英語教師自然拼讀法培訓心得

❶ 英語啟蒙時「自然拼讀法」的學習有何優點缺點

自然拼讀法又稱「Phonics」，根據美洲虎演講英語老師講課時說到的，自然拼讀法不僅是以英語為母專語國家的屬孩子學習英語讀音與拼字，增進閱讀能力與理解力的教學法，更是以英語為第二語言的英語初學者學習發音規則與拼讀技巧的教學方法。
缺點也很明顯，只是一般老師不會告訴你：

發音規則多、覆蓋面不全、發音品質不夠、無法自主選擇美音或者英音。

自然拼讀是技巧，但不是必須。

❷ 淺談如何在小學低段英語教學中滲透自然拼讀法

自然拼讀來法是英語源國家的孩子學習英語的讀音以及拼讀單詞的方法，這種方法可以幫助孩子解決拼讀單詞的問題，這種方法對我國的孩子同樣受用，不過我國的孩子要區別字母和拼音的發音及書寫，能做到不混淆，不誤讀，有意在拼的過程中不斷總結歸納，積累經驗，久而久之就能做到熟能生巧。

❸ 淺談小學英語教學之自然拼讀法

芝麻學社自然拼讀小學版（高清視頻完結） 鏈接:

❹ 如何在小學英語課堂教學中運用「自然拼讀法」

在進行pep小學英語教學過程中，伴隨著詞彙量的增加和書寫、閱讀要求的提高，許多學生對英語學習會感到緊張，有困難。這些不良情緒又會進而影響其學習效能，產生不良循環。而老師在教學中盡管採取了很多方法和手段，也常感到不能徹底解決這個問題。在同一些學生和英語老師的談話中，可明顯感覺到老師最頭疼的就是聽寫效果差；而學生面臨最根本的困難就是單詞難讀、難記，有的甚至會注諧音漢字來幫助記憶。另一方面，詞彙的掌握又對小學生後期的閱讀和寫作有著重要的意義。
有的老師建議使用音標進行教學。但小學生心智的發展水平一般低於中學生，過早涉及音標，易和拼音混淆；另外小學生的專注力一般也弱於中學生，進行枯燥的音標學習，會打消其學習興趣。總之，對小學生而言，音標教學又是一套全新的知識系統，要重新認識其發音，形態等，其要求高於學生現有能力，易於造成新的學習困難。
分析英語單詞的發音和書寫規律，可以發現英語單詞主流是規則的，少部分的所謂不規則發音也都有一定的發音模式，這些模式隨著更多詞彙的學習是可以有效掌握的。
phonics(自然拼讀法)就是根據這一語言現象產生的。這種發音學習法利用5個母音字母本身代表的發音及各種字母組合產生的音來學習字母和單詞，系統的歸類，最終讓初學英語的人建立字母與發音的直覺音感。它不同於音標教學，無需重新學習一套新的知識體系，而是去學習如何發現和掌握單詞音、型的內在關聯和規律。學生如果通過這樣的學習和訓練，能做到看到任何的字母組合就會立即直覺反應應該如何發音；聽到任何發音，也立即拼寫出單詞。那前面提到的難題就迎刃而解了。進而，對學生的閱讀、書寫和學習信心和策略產生積極的影響和作用。因此我們需要探索如何在小學英語課堂教學中運用「自然拼讀法」來解決單詞學習上難讀、難記的問題，從而提高學生的單詞教學效率。

❺ 淺談如何在小學英語課堂中更好的滲透自然拼讀法

好問題。但是，非常難。那個方法是為了掃盲誕生的，是英語為母語者使版用的，不完全適合中國，因為孩權子沒掃盲之前不會說英語！孩子們先聽母語，到了學寫字的時候才掃盲，把文字搭配聲音，聲音早就會，母語，配文字，學寫字，才用那個方法！說漢語的孩子聽了幾年漢語才學寫漢字，這時候用學寫漢字的方法。如果孩子們自小就聽英語，到了寫字的時候用那個方法，可以。

❻ 什麼是自然拼讀法如何一步一步教學生

自然拼讀法又稱「Phonics」， 它不僅是以英語為母語國家的孩子學習英語讀迴音與拼字，增進閱讀能答力與理解力的教學法，更是以英語為第二語言的英語初學者學習發音規則與拼讀技巧的教學方法。

