Chapter 5 Cracking the Alphabetic Code
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.
Be a Mind Reader
Be a Mind Reader is often a favorite. In this game, the teacher thinks of a word on the wordwall and then gives five clues to that word.
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.
Songs for Teaching: http://www.songsforteaching.com/index.html
Phonemic Awareness Activities: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/activities/phonemic.html
Poem of the Month:
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.
- Chapter 5 ObjectivesAfter reading this chapter, you should be able to:
- Define phonemic awareness and discuss its role in literacy development.
- Explain the role of phonics in a balanced literacy program.
- Describe components of a complete spelling program.
Chapter 5 Focus QuestionsConsider the questions below as you read chapter 5.
Be a Mind Reader
Be a Mind Reader is often a favorite. In this game, the teacher thinks of a word on the wordwall 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)
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.
Songs for Teaching: http://www.songsforteaching.com/index.html
Phonemic Awareness Activities: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/activities/phonemic.html
Poem of the Month:
Phonemic Awareness Reading Rockets: http://www.readingrockets.org/reading-topics/phonemic-awareness