21. Resource Room.net - Surfin' Sally's Link Emporium II PAF incorporates phonics, reading, handwriting, spelling and grammar Writing Roadto reading Materials are to follow program with phonemics awareness emphasis http://www.resourceroom.net/Surfin/index2.asp

The Resource Room Math Reading and Spelling Reading Comprehension ... Older Learners Links Store About Us/ Contact us Surfin Sally's Link Emporium - Part 2 of 3 These sites will take you out of the Resource Room, so you may want to bookmark this page before you leave. Part One: "LD 101": The Basics "Homeschooling 101" : The Basics Gifted/LD Reading Spelling Reading Comprehension ... Harmonious Reflections (Songs, Poetry, Art) Part II: Learning styles and learning styles inventories "Hi-Low" Reading Resources places to find high-interest easy-to-read materials suitable for older students Reading and Phonemic Awareness Products on the web Schools using Orton-Gillingham methods on the internet Part III: Visual and visual-motor processing and learning, and newer, experimental learning therapies - with thanks to Jenny (parent extraordinaire) for providing these links! Older Learners Back to top Sites with Reading Products and Information (with "phonemic awareness" emphasis) Note: Don't forget the products on this site :) Most of these sites and their products have NOT been reviewed. I'm too busy surfing! Shop carefully! Within categories they're listed alphabetically. There are many other products to be found in bookstores and educational materials catalogs. You can search bookstores' websites pretty easily and you'll find a hosts of books and resources. Many of them have return options so you can examine them (but be sure to ask!). Remember two things: if it sounds too good to be true.... it probably is, and a program is *only* as good as the teacher and the teaching circumstances.

22. Region III Comprehensive Center - Focus Area - Standards And Assessments led the Panel to conclude that phonemics awareness training led to improvement instudents' phonemic awareness, reading, and spelling. phonics instruction is a http://ceee.gwu.edu/teaching_learning/national_reading_panel.htm

Teaching Children to Read Download the full report The National Reading Panel concluded that the following components are necessary to teach children to read: Phonemic awareness and phonics instruction Reading fluency Reading comprehension Phonemic awareness is knowledge about phonemes, the smallest units making up spoken language. English consists of about 41 phonemes. Phonemes combine to form syllables and words. A few words have only one phoneme, such as a (a) or oh (o). Most words consist of a blend of phonemes, such as go (g-o) with two phonemes, check (ch-e-ck) with three phonemes, or stop with four phonemes (s-t-o-p). Phonemic awareness refers to the ability to focus on and manipulate these phonemes in spoken words. The Panel concluded that: Scientific evidence shows that teaching children to manipulate the sounds in language (phonemes) helps them learn to read. This remains true under a variety of teaching conditions and with a variety of learners across a range of grade and age levels. The NRP concluded that teaching phonemic awareness to children significantly improves their reading when compared to instruction without any attention to phonemic awareness. Specifically, the results of experimental studies led the Panel to conclude that phonemics awareness training led to improvement in students' phonemic awareness, reading, and spelling.

23. Creative Mathematics Seminars, Having Phun With Hands-On Phonics Many of us are confused with trying to integrate holistic reading/writing and Understandingthe Differences Between phonics, Phonetics, and phonemics. http://www.creativemathematics.com/seminars/phonics.htm

Having Phun With Hands-On Phonics Presented by Nancy McDonald to the Previous Page Effective Phonics Instruction for Balanced Literacy Programs One Day Reading/Literacy Seminar Fee for the workshop is $119 per person. Groups of 3 or more is $109 per person. Memphis ~ 10-16-00 Nashville ~ 10-17-00 Tucson ~ 11-3-00 Phoenix ~ 11-4-00 Today's teachers are asking - What is a balanced literacy program and where is the phonics instruction? Many of us are confused with trying to integrate holistic reading/writing and phonics. Nancy's workshop shows how effective phonics instruction fits with authentic literature to create a balanced literacy program! She starts with the research that shows where we've been and where we are going and gives you the tools to help you get there. Using the Cunningham Model, Nancy presents exciting activities and meaningful phonic lessons that fit any basal/literacy program. The workshop is hands-on and filled with activities that will help your students develop and improve their spelling and decoding skills. These activities range from singing nursery rhymes to chanting rap and are multilevel to help all students learn. Nancy reviews current literature and shares easy ways to

