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.
How Effective Teachers Assist Students in “Cracking the Code”
How Effective Teachers Assist Students in “Cracking the Code”
- Teachers teach students to “crack the code” through phonemic awareness, phonics, and spelling instruction.
- Teachers understand that phonemic awareness is the foundation for phonics instruction.
- Teachers teach high-utility phonics concepts, rules, phonograms, and spelling patterns.
- Teachers recognize that students’ spelling errors are a measure of their understanding of phonics.
Below are two specific areas utilized to help students crack the alphabetic code. Within the Phonemic Awareness and Phonics Sections, are links to articles and websites that can be utilized to help your students learn.
Phonemic Awareness
Poem of the Month
Fast Start for Early Readers
Picture Sort
Phonemic Awareness Activities
Phonological Awareness Activity with Hand Pointers
Phonemic Awareness- Reading Rockets
Mrs. Herrman Kindergarten Phoneme Segmentation
Fast Start for Early Readers
Picture Sort
Phonemic Awareness Activities
Phonological Awareness Activity with Hand Pointers
Phonemic Awareness- Reading Rockets
Mrs. Herrman Kindergarten Phoneme Segmentation
Phonics
Phonics Continuum
Phonics Developmental Continuum
Phonemes in Action: Elkonin Boxes
Making Words
Teaching Rimes with Shared Reading
Move and Learn Early Concepts
Tongue Twisters
Guess the Covered Word
Building a Word Wall
eSorts
Phonics They Really Use
Teach phonemics by acting out single-syllable words
ABC Phonics Chant
Short and Long Vowel Sounds, Consonant Sounds
Phonics and Decoding- Reading Rockets
Phonics Songs
Mr. Thorne's Phonics
Decodable Books Reading A-Z
Phonics Developmental Continuum
Phonemes in Action: Elkonin Boxes
Making Words
Teaching Rimes with Shared Reading
Move and Learn Early Concepts
Tongue Twisters
Guess the Covered Word
Building a Word Wall
eSorts
Phonics They Really Use
Teach phonemics by acting out single-syllable words
ABC Phonics Chant
Short and Long Vowel Sounds, Consonant Sounds
Phonics and Decoding- Reading Rockets
Phonics Songs
Mr. Thorne's Phonics
Decodable Books Reading A-Z
Be a mind reader
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 mind they 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. 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.
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 mind they 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. 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.