21. THE VERMONT EDUCATION REPORT - January 07, 2002 Vol. 2, No. 2 ability to read. Five years into elementary school, phonics and phonemics had been almost wholly lacking from the reading curriculum. http://www.schoolreport.com/vbe/nlet/01_07_02.htm

www.SchoolReport.com Vermonters for Better Education Return to Education Report Index Return to VBE Index Vermonters for Better Education Homepage THE VERMONT EDUCATION REPORT January 07, 2002 Vol. 2, No. 2 Covering education news in Vermont and beyond... Informative, provocative, unique... Published by Vermonters for Better Education VBE is a nonprofit, nonpartisan organization whose mission is to enlist parents and the public at large in achieving quality educational opportunities for all the children of Vermont by monitoring the state of education in Vermont; promoting the value of educational freedoms for all parents; and giving parents the evaluative tools with which to identify excellence. Libby Sternberg, executive director: MAILTO:LSternberg@aol.com STATE NEWS... CHARTER SCHOOL STUDY COMMITTEE: NO SURPRISES The state's Charter School Study Committee will most likely issue its negative recommendation today or in the near future, telling the legislature that Vermont doesn't need charter schools. The make-up of the committee foreshadowed its outcome. Of its 10 members, at least five were predisposed against school choice in general. AND SO IT BEGINS: LEGISLATIVE OUTLOOK Because this is an election year, political posturing and not substantive education reform might be the likely outcome of this year's session. Nonetheless, school choice could be on the agenda as choice advocates under the Dome struggle to push something through after a frustrating session last year, where the only choice initiative was the ill-fated charter school study committee.

22. PATHFINDER FOR ENGLISH (PHONICS) AV materials on English (phonics) on EdCAT English language—phonemics—Study and teaching, English English language—Phonetics, reading—Phonetic method. http://www.lib.ied.edu.hk/mss/pathfinder/english-phonics.html

PATHFINDER FOR ENGLISH (PHONICS) (Media Resources) This pathfinder is designed to help you get started in searching media resources on English (Phonics). Please ask a staff at the media resources counter if you need further assistance. Useful Call Numbers Suggested Material List Useful Subject Headings ETV Video Cassette VCD ... Teaching Kit Useful Call Numbers The followings are some of the Library of Congress classification numbers which will lead you to AV materials on English (Phonics): L Education LB Theory and practice of education Primary education Phonic method. Phonetic method Elementary or public school education Phonetic method P Language and Literature PE English language Grammar Phonology Useful Subject Headings These are some Library of Congress Subject Headings which you can use to retrieve AV materials on English (Phonics) on EdCAT , the Library on-line catalogue. Use keywords if you do not know the correct subject heading. Make sure you have limited your search to "Media Resources Collection" before you do a subject/keyword search.

23. Literacy Activities For Parents: Phonemics Phonological Awareness and Primary phonics. Indicators of Basic Early Literacy Skills (DIBELS) blue arrowDear Susan Q A Children reading blue arrow http://www.corra.org/Literacy/Phonemic_Activities.asp

Home CORRA Content Families Providers ... Community/Employer Site Search Search Help Literacy Activities for Parents Back to Main Literacy Page Activities to Help Children Hear the Beginning Sound of a Spoken Word - Tongue Twisters Tongue Twisters such as "Peter Piper" provide an amusing and novel tool to help children hear common beginning sounds of words. Through reciting and discussing these tongue twisters, children develop the ability to pick out and recognize the beginning sounds of words. More importantly, the children will have a great laugh while listening to the attempts to recite the tongue twister without error. Steps: The adult recites the tongue twister. The child can join in or repeat the ones. Talk about the sounds at the beginning of the words and how they sound alike. Here are some tongue twisters you can use: My sister Sally is sitting by the sea singing songs. Betty Botter bought some butter. But, she said, this butter's bitter. If I put it in my batter, it will make my batter bitter.