24. SPRING 2000 CLASS SCHEDULE kinds of reading (3) know the skill areas associated with reading. TUE. (1) comprehendthe differences among phonics, phonetics, and phonemics (2) know http://www.baylor.edu/~Jim_Wiley/SS_02_class_schedule.htm

TENTATIVE CLASS SCHEDULE READING 3302.F1 - Professor Jim Wiley SUMMER I 2002 This tentative schedule identifies the daily assignments. In general the information as presented will be followed throughout the term; however, there may be circumstances that necessitate altering the schedule. If changes are made to the schedule, you will be notified in a timely manner. The Class Preparation section indicates activities that are to be completed prior to class. The bold READ indicates a reading assignment and the bold COMPLETE indicates an engagement activity(ies) that is/are to be completed prior to class. Learning Engagements (LE) are explained in the course syllabus but they contain information relating to the engagement activity that is to be completed prior to class. LEs are due at the beginning of a class session and checked for completeness as well as the quality of responses. In general the LEs are due daily during the summer term. Turning in an incorrect daily assignment is the same as not completing the assignment. Bolded Red font indicates test dates The Learning Objectives column provides specific objectives for the class sessions. These should assist you in your study of the information. While these are not a finite listing of the learning objectives for our study of reading, they should provide you with a focus for your study.

25. LE Outline phonics. 1. phonics, phonetics, and phonemics are not synonyms. 2. phonicsis a Word Identification Technique, NOT a method for reading. http://www.baylor.edu/~Jim_Wiley/LE_07CA_060502Phon.htm

LE 7 DUE: Wednesday, May 05, 2002 name ANTICIPATORY ENGAGEMENT - The anticipatory engagement is designed to promote interaction with written discourse prior to class dialogue. Its primary purpose is to assist learners in preparing themselves for meaningful dialogue as well as activating their schemata related to the topic. The activities included in this section may vary from simple recall or literal items, development of charts or tables, to synthesis and evaluative written responses. After your written response to an item, indicate the location of the information on which you based your response at the end of it in parentheses (ex: p. 3, paragraph 3-5). Please read these directions carefully . You are to READ "Phonics," and "Phonic Analysis Survey Workshops" pages 101-126. When you come to "PAS-C Workshop 1 - Identifying Unigraphs," page 127, follow the directions for completing it as well as the next three consonant workshops, i.e., items 1 through 98, pages 127-149. Follow the directions for completing all four consonant workshops and checkups. The response sheets for these workshops are in Appendix F, pages 191-198. Please NOTE there are two copies of each response sheet, one to be turned in as part of the LE, the other for your class copy. DO NOT COMPLETE # 1 AND # 3 OF THIS LE UNTIL YOU HAVE COMPLETED THE PAS-C WORKSHOPS 1-4.

26. Smart Library On Adult Education General Issues In Teaching alphabetics (including phonemics and phonics); fluency; comprehension. Teacher Educationand reading Instruction; Computer Technology and reading Instruction. http://adulteducation.smartlibrary.info/NewInterface/segment.cfm?segment=2660

27. Reading Strategies 11. phonemics Awareness, NJLAL Standard 3.1.1. 12. phonics, NJLAL Standard3.4.15. phonics is an integral part of the reading process. http://www.union-city.k12.nj.us/curr/1-4humanities/strattech27.html

9. Independent Reading NJLAL Standard: 3.4.5 Students are encouraged to pursue their own interest as readers and writers. In addition, they are introduced to diverse authors, topics, and genres to expand their experience as readers; they are invited to experiment with diverse literacy forms and techniques, to use literature as a rich contest and springboard for writing, and to expand their experience as writers. 10. Story Mobile NJLAL Standard: 3.4.13 Students create mobiles in coopertive groups which depict the characters, setting, and/or plot. 11. Phonemics Awareness NJLAL Standard: 3.1.1 Phonemic Awareness is the ability to hear sounds that make up words, see relationships between sounds, and manipulate component sounds to create new words. Children need to be able to hear sounds, know their positions, and understand the role they play within the word. For example, say, the sound of the letter /s/. Now, say the word sea and so . Even though both words begin with the same letter, the /s/ changes in anticipation of the vowel that follows. Phonemic Awareness is not innate; it must be acquired in a sequential manner. It begins with the awareness of the spoken word, then to syllables, followed by onsets (all the sounds in a word that come before the first vowel) and rimes (all sounds that follow), and finally to the individual sounds within the word. For example in the word print, the onset is pr-and the rime is-int.

