Literacy Toolkit 1: Phonics and Word Recognition - Module 1 Homework

This document presents a comprehensive solution for a Literacy Toolkit 1 assignment focusing on Phonics and Word Recognition. Part 1 delves into standards-based concepts, offering strategies for introducing phonics and word recognition, including the use of print concepts, phonological awareness, and spelling-sound correspondences. It emphasizes differentiation to accommodate diverse student needs, recommending resources like picture books and audiovisual aids. Part 2 provides a reflection on the importance of phonics and word recognition, highlighting strategies such as using familiar word chunks, picture clues, and reading aloud to enhance children's language acquisition. The assignment underscores the significance of phonics in fostering reading fluency and comprehension, supported by references to relevant research. The solution effectively addresses the assignment's requirements, providing valuable insights into teaching and learning phonics and word recognition skills. This assignment is a great resource for students looking for help with their homework and assignments on Desklib.

Literacy Toolkit 1: Phonics and Word Recognition
Part 1: Phonics and Word Recognition Chart
Standards-based
concept related to
phonics and word
recognition
Explain your strategy to
introduce the phonics and
word recognition concept.
How can this strategy be
differentiated to accommodate
student needs?
Materials/Resources Needed
for Implementation of
Strategy
Print concepts
(It refers to the
difference between
the words, that is
where the words
begins, or the
spacing between the
concepts)
Reading aloud
Reading of fantastic book
pictures might help the child
to develop print concepts. It
also exposes the child to new
concepts and pronunciation of
difficult words.
In the case of students with auditory
impairment pictures clues can be used
with hand gestures.
Picture books, visual aids
Phonological
awareness
(Awareness related to
words , syllables,
phonemes and
manipulation of the
words including
Use of picture clues
The child should be allowed to
look at the picture to confirm
that the whether he word that
has been decoded is making any
sense or not.
Audiovisual aids can be used. Larger prints
can be used so that students with mild
visual impairment can be assisted from
this.
The learning strategy should be used as
per the learning style of the students.
Pictures, audio, visual aids.
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stretching, bending or
changing the words)
Knowing the spelling-
sound
correspondences for
representing low
vowel sounds
Looking for the word chunks
The child should be allowed to
look for similar word chunks like
“and “, “sand” and “eat” and
“treat”. The child should again
be allowed to read the sentence
to check if the word is making
any sense (Bradley & Bryant,
2013).
Both informal and the formal assessment
has to be taken to ensure that students
have learnt what has been practiced in
class.
Grammar books with pictures
and auditory aids.
Part 2: Phonics and Word Recognition Reflection
Word recognition and phonics is the ability to read some particular words alone.
The importance of the phonics and word recognition lies in the fact that the knowledge allows the children to read with fluency and concept, as
they start to understand what they are reading (Bradley & Bryant, 2013). In this activity, I have considered 3-4 children, with the aim to develop
a phonic awareness and word recognition skill among those children. These children should be taught about the rules of phonics. While there
are several strategies to develop phonic awareness among the students, using familiar word chunks, using picture clues and reading aloud has
been found to be the best suited strategies (Ashby et al., 2013). Each of the child should be asked to look for familiar words and was then asked
to read aloud. As children builds an increasing store of words that can be recognized with a little effort they can easily recognize the homology
between each of the words. Use of pictures can be a good strategy to confirm whether a word makes any sense. Again, reading aloud assists
children to allow early language acquiring skills (Metsala & Ehri, 2013). Reading aloud in the earlier years helps the children to build a stronger
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foundation for success. It exposes children to print knowledge as well as difficult and rare words and ideas that are normally not found in the day
to day conversation (Treiman & Zukowski, 2013).
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References
Treiman, R., & Zukowski, A. (2013). Levels of phonological awareness. In Phonological processes in literacy (pp. 95-112).
Routledge.
Metsala, J. L., & Ehri, L. C. (2013). Word recognition in beginning literacy. Routledge.
Ashby, J., Dix, H., Bontrager, M., Dey, R., & Archer, A. (2013). Phonemic awareness contributes to text reading fluency: Evidence
from eye movements. School Psychology Review, 42(2), 157-170.
Bradley, L., & Bryant, P. (2013). Phonological skills before and after learning to read. In Phonological processes in literacy (pp. 65-
74). Routledge.
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