24. Phonics Instruction Beginningreading; *Decoding-reading; *phonemics-; *Phonology-; *reading Word Matters Teaching phonics and Spelling in the reading/Writing Classroom. http://www.indiana.edu/~reading/ieo/bibs/phonics.html

Phonics Instruction Greetings. The following materials are intended to provide an introduction to phonics instruction. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file. Kyong-Jee Kim Reference Specialist Alphabetically arranged listing of bibliographies Categorically arranged listing of bibliographies Internet Sites Report on Learning Disabilities Research , from Reid Lyon, National Reading Panel Overview of Reading and Literacy Initiatives From Letters to Sound Why Johnny Can't Decode. Washington "Post" articles of October 27, 1996. Phonics and Whole Language Preventing Reading Difficulties in Young Children : 1998 report from the National Research Council (NRC) Phonemic Awareness: An important early step in learning to read. Phonics in whole language classrooms. Phonics Online A free course on phonics instruction The National Council of Teachers of English The Riggs Institute Citations from the ERIC Database AN: EJ643163 AU: Abbott,-Mary; Walton,-Cheryl; Greenwood,-Charles-R.

25. Whole Language Vs. Phonetic Reading Instruction Gives examples of practitioner techniques of combining phonemics, phonics, and whole language in early reading instruction. Sidebars http://www.indiana.edu/~reading/ieo/bibs/wholvsph.html

Whole Language vs. Phonetic Reading Instruction Greetings. The following materials are intended to provide an introduction to the debate between whole Language and phonetic reading instruction. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file. Chia-Hui Lin Reference Specialist Alphabetically arranged listing of bibliographies Categorically arranged listing of bibliographies Internet Sites Whole Language or Phonics? Not "either/or" but "both/and": Phonics and Whole Language Phonics and Whole Language Learning: a Balanced Approach to Beginning Reading Phonics vs. Whole Language Which is Better? ... Report on Learning Disabilities Research Citations from the ERIC Database AN: ED445320 AU: Ediger,-Marlow TI: Issues in Reading Instruction. PY: 2000 PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED445320 DE: *Phonics-; *Reading-Achievement; *Reading-Instruction; *Whole-Language-Approach DE: Elementary-Education; Public-Schools; Student-Needs; Teacher-Role

26. LE Outline phonics. 1. phonics, phonetics, and phonemics are not synonyms. 2. phonics is a Word Identification Technique, NOT a method for reading. http://www3.baylor.edu/~Jim_Wiley/LE_07CA_060502Phon.htm

LE 7 DUE: Wednesday, May 05, 2002 name ANTICIPATORY ENGAGEMENT - The anticipatory engagement is designed to promote interaction with written discourse prior to class dialogue. Its primary purpose is to assist learners in preparing themselves for meaningful dialogue as well as activating their schemata related to the topic. The activities included in this section may vary from simple recall or literal items, development of charts or tables, to synthesis and evaluative written responses. After your written response to an item, indicate the location of the information on which you based your response at the end of it in parentheses (ex: p. 3, paragraph 3-5). Please read these directions carefully . You are to READ "Phonics," and "Phonic Analysis Survey Workshops" pages 101-126. When you come to "PAS-C Workshop 1 - Identifying Unigraphs," page 127, follow the directions for completing it as well as the next three consonant workshops, i.e., items 1 through 98, pages 127-149. Follow the directions for completing all four consonant workshops and checkups. The response sheets for these workshops are in Appendix F, pages 191-198. Please NOTE there are two copies of each response sheet, one to be turned in as part of the LE, the other for your class copy. DO NOT COMPLETE # 1 AND # 3 OF THIS LE UNTIL YOU HAVE COMPLETED THE PAS-C WORKSHOPS 1-4.

27. Breaking The Sounds' Barrier - The Big Picture Musical, Multisensory, Bridge From phonemics, to phonics to reading!! reading by Ear is our name for learning to read by listening. http://readingbyear.com/TheBigPicture.htm

e-mail: info@readingbyear.com "Simultaneously playful and uncompromising, READING BY EAR moves the minds of learners from the whole to its parts, from music to sight, from sound to sense. In so doing, READING BY EAR orchestrates key brain functions crucial to immediate, effective, and lasting reading skills." Gabriele Rico, Ph. D. Professor of English and Creative Arts San Jose State University Author of WRITING THE NATURAL WAY "Creative and well organized program easily adaptable for use by classroom teachers, speech therapists, and music educators." Dr. Robert E. Marciante, CEO FranCenter , Darien, IL "I highly recommend Reading By Ear. The music is engaging! Children have fun while learning basic reading and phonic skills." Dr. Kenneth Iversen, Consultant FranCenter, Inc. The Fran Center in Illinois is a non-for-profit organization that exists to affirm, support and act upon the needs of individuals, families and school systems to develop an educational and responsible citizenry. National Reading Panel Findings Following a two-year analysis and assessment, the National Reading Panel released its latest findings to the United States Congress and the Nation. They listed two things as essential for learning to read successfully:

28. - Infogrip, Inc. Rabbit s Learn to Read with phonics Reader Rabbit s Dictionary Volume I Sign Smith reading Power Single Verbs Talking Walls Teach Me phonemics Blends Teach http://www.infogrip.com/textsite/category_view.asp?option=software

29. Especially For Teachers - Resources In particular, there is confusion in understanding and using terms such as phonics, phonemics, phonemic awareness use of phonics in reading, in particular http://www.discover.tased.edu.au/english/Emmitt.htm

30. The National Reading Panel Surveys Research On Teaching Children alphabetics (including phonemics and phonics); fluency; comprehension. Teacher Education and reading Instruction; Computer Technology and reading Instruction. http://adulteducation.smartlibrary.info/NewInterface/segment.cfm?segment=2660

31. Phonics Or Whole Language? Pike, Kenneth (1956) phonemics, A technique for phonics, Turning The Tide Of Illiteracy, Halcyon Press. Burns, Susan (1998) Preventing reading Difficulties In http://www.manateemiddle.org/phonics/newpage13.htm

The Phonics Connection colors with words! Reading.... Whole Language or Phonics? Written by: Wendy Hopkins INTRODUCTION The debate between Phonics and Whole Language reading instruction has not only influenced the design of reading curriculum for schools and colleges for the last 75 years but continues to be the most critical topic in education today. Prior to the early 19 th century, the generally accepted method for teaching reading was the phonetic approach. In order to thoroughly explore and investigate this topic one must not only compare the two procedures and methods themselves but the ramifications and results of both methods as it has affected America's children for the last 75 years. A significant number of children have been taught using the Whole Language approach (60% of anyone 81 years of age and younger). Whole language reading instruction (also known as "look-say or "sight" reading) is the most widely used method of teaching reading in the U.S. and many other countries. Its development dates back to early in this century. In order to adequately discuss this topic one must first know the difference between the two concepts and then consider the following aspects of the task of learning to read: The characteristics of the learners and their learning styles.

32. NRRF - - Proper Use Of The Term, Phonics known expert in the field of reading instruction The origins of the term, phonics, provide some help in the term is related to phonetics, phonemics, or phonology http://www.nrrf.org/49_proper_term.html

Proper Use of the Term, Phonics by Dr. Patrick Groff Dr. Patrick Groff, Professor of Education Emeritus San Diego State University, has published over 325 books, monographs, and journal articles and is a nationally known expert in the field of reading instruction. The term, phonics, often is used improperly in an isolated manner. For example, it frequently is said that children need to learn phonics, that phonics is the best method for developing word recognition skills, or that phonics is the most important skill for decoding words. Quite obviously, phonics means different things in these statements. As a result, confusion arises about what phonics precisely means. The opponents of direct and systematic phonics teaching also pounce upon such statements, offering them as proof that those who advocate this instruction actually are so confused about the meaning of the word, phonics that their advice about it should not be trusted. The origins of the term, phonics, provide some help in understanding what it truly means. It is apparent that the term is related to phonetics, phonemics, or phonology. But it represents something more than information about speech sounds. The word, phonics, was invented to represent the manner in which we use letters to represent speech sounds. After the alphabet was invented, a need occurred for a word that referred to the relationships between how we speak words and how we spell them. Phonics satisfied that requirement. To prevent unwarranted negative criticism of those who approve of direct and systematic phonics teaching it therefore is vital that the term, phonics, not be used alone. It is best, then, to say children need to use phonics information or phonics knowledge, that phonics teaching or instruction of phonics information is a preferred practice, and that students' learning how to apply phonics knowledge or phonics rules is necessary if they are to learn to recognize written words most accurately and quickly.