方法：

1、建立字母與字母自然發音之間的直接聯系。

2、能夠成功拼讀母音+輔音（輔音+母音）。如：c-a ca a-t at

3、能夠成功拼讀輔音+母音+輔音。如d-o-g dog

4、能夠成功拼讀雙音節或多音節單詞。如sw-ea-t-er sweater

5、能夠聽音辨字，即聽到單詞讀音就能拼出該單詞。

6、單詞量大量擴充，能夠閱讀英語文章。

(6)英語教師自然拼讀法培訓心得擴展閱讀

特點：

把復雜的發音歸納成有規律的、簡單的發音，把英文的字母與發音聯系起來，徹底解決學生學英語發音難、發不準音的問題。據研究，英語單詞80%以上都符合一定的發音規則，只要孩子掌握這些發音規則，並加以練習，就可輕松的做到看字讀音，聽音拼字。

自然拼讀教學法是目前國際上最推崇的英語教學方法，也是美國兒童語言啟蒙所採用的方法。

❼ 故事教學中滲透自然拼讀法能提高哪些教學實效

一、什麼是自然拼讀法
自然拼讀法也叫直接拼讀法（Phonics），是指在沒有掌握和不藉助國際音標的前提下，利用英語字母或字母組合的規律，直接把所學的英語單詞准確地拼讀和拼寫出來。記住了詞形也就記住了詞音，記住了詞音也就等於記住了這個詞的拼寫形式，即「見詞能讀，聽音能寫」。自然拼讀法是一種實用而高效的單詞記憶法，我們要了解其特點，從而在教學中能夠靈活應用，讓學生更加高效地記憶單詞。
二、了解自然拼讀法「音形結合」的特點
自然拼讀法強調字母組合與單詞讀音相結合，符合英語單詞「音形結合」的特點，避免了音標記憶法過於注重單個字母發音的缺點。自然拼讀法不提倡學生一個字母一個字母去記單詞，而是要把多個字母看作是一個「音形結合」的整體，然後再結合單詞讀音記憶字母組合或是整個單詞。我們要學習的單詞成千上萬，可是許多單詞中都包含有同一個字母組合，而且許多字母組合發音較固定，不像是單個母音字母在不同的單詞中有不同的發音。英語中最常用的字母組合就幾十個，在平時讓學生記單詞時要結合單詞讀音記住字母組合，這樣會在以後記單詞時輕松不少。
三、合理應用自然拼讀法
在教學中我們應當靈活變通地應用自然拼讀法教學，既要利用自然拼讀法的原理把單詞的記憶和單詞讀音聯系起來，但又不能拘泥於單個字母的發音。初學單詞階段不應該過多強調單詞中字母及字母組合的規律，應當在學習單詞的過程中逐步體會單詞發音和字母之間的聯系，由學習單詞體會到字母發音規律，而不是學會發音規律再去記單詞。那麼在教學中怎樣才能做到由學習單詞逐步體會到發音規律呢？我在這里介紹兩種方法，這兩種方法很好地體現了自然拼讀法的原理，既能輕松記憶單詞又能掌握單詞讀音規律。
方法一，按照「斷開讀音找字母」的方法記憶單詞，進而體會單詞的讀音與字母的聯系。
具體做法是：教師要把單詞的讀音斷開，讓學生根據斷開的讀音在單詞中找到與讀音相對應的字母及字母組合。
如「teacher」一詞，教師可先念出單詞讀音[`ti∶t∫∶]，然後把讀音口述分為三組，分別為[`ti∶]、[t∫]和[∶]，讓學生在單詞中找到對應的字母組合「tea」、「ch」和「er」。
一個單詞讀音的劃分不是固定唯一的，只要有利於學生的記憶就可把單詞的讀音劃分為兩節或是三節等。但也要遵循一定的原則：1.字母少的單詞可分細一些，甚至按每個字母拆分讀音，再由學生按拆分後的讀音找出相應的字母。2.字母多的單詞應按音節或是單詞中字母組合的特點把讀音斷開，若把單詞讀音拆分過細，這樣反而像是給學生講音標，不利於學生的學習。3.給學生劃分單詞讀音時要把單詞讀音讀准確，讀慢一些，這樣有利於學生把單詞的讀音與字母正確配對。
這種「斷開讀音找字母」的方法有以下好處：1.學生在「找字母」的過程中既記憶了單詞又能感知發音規律，一舉兩得。2.不需要有音標知識為前提也能按單詞讀音記憶單詞，而音標記憶法按單個音素配對單個字母，又要以扎實的音標知識為前提，記憶時過於繁瑣。3.此方法記單詞時以「找字母」為主，不強調死背字母，有利於提高學生的學習興趣。4.本方法使用范圍廣泛。記憶單詞的方法很多，但「諧音記憶法」、「聯想記憶法」等方法只適用於個別單詞，不具有通用性。英語是表音文字，按讀音來記憶單詞才最實用的方法。
方法二，按照一個字母組合歸類多個單詞的方法去記憶單詞。
英語單詞千差萬別，但不同的單詞卻包含有某些發音相同的字母組合，就像不同的漢字有同一個偏旁一樣。其實英語中的字母組合更像是漢字形聲字中的「聲旁」。如「yellow，snow，show，know」，這些單詞都有一個相同的字母組合「ow」，而且發音也相同。如何把記憶單詞和字母組合聯系起來呢？這就需要我們引導學生在學習單詞的過程中整理一些常用的字母組合，利用字母組合歸類並整理學過的單詞。在歸類單詞的過程中學生既記憶了單詞又了解了字母組合的發音規律。下表為部分常用字母組合及其歸類的單詞，歸類起來的單詞看上去就不再那麼難記了。

