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--- phonics [2021/10/12 16:48] – [Definition] jgmac1106
+++ phonics [2022/03/14 16:45] (current) – [In the Classroom] 76.23.135.43
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 The creation of the Internet, and it's English first design has only precipitated the speed of English dominance. Efforts around the world continue to try and record and build a web in any users preferred tongue.
+Writing systems influence how we read. Three major writing systems exist: alphabetic- symbols represent sounds or [[phonemes]] such as English, syllabic-n symbols represent  whole  syllables like   Japanese  and
+morphophonetic or logographic- symbols represent elements of both meaning and sound as in Chinese.
+In alphabetic language you must learn to map sounds to symbols and then pull apart and put those symbols and sounds together in words
 ==== Research ====
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   * [[Phonograms]]
   * [[Word Types]]
-  * [[consonant phonics patterns|consonant patterns]]
+  * [[consonant_phonics_pattern|consonant patterns]]
-  * long vowels
+  * [[sight words]]
   * [[vowel phonics patterns|vowel patterns]]
@@ Line 62: / Line 67: @@
   * teaching the alphabetic principle
   * developing phonological awareness
-  * teaches letter recognition
+  * using engaging and authentic content
-  * uses engaging and authentic content
   * focusing on common [[consonant phonics pattern]] and [[vowel phonics patterns]]
+===== In the Classroom =====
+**Elonkin Boxes**-We use Elonkin Boxes in phonemic awareness to count sounds but we can also use them to make letter sound connections by having students put a letter in the box instead of a sound.
+**Manipulative Letters**-You can use magnets, whiteboards, or tablets for this activity. Have a predictable text. You can differentiate by using books that highlight a specific phonogram or a common phonics pattern. Students then manipulate the letters to do "word work.Have students segment the sounds in the words and blend sounds. Your goal is to make the abstract concepts of bending and segmenting concrete (Pullen et al., 2005).
+**Word sorts** teach students to recognize patterns and  anti-patterns in words and phonics patterns while also drawing on the connection between spelling and phonics (Bear et al, 2000). You give students lists of words and they move them into categories based on common characteristics. You can differentiate by giving students predefined categories, timing sorts, or having students write the words from dictation,