28. PHONICS IN EARLY LITERACY phonics has been referred to as a method of teaching reading. confusion has been compoundedby the use of other terminology such as phonetics and phonemics. http://www2.deakin.edu.au/faculty/education/soc_&_cult/publications/phonics.htm

PHONICS IN EARLY LITERACY Why do we want to write about phonics? Writers for the press also publish articles bemoaning the fact that reading standards have declined, despite much evidence to the contrary. (The Literacy Challenge, 1994). But presuming there is a decline in standards, they go on to say that the cause is a lack of phonic knowledge. The next illogical step in their thinking is that whole language teachers do not believe in teaching phonic knowledge and they are therefore blamed for the decline in standards. These are all signs of misunderstanding about the nature of literacy learning and about the practices of whole language teachers. We hope that this paper will help to counteract some of the misunderstandings. We have written this paper to begin a dialogue with you. We invite you to send your questions about phonics teaching to the editors of Practically Primary . We will reply in future editions of Practically Primary and will provide "classroom snapshots" and ideas for helping children learn graphophonic connections. In this first paper, we clarify terminology, explain why phonics is both complex and necessary, and consider what children need to learn about phonics. As whole language educators we believe that phonics is an important part of every literacy program. However, our whole language philosophy provides clear guidelines for practice. Whole language teachers do teach phonics.

29. Phonics - Reviews From Parent Council® to begin with the accompanying phonemics awareness pre A complete, excellentphonics program for Spelling, Grammar, Map reading, Mathematics, Geography. http://www.parentcouncil.com/LangArts/phonics.htm

Reviews from Parent Council® Collection: Phonics (30 Reviews) See Also: Reading Resources Audio Disc: Can a Jumbo Jet Sing the Alphabet?: Songs for Learning Through Music and Movement Age Range: Preschool, Early Reader, Eight to Ten Subjects: Music, Songs, Activities, Phonics, Fractions, Cultural Diversity Our whole family was rocking and dancing as we listened to this ingenious high-quality production with great songs and catchy rhythms. This release creatively teaches basic skills and fundamental concept through music and movement. The alphabet, letters, dancing, and some foreign phrases, all done to a sprightly beat, make this CD a real winner. The lyrics and suggestions for action movements are included. AB 1998 $12.95 ISBN: 00038-0110-2 Buy Audio Disc Online at amazon.com! Musician(s) / Vocalist(s): Palmer, Hap Publisher: Hal-Pal Music, Inc. Phonics 2 Age Range: Preschool, Early Reader Subjects: Phonics, Sounds, Letters, Songs, Group Use Phonics help children learn to spell and to say words. A handy companion booklet provides work sheets, puzzles, and coloring pages that offer practice with phonics. This fun way to learn about words comes with an audio tape that reinforces the lessons taught in the book. Silly phonics songs will get your hands clapping. Eight songs are included - lyrics are in the booklet. Fun for a classroom to sing along with. DC 1995 $9.98 ISBN: 1-882331-87-7

30. NRRF - - Proper Use Of The Term, Phonics known expert in the field of reading instruction The origins of the term, phonics,provide some help in the term is related to phonetics, phonemics, or phonology http://www.nrrf.org/49_proper_term.html