33. NRRF - S.C. Gets $88.6 Million Reading Grant phonemics emphasizes teaching sounds and symbols at the kindergarten level; phonics emphasizes the a storehouse of words to use in reading and speaking; http://www.nrrf.org/SC_wins884-22-03.htm

S.C. gets $88.6 million reading grant Reading First will give $88.6 million to aid literacy among poor students in lower grades By BILL ROBINSON The State Staff Writer Apr. 22, 2003 South Carolina public schools will soon get the first two installments of $88.6 million in federal aid to underwrite high-intensity reading instruction over the next 5½ years. State and federal officials announced the grant Tuesday at a Richland 1 elementary school. The bulk of the money must be used to help children in kindergarten through grade three with poor reading skills. "If you can make a difference in education, spend the money early," Gov. Mark Sanford said during a late-morning press conference at Annie Burnside Elementary School. The money, about $28 million in the first payment, will go to schools that already receive substantial amounts of federal aid based on the poverty level of their students under a program known as Title I. South Carolina has about 435 Title I elementary schools. Initially, the state will pick 36 elementary schools from applicants in 51 districts that will compete for about $250,000 apiece for their plans to improve reading. The money will help purchase instructional material, and pay salaries for a roving "literacy coach" and training for teachers.

34. Playing With Sounds is crucial to ensuring their later success in phonicsbased reading and spelling instruction. Fortunately, it s easy and fun to integrate phonemics into your http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/playsounds.htm

Scholastic Home About Us Site Map Search ... Customer Service Playing With Sounds Successful reading and spelling begin with phonemic awareness By Wiley Blevins Young children who have difficulty learning to read and spell may be hampered by poor phonemic awareness. Phonemic awareness is the understanding that words are made of discrete sounds (not the same as phonics, which involves the relationship between sounds and written symbols.) If youngsters cannot distinguish individual sounds, or phonemes, within words, they will have difficulty as they learn to read and write. Giving pre-readers in kindergarten and first grade a solid foundation in phonemic awareness is crucial to ensuring their later success in phonics-based reading and spelling instruction. Fortunately, it's easy and fun to integrate phonemics into your classroom routine. The following are aimed at teaching two basic phonemic awareness tasks: oral blending and oral segmentation. In each one, begin by breaking down words according to onset (the part of the syllable that comes before the vowel; for instance, the sound /k/ in cat ) and rime (the vowel and any consonants that follow it in a syllable; e.g., at in

35. English Society reading Literacy. General Resources Helping Children To Read Learning the ABCs Listening Comprehension phonics phonemics reading Comprehension reading Help http://beta.communities.msn.com/englishsociety/search.msnw

var nEditorialCatId = 283; MSN Home My MSN Hotmail Shopping ... Money Web Search: document.write(''); Groups Groups Home My Groups Language ... Help English Society englishsociety@beta.communities.msn.com What's New Join Now Discussion Boards The ES 7th Annual Open Day ... Tools Just click on ES Search to look for any word or phrase you want to know about ES Search NGfL DfE E Standards Site ... GoTo Languages General Resources Linguistics Online Translators African Languages ... Welsh Grammar Conjunctions General Resources Parts of Speech Sentence Structure Mechanics General Resources Punctuation Rules of Capitalization Spelling Usage Comparison Correct Use of Pronouns General Resources General Resources ... Tools for Reading Vocabulary General Resources Palindromes Rhyming Words Word Origins Teaching Resources: Collaborative Activities Children's Literature Debate English, Lessons, Helps Foreign Language ... Writing Lesson Plans Languages Language Arts Preschool Alphabet Themes Preschool Reading ... Preschool Writing Related Areas Literature Printable Worksheets Notice: Microsoft has no responsibility for the content featured in this group. Click here for more info.