❽ 運用自然拼讀法的過程中，教師怎樣提高口語感

1.明確目的，首先你要明確學英語的目的，不同的目的不同的方法，如果為了短時間內通過考試，我會告訴你背單詞背語法，練聽力+題海戰術。 如果是為了找工作面試。那就更簡單，模擬面試題庫例句使勁背吧。 如果要提高口語，真正能夠流利使用交流表達自己的觀點，那就要做好長期奮戰檢堅持學習日積月累的准備。非一日之功，也不是會幾種學習方法就可以。因為你還必須有英文思維。這就需要最好要有英文環境了。這個真的很重要。親自實踐比悶頭死背，更能培養思維，其實初期思維的進步就是我們說的語感。

2.基礎要打好!無論你是什麼目的我認為基礎非常重要，一定要花大把時間打牢打好。音標一定要熟練掌握。有的同學說音標好簡單，哪有那麼復雜。那麼為什麼那麼多學生發音不準呢?歸根結底你並沒有很好地了解每個音標的發音，組合發音技巧，舌位。每個單詞由很多字母組成，讀的時候就是很多音標的組合，有的同學說我讀得快吞音了。不要把吞音連讀和你的不規范同日而語。為什麼老外的發音那麼清晰，及時讀得很快連讀吞音，依然可以聽出來是什麼單詞。該發飽滿的母音發飽滿，不該吞的別瞎吞。你漏了一個音感覺聽不出來，其實在外國人耳朵里，完全就是另外一個詞。發音的不準也會變成另外一個詞。所以不能大概部位對了，聽起來差不多就行。就好像廣東人說粵語，你學粵語，聽著也挺有腔調的，但在人家耳里完全不對哦。一定要靠清楚發音部位舌位口型，反復練習。
3.要不要背單詞? 有一段時間好像有好多書叫做不用背單詞，很多人覺得背單詞超枯燥的，覺得對口語也沒用。你要是在國外還不著急學有大把時間那麼關系，每天接觸得多可以不背。但如果你在中國沒有環境，還想不背單詞，怎麼學呢?有人說看英文原版書，看美劇。這兩個都是學英語的好方法，但我認為應該是英語提升階段，更有效，初期你都沒有詞彙量，我不相信你不看中文字幕，看原版書，看一個查一個字典，沒兩天你就堅持不下去了，效率更慢，再過兩天你又忘了。背單詞有背單詞的方法。(1)考試的，對自己狠點，別設定目標一天20個，你以為一天20個一個月就600個了嗎?第一天20了·第二天20個，第三天我出去跟朋友吃飯了今天先不背了，第四天前天被的有點忘了先復習下。第五天今天家裡有點事，明天再背吧。一個月你還剩多少個?不逼一下你不知道自己的潛能，對自己狠點，別那麼溫柔，一天背50+，你說我記不住啊你今天背50個我算你能記住20個，明天在復習一下，又記住20個，加一起40個，是不是覺得這個數眼熟，對呀這才完成你一按本一天20個的計劃啊。(2)怎麼背單詞不容易忘記。最簡單學以致用+聯想+規則。記單詞找到適合你的方法，諧音的，聯想，詞綴，相同詞類，反義詞，衍生詞，同根詞長單詞分解成詞斷，遇到不會的單詞，先找自己認識的部分。。就是動動腦子的，都印象深刻。