Proper Use of the Term, Phonics by Dr. Patrick Groff Dr. Patrick Groff, Professor of Education Emeritus San Diego State University, has published over 325 books, monographs, and journal articles and is a nationally known expert in the field of reading instruction. The term, phonics, often is used improperly in an isolated manner. For example, it frequently is said that children need to learn phonics, that phonics is the best method for developing word recognition skills, or that phonics is the most important skill for decoding words. Quite obviously, phonics means different things in these statements. As a result, confusion arises about what phonics precisely means. The opponents of direct and systematic phonics teaching also pounce upon such statements, offering them as proof that those who advocate this instruction actually are so confused about the meaning of the word, phonics that their advice about it should not be trusted. The origins of the term, phonics, provide some help in understanding what it truly means. It is apparent that the term is related to phonetics, phonemics, or phonology. But it represents something more than information about speech sounds. The word, phonics, was invented to represent the manner in which we use letters to represent speech sounds. After the alphabet was invented, a need occurred for a word that referred to the relationships between how we speak words and how we spell them. Phonics satisfied that requirement. To prevent unwarranted negative criticism of those who approve of direct and systematic phonics teaching it therefore is vital that the term, phonics, not be used alone. It is best, then, to say children need to use phonics information or phonics knowledge, that phonics teaching or instruction of phonics information is a preferred practice, and that students' learning how to apply phonics knowledge or phonics rules is necessary if they are to learn to recognize written words most accurately and quickly.

31. Phonics & Phonetics Course Structures. Foundation Series phonics Phonetics. (Teaching Handwriting,reading and Spelling Skills), reading phonemics Awareness. Word Recognition. http://brightspan.com/phonics.htm

Requires a Java Enabled Browser. Requires a Java Enabled Browser. Creative English Real-Life Maths Hands-on Science The Learning Links ... FAQs Learning Opportunities The Creative English Course is designed to help young children develop their reading and writing as well as listening and speaking confidence to their fullest potential. Course Structures (Teaching Handwriting, Reading and Spelling Skills) Handwriting: Mastery of the Alphabet Terms and/or definitions Pencil control Reading: Phonemics Awareness Word Recognition Identifying Initial, Medial and Final Phonemes Alliterations and rhymes Syllables Complex letter patterns and irregularities Spelling: Alphabetic connections between speech and writing Graphemic Awareness Spelling of monosyllabic words Discussions on wrongly applied generalisations and other reasons Bonus: Standard English Versus "Singlish" S$75 per month Available for 4 to yrs old 1 hour per lesson 4 lessons per month Weekday, evening or Saturday For more information about the course, simply contact us

32. Convention 2001 - Workshops reading. Yet our process is so integrated that all four areas (phonemics,phonics, writing, and reading) are addressed each day. http://www.weac.org/AboutWEA/conven01/workshops/gile.htm

INSIDE WEAC Convention 2001 an NEA Affiliate Reading by Ear: What Is Phonemic Awareness and How Do I Make It a Part of My Daily Instruction? General Information Welcome Reception Schedule Overview General Session with Jane Goodall ... Become a cyberlobbyist Amy Gile Reading by Ear, Denver Thursday, October 25 8:30-9:45 a.m. Midwest Express Center - 201 B Friday, October 26 10:15-11:30 a.m. Midwest Express Center - 201 B This interactive session will provide participants with an overview of the research behind the benefits of phonemic awareness instruction. It provides a detailed explanation of each stage of phonemic awareness and how it applies to beginning reading skills. You will leave the class with a large number of fun, easy to teach games and activities for every level of phonemic awareness. An added bonus will be fun ideas on how to incorporate music and movement into your phonemic awareness instruction as well! Amy Gile teaches special education in the Denver Public School System and is the mother of three children. Amy has earned her masters degree in special education, and she has taught for 10 years. Amy worked with children who were unable to make significant progress in reading using traditional and remedial approaches. She then began developing her own unique system: the Five-Day-Twenty-Week Curriculum. Her students achieved remarkable results in their reading ability using this curriculum.

33. Stark State Academics - EARLY CHILDHOOD ED TECH COURSE DESCRIPTIONS literacy development, including prewriting/writing, pre-reading, reading and language Exploresthe theory and role of phonics and phonemics awareness as http://www.starkstate.edu/catalog/ece.html

window.defaultStatus = "EARLY CHILDHOOD ED TECH COURSES" EARLY CHILDHOOD ED TECH COURSES INTRO EARLY CHILDHOOD ED 3 Credit Hours This course introduces the field of early childhood education and child care history, philosophies, goals, practices and professional affiliation; explores the range of prekindergarten programs, as well as examines career opportunities, qualification, and the role of the educator/caregiver. Observation and recording of infant/child behavior are also introduced. Fifteen observations hours are required. Prerequisites: 3 Credit Hours Studies theory and practice of instructional design and delivery for children birth to eight. Goal-setting, curriculum design, lesson planning and instructional methods based on NAEYC guidelines. Emphasis is placed on developmentally-appropriate, integrated and thematic instruction. Skill development is fostered in observing and recording behavior and evaluation/ assessment of children's needs, levels and progress. Includes use of a wide range of educational media. Fifteen field observation hours required. Prerequisites: 3 Credit Hours An examination of health and nutritional needs, issues, practices and state licensing as it relates to early childhood programs. Stress management, environmental design and working with children with special needs are addressed. Five observations hours required.

