Differences

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--- phonics [2021/10/13 14:29] – [Teaching Systematic and Explicit Phonics] 149.152.191.2
+++ phonics [2022/03/14 16:45] (current) – [In the Classroom] 76.23.135.43
@@ Line 72: / Line 72: @@
 ===== 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.
+**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).
+**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,
+**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,