Instructional Strategy #1

Phonics and Word Study

The first instructional strategy focuses on phonics practice and word study methods. "Word study is an approach to teaching students developmentally and explicitly the underlying properties of how words are spelled and what they mean" (Morrow & Gambrell, 2019, p. 175). This is a foundational skill that many young students struggle with at the start of their literacy education. It has been found that "When it comes to word recognition, skilled readers recognize the vast majority of words both accurately and effortlessly" (Morrow & Gambrell, 2019, p. 272). Struggling readers often find this accurate and effortless word recognition to be difficult, and they need extra practice and attention to help them reach their future reading goals. 

For the majority of students, "Reading and writing proficiency depend upon the accurate and rapid recognition and understanding of words in context, and the accurate and easy production of words in writing" (Morrow & Gambrell, 2019, p. 176). This is not surprising, and most teachers do an excellent job of supporting their young struggling readers in the physical classroom. How do we then continue this level of support for our students during this time of remote learning? 

The main answer is, whatever we can do. Whatever you are doing to help your students is wonderful, and knowing that their teachers care about their success is essential to students' learning. We will address this idea more in Strategy #4. When specifically considering phonics and word study skills, teachers can, for the most part, adapt their existing lessons to the virtual world. There are also a few other tools available to assist students and teachers, like Lalilo (see below). 

One way to adapt existing methods of phonics instruction, is to hold video meetings with students as a whole class, in small groups, or one-on-one. In these groups the teacher can review the lesson in question, for example ending blends (see worksheet below). The teacher can instruct the students keep a dry erase board or paper and marker next to them to use for the lesson. Then, the teacher can read the ending blends and walk the students through spelling/sounding out the words. Teachers also can have the students "write" the words out on their arms using their fingers to trace the letters, rather than writing the words on a board or paper. 

Lessons involving the practice of blends can be very beneficial to struggling readers. It has been noted that "Part of decoding involves learning to identify pairs of consonants, in isolation and as they appear in words, and knowing the unique sounds that these consonant blends make" (Morrow & Gambrell, 2019, p. 311). Research has shown that "successful, developing readers must decode printed text, often relying on phonics early in their reading careers" (Morrow & Gambrell, 2019, p. 311). This highlights the necessity of phonics practice as a skill that is essential for struggling readers as they continue to move towards higher achievement in literacy.

Ending Blends Practice Worksheet

Links for using Lalilo for remote phonics assessment and practice:

https://lalilo.com/?language=en

https://resources.lalilo.com/resources/What+does+a+student+Lalilo+session+look+like+_.pdf