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A Sequential Phonics Program - Program Overview - PDF Files - Pictures - Audio - Video - Reading Street - Blog
A Sequential Phonics Program - Program Overview - PDF Files - Pictures - Audio - Video - Reading Street - Blog
Integrating Phonics With Whole Language
To create the best possible results, the Sound City Reading program recommends elements from whole language instruction in addition to the phonics instruction. Strategies for phonetic instruction are combined with practices used in the whole language approach to create a balanced program.
- The teacher should read aloud to the class daily from a variety of fiction and nonfiction books, including children's literature, and books related to science and social studies. I recommend thirty minutes of read-aloud time per day. It works well to integrate the books read aloud with the science and social studies curriculum.
- As they work through this program, students will be able to read a variety of regular children's picture books. It is recommended that the teacher reads these books aloud to the students on a regular basis before it is time for the students to read them on their own. Being familiar with the stories will allow the students to recognize and decode words in the story more easily.
- When students reach a new practice story in level four, the teacher should first read the story aloud to the whole group, asking appropriate questions to help students understand and think about the story. Then the teacher should echo read each sentence or each page of the story again, taking turns with the students, who have their own books in their laps. The same procedure can be done with stories from basal reading programs and other literature selections when they are being used.
- After reading a new practice story or trade book with the teacher during small group rotations, student should practice rereading the story with a partner later in the day. The class divides into pairs of students. Each pair chooses a place they want to read in the classroom and they reread the story, taking turns reading aloud.
- Some students will enter first grade already reading. At the beginning of the school year, the teacher should invite each student individually to read a page or two from several books, using an extra easy book, moderately easy book, and more advanced book. Students should put those students who are already reading together during the small group rotations. Their group can begin reading the suggested literature selections from the beginning of the year.
- It is suggested that teachers create graphic organizers on the board daily with the students input to analyze and visualize information from the stories and books read aloud. Diagrams, concept maps, timelines, and others can be used. Students can then copy or expand upon the board work during the small group rotation time. This strategy can be used for fictional books and also for expository books that cover science and social studies topics.
- The teacher and students can choose a topic and work together to create stories and essays on a variety of subjects. The teacher elicits each part of the story or essay from the students and writes it on the board. Students can then copy and illustrate the material during the seatwork period.