❾ 急需英語（自然拼讀法phonics）學習聽音辯字，拼寫教學並舉例的教學計劃、總結、教案、反思、課堂隨筆。

下面是美國全國閱讀權利基金會制訂的phonics教綱，給你作參考。我把原件發到你信箱。

Phonics Primer
You can use this Phonics Primer developed by The National Right to Read Foundation to begin teaching a child or alt to read today. This primer lists the 44 sounds in the English language and then gives steps for teaching those 44 sounds and their most common spelling patterns. In addition to learning sounds and spellings, each day the student must read lists of phonetically related words and spell these words from dictation. Phonics instruction must be reinforced by having the student read decodable text.
The 44 Sounds in the English Language
5 Short-Vowel Sounds
18 Consonant Sounds
7 Digraphs
short /ă/ in apple
short /ĕ/ in elephant
short /ĭ/ in igloo
short /ŏ/ in octopus
short /ǔ/ in umbrella
/b/ in bat
/k/ in cat and kite
/d/ in dog
/f/ in fan
/g/ in goat
/h/ in hat
/j/ in jam
/l/ in lip
/m/ in map
/n/ in nest
/p/ in pig
/r/ in rat
/s/ in sun
/t/ in top
/v/ in van
/w/ in wig
/y/ in yell
/z/ in zip
/ch/ in chin
/sh/ in ship
unvoiced /th/ in thin
voiced /th/ in this
/hw/ in whip *
/ng/ in sing
/nk/ in sink

* (wh is pronounced /w/ in some areas)
6 Long-Vowel Sounds
3 r-Controlled Vowel Sounds
Diphthongs and Other Special Sounds
long /ā/ in cake
long /ē/ in feet
long /ī/ in pie
long /ō/ in boat
long /ū/ (yoo) in mule
long /ōō/ in flew
/ur/ in fern, bird, and hurt
/ar/ in park
/or/ in fork
/oi/ in oil and boy
/ow/ in owl and ouch
short /ŏŏ/ in cook and pull
/aw/ in jaw and haul
/zh/ in television

Steps for Teaching Phonics
Step 1. Gather the materials listed below and store them together in a box.
Materials for Teaching Phonics
What You Need
Suggestion
systematic phonics program
Consider Phonics Pathways (available from our online bookstore), Sing, Spell, Read, Write, or another program from Phonics Procts for Home or Phonics Procts for School.
* phonics flashcards with the letter or letter combination (such as ou) on front and clue word (such as out) on back
Consider the Indivial Set of 70 Phonogram Cards (item #IPC, $10) from Spalding Ecation International, available at www.spalding.org. It』s helpful to also purchase the Spalding Phonogram Sounds CD (item #CD, $5.00) to learn how to pronounce each sound correctly.
Note: if you purchase this set from Spalding, you will not need to purchase a separate set of alphabet flashcards.
decodable stories
(preferably 100% decodable)
If your phonics program does not contain 100% decodable stories, consider Stories Based on Phonics, available from our online bookstore, or Bob Books First, available from www.amazon.com.
writing supplies: index cards, index card file, black wide-tip permanent marker, beginner』s wide-ruled writing tablet, 2 pencils with erasers
Purchase writing supplies at any office supply store.

* Note: Make sure your phonics flashcards give the proper sound or sounds for each letter or letter combination – many widely available flashcards are incorrect or incomplete. For example, the common sound of x is /ks/ as in fox, not /z/ as in xylophone or /eks/ as in x-ray. Also, the short-vowel sound of i is /ĭ/ as in igloo, not /ī/ as in ice cream.
Step 2. Teach the 5 short-vowel sounds and consonant sounds. Drill until memorized.
During the first week, use the flashcards to drill the short-vowel sounds. Add several consonant sounds each day until you are drilling all short-vowel sounds and consonant sounds with your student daily. Do not rush this step. Keep drilling until all sounds are memorized, which usually takes 2-4 weeks.
Tip: Work on phonics for at least 15 minutes a day, 5 days a week with your student. Frequency and consistency are more important than the length of time spent on each lesson.
Short-Vowel Sounds
short /ă/ in apple
short /ĕ/ in elephant
short /ĭ/ in igloo
short /ŏ/ in octopus
short /ŭ/ in umbrella