34. Epinions.com - Comments On 'My Phonics Word Book How I Am Teaching My Five Year Comments on My phonics Word Book How I Am Teaching in first grade and he's finallypicking up on reading. their letters, writing them and some phonemics work. http://www.epinions.com/content_77904121476/show_~allcom

Join Epinions Help Sign In Books All Categories Home Media Books My Phonics Word Book ... How I Am Teaching My Five Year Old To read " comments Opinion Summary My Phonics Word Book How I Am Teaching My Five Year Old To read by CyndiCM Pros: large letters, well illustrated, 100 stickers, Cons: none Return to opinion OVERALL RATING Have something to say? Write your own comment on this review! Comments on " My Phonics Word Book How I Am Teaching My Five Year Old To read " (6 total) Comment Sorted by Date Written Re: Thanks! Reply to this comment by CyndiCM CindyJean, this really is a great book for beginner readers. You won't go wrong with this one. Thanks for leaving a comment. ~ Cyndi ~ Oct 21 '02 12:47 pm PST Thanks! Reply to this comment by CindyJean in Books Thanks for a great review of a book that I may be looking for in the near future for my 5 year old son! Kudos! CindyJean Oct 18 '02 2:13 pm PST Re: Sounds like a good book... Reply to this comment by CyndiCM Catriona, this book would probably be exactly the type of book you need for your little girl. Good luck to your daughter and you!! ~ Cyndi ~ Oct 17 '02 4:15 am PST Re: Reading..

35. ESEA Bulletin 1: The Reading First Program and materials grounded in phonemics; aimed at components of effective readinginstruction Phonemic Awareness, phonics, Vocabulary Development http://www.hemweb.com/library/ESEA_Reading/body_pages/reading_first_copy.html

The Reading First Program The Reading First program, the academic cornerstone of the No Child Left Behind Act , provides the necessary assistance and funding for states and districts to establish research-based reading programs for students in kindergarten through third grade. Reading First funds also are focused on providing significantly increased teacher professional development to ensure that all teachers, including special education teachers, have the skills they need to diagnose reading problems and effectively teach. In addition, Reading First provides assistance to states and districts in preparing classroom teachers to effectively utilize assessment to screen students, and identify and overcome any reading barriers facing them. Reading First also provides assistance for the selection and administration of screening, diagnostic, and classroom-based instructional reading assessments with proven validity and reliability, in order to measure where students are and to monitor the progress that they make. These materials need to identify at-risk readers and target their individual needs so that every child can read by the end of grade 3. Harcourt Educational Measurement offers many professionally developed, reliable, and valid assessments focused on identifying reading difficulties and providing in-depth information for instructional plans.

36. Reading For Everyone! The Importance of phonemics, program that combines systematic, direct, and explicitinstruction in phonics skills, with writing experiences, and reading. http://www.nhsd.org/RELA/phon02.asp

37. EDU 371 Course Outline New York State English Language Arts Standards and Assessments. phonics/phonemics/phonetics. synthetic/analyticphonics. basal reading systems. http://education.cortland.edu/faculty/lachance/Childhoodweb/edu371syll.htm

SUNY Cortland Education Department EDU 371: Teaching Elementary School Reading and Language Arts I Course Outline Course Coordinator: Dr. Dorothy Troike Credit Hours: Credit Hours: 3 Instructor: Dr. Dorothy Troike Semester: Spring 2002 Phone: 607-753-2465 Location: Van Hoesen B-205 Office: Van Hoesen B-110A Office Hours: M 2-4 pm, W 2-3 pm, E-mail: troiked@cortland.edu Texts/Bibliographic Materials Required 1. Avery, C. (1993) . . . . And with a light touch, Learning about reading, writing, and teaching with first graders. Portsmouth, NH: Heinemann. 2. Cunningham, P. (2000). Phonics they use . NY: Longman. 3. Tompkins, G. E. (1998). 50 literacy strategies, Step by step . OH: Merrill. Learning standards for English language arts . (1996). The University of the State of New York: The State Education Department. 5. Required Journal Articles Barrantine, S. J. (1996). Engaging with reading through interactive read-alouds. The Reading Teacher, 50 The Reading Teacher, 49 Clay, M. (1991). Introducing a new storybook to young readers. The Reading Teacher, 45

