DECODING – PHONETIC / SIGHT
Suellen Concessio Fernandes
WHAT IS DECODING
Decoding is the ability to apply your knowledge
of letter-sound relationships, including
knowledge of letter patterns, to correctly
pronounce written words.
Understanding these relationships gives children
the ability to recognize familiar words quickly
and to figure out words they haven't seen before.
WHAT ARE DECODING SKILLS
Decoding skills include
The ability to recognize the basic sounds and sound
blends, called phonemes, that make up a word
To know what the word means,
Recognize it in context,
Know whether or not it's being used correctly in a
sentence.
PHONICS
Phonics instruction is a way of teaching reading
that stresses the acquisition of letter-sound
correspondences and their use in reading and
spelling.
The primary focus of phonics instruction is to
help beginning readers understand how letters
are linked to sounds (phonemes) to form letter-
sound correspondences and spelling patterns and
to help them learn how to apply this knowledge
in their reading.
PHONICS
Phonics instruction may be provided
systematically or incidentally.
A systematic phonics approach: a sequential set
of phonics elements is defined and these elements
are taught explicitly.
Conversely, with incidental phonics instruction,
the teacher does not follow a planned sequence of
phonics elements to guide instruction but
highlights particular elements opportunistically
when they appear in text.
HOW DOES ONE TEACH SYSTEMATICALLY
Alphabet layer - Single sounds – phonemes -
basic letter sound correspondence.
Pattern Layer: Consonant – vowel patterns –
basic rimes at, on in etc
CVC words – word families
Other vowel consonant patterns CVVC - CCvC- CVV
Blends
Vowel families
Diphtongs
Exceptions to the rule.
Morphological layer(meaning): learn new
vocabulary and make generalisations and rules –
prefix , suffixes.
METHOD OF INSTRUCTION
VAKT method
Show picture flash card
Adult: U – Umbrella – │u │
Say umbrella│u │
Child: umbrella │u │
Repeat
Adult: lets make │u │
(Sky write or write on tactile letter
making │u │sound) now your turn
Child :│u │(while writing)
Repeat
IMPORTANT
Key words contain the correct sounds of the
letters
(o for octopus, not owl)
Pictures are easily recognizable by children
(qu for queen, not quail)
Sounds are at the beginning of the key
words
(a for apple, not lamb)
For letters with more than one sound, the
most common one is taught first. (g for girl,
not giraffe)
The initial sounds are easy to hear because
blends are not used (s for sun, not snail)
REMEMBER YOUR LESSON PLAN SHOULD
HAVE
Practice previous letter sound or words first.
Review Phonemic Awareness exercises of that
letter before the introduction of the symbol
Introduce symbol
Repeat lesson to improve fluency
Reinforce with games and other activities
SIGHT READING/ WHOLE WORD APPROACH
The Whole Word method of literacy instruction
instructs learners to recognize words as whole
units without breaking them down into sounds or
letter groupings.
It focuses on the word as the minimum unit of
meaning and therefore the essential base
element of reading.
Words used in high frequency are taught in the
whole word.
Whole Word or whole language methods stand in
direct contradiction to the Phonics method.
SIGHT READING
Whole language instruction usually includes:
sight-memorization techniques
reading aloud
prioritizing finding engaging reading material
comprehension exercises
Whole Word approaches to teaching literacy are not
currently much used in the mainstream English-
speaking classroom, but elements have been
incorporated into some phonics-based classrooms.
METHOD OF INSTRUCTION (NIEMPID)
Select functional words Match word cards to
Select high imagery the previous pictures
words before abstract Match word cards.
words Point to called out
Pair picture with word
written word begin with Error discrimination
two at a time. Generalisation
Add another picture as
you progress.. Add upto
10 pictures.
METHOD OF INSTRUCTION
See and Say
method:
Adult: Let’s learn a new word.
A child sees the word My turn. Ready? ONCE.
on the flash card and Again: ONCE.
says the word while What word?
Child: ONCE.
underlining it with Adult: Yes! I ONCE was a little
her finger. Child can girl.
also match word Now it’s your turn.
Child: ONCE.
flashcards. Adult: Again.
Child: ONCE.
Adult: One more time.
Child: ONCE.
Adult: Good job!
METHOD OF INSTRUCTION
Spell Reading Adult: Let’s spell-read this
Method word. My turn.
Ready? FLY. F-L-Y.
The child says the FLY.
word and spells out Again: FLY. F-L-Y. FLY.
Your turn.
the letters, then Child: FLY. F-L-Y. FLY.
reads the word again. Adult: Again. Get ready!
Child: FLY. F-L-Y. FLY.
Adult: One more time.
Child: FLY. F-L-Y. FLY.
Adult: Good job!
Adult: I’ll go first. Ready?
WHERE. W-H-E-R-E.
WHERE.
METHOD OF INSTRUCTION Again: WHERE. W-H-E-R-E.
WHERE.
Now it’s your turn.
Table writing Child: WHERE. W-H-E-R-E.
WHERE.
method Adult: Again.
Child: WHERE. W-H-E-R-E.
A child writes the WHERE.
letters on a table, first Adult: One more time.
Child: WHERE. W-H-E-R-E.
looking at and then not WHERE.
looking at the flash Adult: Great job!
card. adult: Now let’s do it without
looking at the flash card.
Air Writing Method Ready?
Child: WHERE. W-H-E-R-E.
A child says the word, WHERE.
then writes the letters Adult: Again.
Child: WHERE. W-H-E-R-E.
in the air in front of WHERE.
Adult: One more time.
the flash card. Child: WHERE. W-H-E-R-E.
WHERE.
Adult: Good job!
METHOD OF INSTRUCTION
Correct a child’s Adult: That word is
mistake by SHOULD. What word?
clearly stating Child: SHOULD.
Adult: Again. What word?
and reinforcing Child: SHOULD.
the right word Adult: Yes, SHOULD!
several times. We SHOULD brush
our teeth before bed.
What word?
Child: SHOULD.
YOUR LESSON PLAN SHOULD HAVE
Introduce new words first (3-4)
Practice previously learnt words.
Reinforce with games and other activities
Repeat lesson to improve fluency