Consonant Sounds
/b/ in bat
/k/ in kite
/s/ in sun
/k/ in cat
/l/ in lip
/t/ in top
/d/ in dog
/m/ in map
/v/ in van
/f/ in fan
/n/ in nest
/w/ in wig
/g/ in goat
/p/ in pig
/ks/ in fox
/h/ in hat
/kw/ in queen
/y/ in yell
/j/ in jam
/r/ in rat
/z/ in zip

Step 3. Practice two-letter blends. Drill until blending is automatic.
After your student knows the short-vowel sounds and consonant sounds, next teach him how to orally blend two letters (b-a, ba) and read two-letter blends such as: ba, be, bi, bo, bu.
Two-Letter Blends
b + a = ba
s + a = sa
j + a = ja
b + e = be
s + e = se
j + e = je
b + i = bi
s + i = si
j + i = ji
b + o = bo
s + o = so
j + o = jo
b + u = bu
s + u = su
j + u = ju

Step 4. Practice three-letter blends. Drill until blending is automatic.
After your student can read two-letter blends, progress to three-letter blends, that is, words. Each day, have your student read a set of short-vowel words, then dictate these same words to him. (Show him how to form each letter and correct him gently, if necessary). This not only helps him remember the phonics lesson just learned, but it greatly improves spelling.
Golden Rule of Phonics: Never allow your student to skip, guess, or substitute words. Accuracy is more important than speed.
Three-Letter Blends
fa + t = fat
ki + t = kit
ro + d = rod
de + n = den
ma + d = mad
se + t = set
bo + x = box
ye + s = yes
tu + g = tug
hi + d = hid
no + t = not
wi + n = win
ju + g = jug
pu + n = pun
la + p = lap

Step 5. Teach the twin-consonant endings, plurals, and two-consonant blends. Drill until blending is automatic.
Twin-Consonant Endings
Two-Consonant Blends
Two-Consonant Blends
puff
blab
stun, fist
sell
brag
swam
kiss
club
trot
fuzz
crop
twin
lock
drag
fact

fled
raft
Plurals:
frog
bulb
cats (sounds like /s/)
glum
held
beds (sounds like /z/)
grip
elf

plug
sulk

prim
film

scat
help

skip, mask
silt

sled
jump

smug
hand

snip
mint

spot, gasp
kept

Step 6. Teach the digraphs (ch, sh, th, wh, ng, nk). A digraph consists of two consonants that form a new sound when combined. Also teach three-consonant blends.
Digraphs
Three-Consonant Blends
chin, such, patch (silent t)
scruff
ship, wish
split
thin, with (unvoiced /th/)
strap
this (voiced /th/)
thrill
whip

sang, sing, song, sung

sank, sink, honk, sunk

Step 7. Introce a few high-frequency words necessary to read most sentences.
After your student can read three-letter and four-letter words easily, it』s time to add a few high-frequency words that are necessary to read most sentences. Some high-frequency words are phonetically regular (such as 「or」), but are introced out of sequence because of their importance. Other words are truly irregular, because they contain one or more letters that don』t follow the rules of phonics (such as 「once」 and 「who」).
The Basic High-Frequency Words table lists the most important words. Write each word on an index card. Introce three or four new words a week. Drill your student on these words everyday, encouraging him to sound out as much of the word as possible (usually the vowel sound is the only irregular part). As your student masters each word, file the card in the card file under 「Words I Know.」 When your student comes across a new 「wacky」 word (such as 「sugar」 in which the 「s」 is pronounced /sh/), make up a new index card and file it under 「Words To Learn.」
Tip: What distinguishes this high-frequency word list from the typical 「sight word」 list? Many words in the list below cannot be completely sounded out, either because they contain one or more letters that don』t 「follow the rules」 or the rule is learned later. In contrast, the typical 「sight word」 list contains mostly phonetically regular words (such as 「and」 and 「when」) that the student is forced to memorize simply because he has never been taught to sound them out.
Basic High-Frequency Words
Introce after student can
read short-vowel words, /th/, and /sh/
Introce after student can
read long-vowel words
A vowel by itself says its name:
a, I

「e」 at the end of a short word says its name:
be, he, me, we, she, the*

「o」 at the end of these words says its name:
no, go, so

「or」 says /or/: or, for

do, to, into, of, off, put

* also pronounced /thŭ/
was, were, are
doing, does
said, says, have, give
you, your, yours
they, their, there
where, what, why, who
once, one, come, some
done, none
two, too

