Word Identification Strategies: Building Phonics into a Classroom Reading Program

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Word Identification Strategies: Building Phonics into a Classroom Reading Program, Fifth Edition,gives pre- and in-service teachers essential information for planning and implementing effective word identification in elementary classroom reading programs–plus the tools to carry it out.

Table of Contents:
Chapter 1 Word Identification in Your Classroom Reading Program  1 Why Do We Teach Phonics?   Essential Elements of Phonics in Your Successful Classroom Reading Program Teach Phonics Directly Teach Phonics Systematically Teach Phonics Early Keep Phonics Instruction Meaningful Support Children as They Use Phonics While Reading and Writing Keeping Phonics in Balance in Your Classroom Reading Program            When Should You Teach Phonics?            How Will You Teach Phonics?            How Much Time Should You Spend Teaching Phonics?            Under What Circumstances Should You Teach Phonics? How Children Read Words            Analogy            Letter-Sound Decoding            Analyzing the Structure of Long Words            Prediction            Instant Recognition Metacognitive Awareness Keeping Word Identification Meaning-Focused Through Teaching Children to Self-Monitor, Self-Correct, and Cross-Check             Self-Monitoring             Self-Correcting             Cross-Checking Stages of Learning to Read Words Prealphabetic Word Learners in Preschool and Kindergarten Partial Alphabetic Word Learners in Kindergarten and Early First Grade Alphabetic Word Learners in Late Kindergarten Through Second Grade Consolidated Word Learners in Third Grade and Above Automatic Readers References   Chapter 2 Phonemic Awareness: Becoming Aware of the Sounds of Language   What Is Phonemic Awareness?   What Is Phonological Awareness?   Phonemic Is Important for Learning to Read Phonemic Awareness Develops Sequentially Word Awareness in Preschool Syllable Awareness in Preschool and Early Kindergarten Rhyme and Beginning Sound Awareness in Preschool and Kindergarten Sound Awareness and Blending in Kindergarten through Second Grade Manipulating Sounds in First and Second Grade Rhyme and Beginning Sound Awareness Classroom Activities for Developing Rhyme and Beginning Sound Awareness Spare Minute Activities for Developing Rhyme Awareness Phonemic Awareness Best Practices for Developing Phonemic Awareness Classroom Activities for Developing Phonemic Awareness Sound Awareness Blending Spare Minute Activities for Developing Phonemic Awareness  58 Phonemic Awareness Assessment Tools Informal Assessment Tools Formal, Norm-Referenced Assessment Tools Teaching Phonemic Awareness in Your Classroom Reading Program Kindergarten First Grade Second Grade Teaching Phonemic Awareness to English Language Learners Teaching Phonemic Awareness to Children At Risk E-Resources for Teaching Phonemic Awareness References Chapter 3 Early Word Identification in Preschool and Early Kindergarten: The Strategies of Using Logos, Pictures, Word Shape, and Partial Letter-Sound Associations to Read New Words  Environmental Cues: Associating Meaning with the Print in Everyday Surroundings in Preschool 68 Picture Cues: The Inferring Meaning from Illustrations in Preschool and Early Kindergarten Configuration Cues: Using Word Length, Word Shape, or Eye-Catching Letters to Read New Words in Preschool and Early Kindergarten Word Shape Word Length Letter Shape Prealphabetic Word Learners and Emergent Spellers in Preschool and Early Kindergarten Partial Alphabetic Word Learners and Early Letter Name-Alphabetic Spellers in Kindergarten and Early First Grade Best Practices for Teaching Partial Alphabetic Word Learners Teaching Letter Names and a Sound for Each Letter to English Language Learners Teaching Letter Names and a Sound for Each Letter to Children At Risk E-Resources for Teaching Letter Names and a Sound for Each Letter References Chapter 4 Analogy-Based Phonics in Late Kindergarten and First Grade: The Strategy of Using the Predictable Patterns in Known Words to Read New Words  83 Looking Inside Syllables to Find Onsets and Rimes Teaching Analogy-Based Phonics with Word Famililes How Children Use the Onsets and Rimes in Known Word Family Words to Read New Words Early Alphabetic Word Learners and Late Letter Name-Alphabetic Spellers How Rimes Make It Possible for Early Alphabetic Word Learners to Read New Words Best Practices for Teaching Analogy-Based Phonics  with Word Family Words Classroom Activities for Teaching Analogy-Based Phonics with Word Family Words Spare Minute Activities for Teaching Analogy-Based Phonics with Word Family Words Teaching Analogy-Based Phonics with Word Family Words to English Language Learners Teaching Analogy-Based Phonics with Word Family Words to Children At Risk E-Resources for Teaching Analogy-Based Phonics with Word Family Words References Chapter 5 Letter-Sound Phonics in Late Kindergarten, First, and Second Grade: The Strategy of Using Letter-Sounds to Read and Learn New Words  Phonics Letter-Sound Patterns   Which Letter-Sound Patterns to Teach and When to Teach Them Teaching Letter-Sound Phonics in Your Classroom Reading Program   Kindergarten   First Grade   Second Grade   Third Grade   Fourth and Fifth Grades   How Children Use Letter-Sound Phonics to Read New Words   Correcting Misidentifications   Minor Mistakes   Best Practices for Teaching Letter-Sound-Based Phonics   Do Phonics Rules Belong in Your Classroom Reading Program?   Full Alphabetic Word Learners and Within Word Pattern Spellers   Decodable Books and Your Classroom Reading Program  Classroom Activities for Teaching Letter-Sound-Based Phonics   Spare-Minute Activities for Teaching Letter-Sound Phonics   Teaching Letter-Sound Phonics to English Language Learners Teaching Letter-Sound Phonics to Children At Risk E-Resources for Teaching Letter-Sound Phonics References  Chapter 6 Analyzing the Strucgtue of Long Words in Third Grade and Above: The Strategy of Using Multiletter Word Parts to Read and Learn Long Words The Structure of Long Words Free and Bound Morphemes Teaching Word Structure in Your Classroom Reading Program First and Second Grades Third, Fourth, and Fifth Grades How Children Read New Words by Analyzing Word Structure Correcting Misidentifications Consolidated Word Learners and Syllalbles and Affixes Spellers Prefixes Suffixes Base Words Best Practices for Teaching Prefixes and Suffixes Greek and Latin Word Parts Compound Words Contractions Syllables Syllable Patterns Clues to Syllable Division Accent Patterns Best Practices for Teaching Syllable Patterns and Accent Classroom Activities for Teaching the Structure of Long Words Spare-Minute Activities for Teaching the Structure of Long Words Teaching Word Structure to English Language Learners Teaching Word Structure to Children At Risk E-Resources for Teaching Word Structure References Appendix A Letter-Sound Patterns: What the Phonics Teacher Needs to Know About How Letters Represent Sounds Key Vocabulary  Index 

About the Author :
Barbara J. Fox is a Professor of Reading at North Carolina State University. Her experience with young readers comes from teaching in the elementary school and in her university teaching, which combines her talent for helping improve children's reading ability and educating reading professionals. In her spare time she is an avid reader and enjoys her family and three dogs.