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Phonics instruction, an outdated practice to some, is often viewed as something that does not belong in the primary classroom. As I continue to learn more about the Science of Reading, I see how strategic and explicit phonics instruction is a necessary part of teaching children to read successfully. In this post, I will share a few things that I learned about phonics instruction from Chapter 3 of the book, Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (Burkins and Yates, 2021).

What is Phonics Instruction?

In my previous post about this amazing book, I describe how so many people interchange terms like phonemic awareness, phonological awareness, and phonics as if they all mean the same thing. I have done the same thing, too! I am growing my understanding of each term. It’s true, the meanings do intertwine, yet they are all significant parts of teaching my students to read.

Read This: A Little Fun with Phon – Words (blog post by Burkins and Yates, www.thesixshifts.com)

Phonics instruction is a way to guide our students to learn the connections between sounds (phonemes) in our spoken language (e.g., English) and the letters (graphemes) that we use to represent them. Since language is first learned through speech, we need to help our students learn how to make those connections. We can help them do this with intentional and explicit instruction of phonics.

Read Previous Post: Try Something New: Phonemic Awareness Instruction

New Learning from Chapter 3 / Shift 3

The title of the third chapter (or Shift 3) is “Reimagining the Way We Teach Phonics”. One of the biggest take-aways for me is that too often, some phonics instruction may happen, but with little planning or intention. Such an approach limits us in truly assessing what students need to learn and also what they have learned.

Related Reading:

Blog Post: Shifting the Balance – Professional Reading for the Summer

Blog post about Shift #1 (Talking Builds Comprehension)

Blog post about Shift #2 (Phonemic Awareness)

I learned that specific programs are not necessarily required for phonics instruction in my classroom. If I work on building a stronger understanding of phonics routines, then I can help set up my students for reading success. I am reminded that going from simple to more complex is key. Also giving students plenty of chances to apply new learning helps to consolidate information.

Table 3.1 in the book (page 68 – 69) called, “Systemic Phonics Progression: Why, What, and When” shares six principles that children need to understand, as well as examples of explicit phonics instruction.

A key message again is to carefully plan for and explicitly teach phonics.

Kris, www.mindstogrow.ca

In this chapter, I am able to see how a Sound Wall can be instrumental in helping students make those connections between sound and spelling. I have started using one in my classroom this year and it is a joy to see how the children use it daily during whole group and small group activities.

In Table 3.2 (page 71), a chart called, “Sound-Spelling Correspondence Examples” beautifully breaks down how we can teach these connections:

Example:

Phoneme: /b/ (sound)

Number of Spellings: 1

Graphemes: b (letter / symbol)

Example: bat

What Will I Try In My Classroom?

I will definitely implement the “High Leverage Instructional Routines for Systematic Phonics Instruction” as described in Table 3.3 (page 78). It shows eight routines, explains the purpose, and frequency for doing them in class! Some routines can be done each day, whereas others can be done 1-3 times per week, 2- 3 times per week, or as needed.

Since focusing more on the Science of Reading this year in my primary classroom, I have done a lot more work on helping students blend words, build words, read words, and write words. I will do more work now on helping students analyze, compare, and contrast patterns we see in spelling.

The “Continuous Blending Routine” (page 79) is something I have been using to assist my students in blending sounds and letters together to say or read a word. I intend to follow the steps on page 80 for teaching cumulative blending (Table 3.5). This method breaks down the blending process into even smaller parts, and thus can help those who really need it. I have never really tried this particular approach before and so I’m eager to see how it helps my students during reading conferences!

WEBSITE: www.TheSixShifts.com

Closing Thoughts on this Chapter

Even though phonics instruction has been frowned upon by some over the last while, I have learned that it has a very important place in my reading program. Teaching students the tricks of making connections between sounds (phonemes) and letters (graphemes) lays a foundation for successful reading. Prescribed programs can offer some help in teaching phonics in the classroom, however they are not required. With mindful and intentional planning, educators can create a system (scope and sequence) to help guide instruction, give students opportunities to work on what has been taught, and see the growth in their reading.

Questions to Consider

1. How do you feel about phonics instruction in your classroom?
2. Do you use a specific program to teach phonics?
3. What challenges have you experienced in teaching phonics?
4. What successes have you experienced in teaching phonics?
5. How do you assess your students’ learning of your phonics instruction?
6. Have you ever tried teaching cumulative blending?

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