Chapter 5
Content
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Chapter 5
English is an alphabetic language and children crack this code as they learn about
phonemes (sounds), graphemes (letters), and graphophonemic (letter-sound)
relationships. Chapter 5 offers definitions, instructional practices, and assessment tools
that effective teachers use to help children crack the alphabetic code. Basic principles of
phonemic awareness, phonics, and spelling are explained.
While much of the chapter focuses on younger students, some of it, especially the phonics
section, will apply to older students as well. Phonemic Awareness and Phonics are very
different topics that are discussed in the National Reading Panel Report. Spelling is an
issue that has been widely discussed for several years. Each of you will deal with problems
in children's spelling so this will be helpful and informative for you.

How Effective Teachers Assist Students in “Cracking the Code”
1. Teachers teach students to “crack the code” through phonemic awareness, phonics,
and spelling instruction.
2. Teachers understand that phonemic awareness is the foundation for phonics
instruction.
3. Teachers teach high-utility phonics concepts, rules, phonograms, and spelling
patterns.
4. Teachers recognize that students’ spelling errors are a measure of their
understanding of phonics.

Chapter 5 Objectives
After reading this chapter, you should be able to:
1. Define phonemic awareness and discuss its role in literacy development.
2. Explain the role of phonics in a balanced literacy program.
3. Describe components of a complete spelling program.
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ELA
ELA.docx (66.218 KB)
Attached Files:
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Chapter 5 Quiz
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Edok-Ch. 5
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Reading Rockets
Reading Rockets is funded by a grant from the U.S. Department of Education, Office of
Special Education Programs. You will find numerous articles on the website that provide
information that is helpful for you as a teacher. It also has articles that are very informative
for parents as well.
Review the following article and be prepared to discuss in class:
http://www.readingrockets.org/article/347
Wren, S. (2002). The phive phones of reading. Reading Rockets. Retrieved from
http://www.readingrockets.org/article/347/
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Phonemic Awareness
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Poem of the month
Attached Files:
poem of the month.pdf (253.485 KB)
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Phonemic awareness-families
Attached Files:
fast start for early readers-fam involvement.pdf (1.727 MB)
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Phonemic awareness-picture sort
Attached Files:
phonemic awareness picture sort.pdf (437.977 KB)
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Phonemic awareness activities
http://teams.lacoe.edu/documentation/classrooms/patti/k-1/activities/phonemic.html
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Phonological Awareness Activity with Hand Pointers
http://www.youtube.com/watch?v=CISbVc2eV4o
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Phonemic Awareness-Reading Rockets
http://www.readingrockets.org/atoz/phonemic_awareness/
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Mrs. Herrman Kindergarten Phoneme Segmentation
http://www.youtube.com/watch?v=pywW8vne3d4&feature=related
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Phonics
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Phonics Continuum
Attached Files:
Phonics Skills Continuum.pdf (47.571 KB)
Phonics+Developmental+Continuum.pdf (1.185 MB)

Article-Phonemes in Action: Elkonin Boxes
Attached Files:
Phonemes in Action-Elkonin Boxes.pdf (122.585 KB)
This article shares five easy activities to use in a classroom.
Manyak, P. C. (2008). Phonemes in use: Multiple activities for a critical process. The
Reading Teacher, 61(8), 659–662. DOI:10.1598/RT.61.8.8
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Article: Making words
Attached Files:
making words article.pdf (1.971 MB)
The following link contains an article by Patricia Cunningham about making words. Within
the article you will find step-by-step directions as well as several preplanned activities.
Cunningham, P. M. & Cunningham, J. W. (1992). Making words: Enhancing the invented spellingdecoding connection. The Reading Teacher,
46(2), 106-115.
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Article-Teaching Rimes with Shared Reading
Attached Files:
TeachingRimesWithShared Reading.pdf (81.157 KB)
Gill, S. R. (2006). Teaching rimes with shared reading. The Reading Teacher, 60(2), 191-193.
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Move and Learn Early Concepts
Attached Files:
Letter Look.doc (23 KB)
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Tongue Twisters
Attached Files:
Tongue Twisters.doc (41.5 KB)
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Guess the Covered Word
Attached Files:
Guess the covered word.doc (63.5 KB)
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Building a Word Wall
Attached Files:
Building the ABC Word Wall.doc (60.5 KB)
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eSorts
Attached Files:
esorts.pdf (884.701 KB)
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Phonics website
Attached Files:
Learn To Read-phonics website.mht (149.313 KB)
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Phonics Rules
Attached Files:
Phonics Rules.mht (13.195 KB)
Phonicsrules2.mht (89.789 KB)
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Word Family Word Sorts
Attached Files:
Word Family Word Sorts.mht (338.062 KB)
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Phonics They Really Use
Attached Files:
csi-stahl-phonics.pdf (202.814 KB)
Stahl, S. A. Phonics they really use. (PDF document). Retrieved from http://www.ciera.org/library/
presos/2000/2000-CSI/stahl/csi-stahl-phonics.pdf
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C-V-C:
Lesson Objective
Teach phonemics by acting out single-syllable words
https://www.teachingchannel.org/videos/teach-phonemics
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ABC Phonics Chant
http://www.neok12.com/php/watch.php?v=zX786a0e5b057c417c7d0f51&t=Phonics
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Phonics
Listed at this link are video lessons to teach kids phonics, short and long vowel sounds,
consonant sounds etc.www.neok12.com/Phonics.htm
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Phonics and Decoding-Reading Rockets
Phonics is the understanding that there is a predictable relationship between the sounds of
spoken language, and the letters and spellings that represent those sounds in written language.
Successful decoding occurs when a student uses his or her knowledge of letter-sound
relationships to accurately read a word. This section provides information about how to teach
children to sound out words, and what to do if a child is having difficulty linking letters and
sounds.
http://www.readingrockets.org/atoz/phonics_decoding/
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Phonics Songs
http://havefunteaching.com/songs/alphabet-songs/letter-a-song/
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Be a Mind Reader
Be a Mind Reader was a favorite of my class last year. In this game, the teacher thinks of a word on the wall and
then gives five clues to that word.
Have students number their paper 1-5 and tell them that you are going to see who can read your mind and figure
out which of the words on the board you are thinking of. Tell them you will give them five clues. By the fifth clue,
everyone should guess your word, but if they read your mindthey might get it before the fifth clue.
For your first clue, always give the same clue: "It's one of the words on the word wall." Students should write next
to number one the word they think it might be.
The second clue is: It has four letters. Student writes word.
The third clue is: It begins with a digraph ph. Student writes word
The fourth clue is: It has a short e vowel sound. Student writes the word.
The fifth clue is: It begins the sentence: ____will lunch be ready? (when)
"I know you all have word next to number 5, what is it? But who has it next to number 4?, 3?, 2?, 1?" Some
students will have read your mind and will be pleased as punch with themselves?
Do several words in the same manner. As students get familiar with this activity they like to be the person giving
the clues and having their mind read.
Cunningham, P.M. (1999). The teacher's guide to the four blocks. Greensboro, NC: Carson-Dellosa.
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Decodable Books Reading a-z
http://www.readinga-z.com/book/decodable-books.php
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Minilesson format