Step 8. Teach the long-vowel sounds and their spellings. Note that there are five common spellings for each long-vowel sound. Also teach the 「Silent-e Rule」: When a one-syllable word ends in 「e」 and has the pattern vce (vowel-consonant-e), the first vowel says its name and the 「e」 is silent.
Long-Vowel Sounds
Common Spellings
Less Common Spellings
long /ā/
cake, rain, pay, eight, baby
steak, they, vein
long /ē/
Pete, me, feet, sea, bunny
key, field, cookie, receive, pizza
long /ī/
bike, hi, fly, pie, night
rye, type
long /ō/
hope, go, boat, toe, snow
soul, though
long /ū/ & /ōō/
mule, blue, boot, tuna, flew
fruit, soup, through, feud

Step 9. Teach the r-controlled vowel sounds and their spellings.
r-Controlled Vowel Sounds
Common Spellings
Less Common Spellings
/ur/
fern, bird, hurt
pure, dollar, worm, earth
/ar/
farm
orange, forest
/or/
fork
door, pour, roar, more, war

Step 10. Teach the diphthongs /oi/ and /ow/ and their spellings. A diphthong consists of two vowels that form a new sound when combined. Also teach other special sounds.
Sound
Common Spellings
/oi/
oil, boy
/ow/
owl, ouch
short /ŏŏ/
cook, pull
/sh/
vacation, session, facial
/zh/
vision

Step 11. Teach /aw/, /awl/, /awk/ and their spellings.
Sound
Common Spellings
/aw/
jaw, haul, wash, squash
/awl/
bald, wall
/awk/
talk

Step 12. Teach these sounds and spelling patterns.
Sound
Common Spellings
/s/ spelled c
Rule: c followed by e, i, or y sounds like /s/.
cent, face, cinder, cycle
/j/ spelled g, ge, dge
Rule: g followed by e, i, or y usually sounds like /j/.
frigid, age, fudge, gym
/f/ spelled ph
Rule: ph sounds like /f/ in words of Greek origin.
phone, phonics
/k/ spelled ch
Rule: ch sounds like /k/ in words of Greek origin.
chorus, Christmas
/sh/ spelled ch
Rule: ch sounds like /sh/ in words of French origin.
chef, champagne

Note: This Phonics Primer does not contain all English spelling patterns. Consult a good phonics program such as one from Phonics Procts from Home or Phonics Procts for School for additional spelling patterns and rules. Most procts contain detailed instructions and practice reading selections.
Step 13. After 3 to 4 months of daily phonics instruction, begin introcing decodable stories.
Important: All sounds and spellings in Steps 2 - 12 should be introced within the first 4 months of phonics instruction.
After 3 to 4 months of reading lists of words and sentences, your student should be ready to read decodable stories such as Stories Based on Phonics or Bob Books First. The student should read all stories aloud, carefully and accurately. Help him sound out difficult words, as needed. Explain the meaning of all new words. Encourage him to read each story several times to gain fluency, but don』t let him memorize the story (reciting a story from memory is not reading). Model fluent reading by reading a sentence aloud with expression, then asking him to repeat what you read with the same tone of voice. Explain and demonstrate the meaning of basic punctuation (period = stop, comma = pause, exclamation point = speak with excitement, question mark = raise the pitch of your voice on the last word to ask a question.)
Step 14. Begin introcing 「easy-to-read」 books.
After the student masters decodable stories, let him move on to easy books such as those by Dr. Seuss (Hop on Pop; One Fish, Two Fish, Red Fish, Blue Fish; Ten Apples Up on Top; Green Eggs and Ham; and so on), P. D. Eastman (Are You My Mother?; Go Dog, Go!; A Fish Out of Water), and Cynthia Rylant (Henry and Mudge series; Poppleton series; Mr. Putter and Tabby series). As your student reads each book, add new wacky words to the Words To Learn file and review daily, if necessary.
Continue teaching the lessons in the phonics program – don』t stop just because your student can read. Most children need 1 to 2 years of reinforcement before their phonics knowledge becomes permanent.
Step 15. Continue to give phonetically based spelling lists.
Even after your student has finished the phonics program, make sure to reinforce his phonics knowledge by giving phonetically based spelling lists each week at least through third grade.
Revised: 6/05