use newly learnt
words in their sentences and while
conversing or communicating in daily
life.
 Helping students identify the beginning,
medial and ending sounds in the spoken
words.
 The students may learn the
application of the new words as
they learn on the course.
 Practicing and culturing of the
new words.
 Engagement of the parents along
with the students to make
conversations with them, using
various types of words.
 Using of vowels and consonants
properly in the sentences.
Differentiation
Describe differentiation strategies to utilize with the students chosen by your mentor teacher.
Sound out of the Word: The proper pronunciation of the words must be taught as the student might face difficulties regarding the
exceptions. The exceptions must be taught be carefully to avoid misconceptions.
Look for Word Chunks: The words must be familiar with the students, which they are learning. the student may associate certain
word chunks, that is mostly the suffix and the prefixes which gets attached with the words.
Word Recognition: The student must be able to recognize and be able to anticipate the words by reading and getting accustomed to
the words.
Assessment
Describe an informal assessment that will help to monitor effectiveness of the activity.
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Assessments should be taken in both the means, that is Oral and Written:
In oral exam the students would be asked several questions based on what they have learned. The teacher will be marking the student
on the quality of the communication skills and the fluency of the students.
In the written form of exams the students would be given questions, more related to the making of sentences.
Part 2: Lesson Reflection:
The study of Phonics and Word Recognition is very important for a growing child to learn, as it is related to the use and
application of words in proper manner and also to eradicate wrong use of words which now-a-days is increasing as people are less
concerned about it. Students must be taught in a easy to understand their lessons in an interactive and associative manner. If the
student becomes proficient and gradually excels in Phonics and Words Recognition, then it will help hugely in his/her career, as it is
one of the most important factors that strengthens their base as a student.
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References:
de Ghelcke, A. V. D. W., Rossion, B., Schiltz, C., & Lochy, A. (2018). Teaching methods shape neural tuning to visual words in
beginning readers. bioRxiv, 446203.
Reading Rockets. (2019). Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Children with
Reading Disabilities. Reading Rockets.
Wahyuni, N. T., & Fauziati, E. (2016). the effectiveness of using phonics-based instructions in english reading classes to improve
students’participation.
Wharton-McDonald, R. M. (2018). The Role of Word Recognition in Beginning Reading. Pivotal Research in Early Literacy:
Foundational Studies and Current Practices, 142.
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