38. Success In Reading // By Jeanne Anderson coaches him to increase the reading difficulty. phonics links sounds with letters,puts letters together phonemics involves taking words apart and putting them http://www.ascd.org/publications/class_lead/200111/anderson.html

Overview Current Issue Archived Issues Search Articles ... Contact the Staff November 2001 Understanding Learning Differences Success in Reading A Seven-Trait Approach by Jeanne Anderson My stomach sank as I scanned the grade-level postings for the next school year: I had been assigned to teach 1st grade. My first full-time teaching position had been in 1st grade. It was a tough year. I was inexperienced, had no background in teaching primary-aged children, and had been given no curriculum or support. One of my biggest challenges was in teaching reading. All I can say is that many of the children learned to read despite me. And now I was again responsible for laying the foundation for another generation of readers. This time, however, I had more experience (I had been teaching 6th grade for 9 years), and I was determined to offer students a better reading program. So I began an action research project to answer this question: What are the characteristics of a quality literacy program for 1st grade? Historically Popular Approaches The best way to teach children how to read has been debated for decades. Historically, there have been four main approaches, each with strengths and weaknesses: phonics, basal, literature, and language experience/writing.

39. Reading Success Task Force Dr. Adams responded that teachers do not start with phonemics, but rather start withwords Dr. Adams indicated that reading is not about phonics, but about http://www.azleg.state.az.us/iminute/senate/0909read.doc.htm

ARIZONA STATE LEGISLATURE READING SUCCESS TASK FORCE Minutes of the Meeting Thursday, September 9, 1999 9:30 a.m. – Senate Minority Caucus Room Members Present: Senator John Huppenthal, Chair Linda Shepperd Kay Byrd Dr. Marj Jones Pam Clark Dr. Ken Goodman Jeannie Eller Dr. Karen Sullivan-Burstein Elaine Panczak Maggie Brogan Virginia Carey Tokar Dr. Mary North Members Absent: Sheila Rogers Dr. Sharon Arthur Moore Laura Wilbur Staff: Kimberly Yee, Senate Education Research Analyst Heather Baker, Senate Assistant Research Analyst OPENING REMARKS Senator Huppenthal called the meeting of the Reading Success Task Force (Attachment A) to order at 9:30 a.m. Attendance was noted. Senator Huppenthal welcomed everyone and introduced Marilyn Jager Adams, Ph.D., Research Associate, Harvard University Graduate School of Education. He indicated Dr. Adams has been a member of several national advisory boards. PRESENTATION Dr. Adams indicated her presentation would address a fundamental topic that while underlying the Task Force’s discussions, probably has not been directly addressed, which is “The Great Debate,” (Attachment B).

40. Playing With Sounds is crucial to ensuring their later success in phonicsbased reading and spellinginstruction. Fortunately, it's easy and fun to integrate phonemics into your http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/playsounds.htm

Playing With Sounds Successful reading and spelling begin with phonemic awareness By Wiley Blevins Young children who have difficulty learning to read and spell may be hampered by poor phonemic awareness. Phonemic awareness is the understanding that words are made of discrete sounds (not the same as phonics, which involves the relationship between sounds and written symbols.) If youngsters cannot distinguish individual sounds, or phonemes, within words, they will have difficulty as they learn to read and write. Giving pre-readers in kindergarten and first grade a solid foundation in phonemic awareness is crucial to ensuring their later success in phonics-based reading and spelling instruction. Fortunately, it's easy and fun to integrate phonemics into your classroom routine. The following are aimed at teaching two basic phonemic awareness tasks: oral blending and oral segmentation. In each one, begin by breaking down words according to onset (the part of the syllable that comes before the vowel; for instance, the sound /k/ in cat ) and rime (the vowel and any consonants that follow it in a syllable; e.g., at in

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