36. Region III Comprehensive Center - Focus Area - Standards And Assessments led the Panel to conclude that phonemics awareness training led to improvement in students phonemic awareness, reading, and spelling. phonics instruction is a http://ceee.gwu.edu/teaching_learning/national_reading_panel.htm

Teaching Children to Read Download the full report The National Reading Panel concluded that the following components are necessary to teach children to read: Phonemic awareness and phonics instruction Reading fluency Reading comprehension Phonemic awareness is knowledge about phonemes, the smallest units making up spoken language. English consists of about 41 phonemes. Phonemes combine to form syllables and words. A few words have only one phoneme, such as a (a) or oh (o). Most words consist of a blend of phonemes, such as go (g-o) with two phonemes, check (ch-e-ck) with three phonemes, or stop with four phonemes (s-t-o-p). Phonemic awareness refers to the ability to focus on and manipulate these phonemes in spoken words. The Panel concluded that: Scientific evidence shows that teaching children to manipulate the sounds in language (phonemes) helps them learn to read. This remains true under a variety of teaching conditions and with a variety of learners across a range of grade and age levels. The NRP concluded that teaching phonemic awareness to children significantly improves their reading when compared to instruction without any attention to phonemic awareness. Specifically, the results of experimental studies led the Panel to conclude that phonemics awareness training led to improvement in students' phonemic awareness, reading, and spelling.

37. Freedom Interview With Bennetta Slaughter; Freedom Magazine re reading or what you’re hearing. Anyone can string some words together and anyone can learn to put sounds together and that’s phonics and phonemics*. http://www.freedommag.org/english/vol36i1/page19.htm

Published by the Church of Scientology International Freedoms: Ill Wind Behind the Terror Deadly Spiral Children of the State The Hidden Hand of Violence Ca$hing In The Great Brain Injury Scam Human Rights and Freedoms Buying off the Drug Traffic Cop Revisiting the Jonestown tragedy The Great Waste A Fire on the Cross In Support of Human Rights The Black and White of Justice Freedom of Speech at Risk in Cyberspace The Psychiatric Subversion of Justice The Story Behind the Controversy The Internet: The Promise and the Perils Page FREEDOM INTERVIEW WITH BENNETTA SLAUGHTER The Closing of the Achievement Gap BENNETTA SLAUGHTER CEO, Applied Scholastics International Freedom: Fundamentally, what is illiteracy? Slaughter: Freedom: You talk of building text comprehension. What does that mean and how do you do it? Slaughter: Freedom: So this is not simply a better or faster reading program? Slaughter: Freedom: With respect to the education model, how does Study Technology address the demand for school and teacher accountability? Slaughter: Freedom: Slaughter: The key is early learning. In early learning environments, there may or may not be adequate environments that lend themselves to successful pre-school or pre-formal education learning.

38. Reading Strategies 11. phonemics Awareness, NJLAL Standard 3.1.1. 12. phonics, NJLAL Standard 3.4.15. phonics is an integral part of the reading process. http://www.union-city.k12.nj.us/curr/1-4humanities/strattech27.html

9. Independent Reading NJLAL Standard: 3.4.5 Students are encouraged to pursue their own interest as readers and writers. In addition, they are introduced to diverse authors, topics, and genres to expand their experience as readers; they are invited to experiment with diverse literacy forms and techniques, to use literature as a rich contest and springboard for writing, and to expand their experience as writers. 10. Story Mobile NJLAL Standard: 3.4.13 Students create mobiles in coopertive groups which depict the characters, setting, and/or plot. 11. Phonemics Awareness NJLAL Standard: 3.1.1 Phonemic Awareness is the ability to hear sounds that make up words, see relationships between sounds, and manipulate component sounds to create new words. Children need to be able to hear sounds, know their positions, and understand the role they play within the word. For example, say, the sound of the letter /s/. Now, say the word sea and so . Even though both words begin with the same letter, the /s/ changes in anticipation of the vowel that follows. Phonemic Awareness is not innate; it must be acquired in a sequential manner. It begins with the awareness of the spoken word, then to syllables, followed by onsets (all the sounds in a word that come before the first vowel) and rimes (all sounds that follow), and finally to the individual sounds within the word. For example in the word print, the onset is pr-and the rime is-int.

39. Success In Reading // By Jeanne Anderson phonics links sounds with letters, puts letters together phonemics involves taking words apart and putting them growth in their children s reading and writing http://www.ascd.org/publications/class_lead/200111/anderson.html

Overview Current Issue Archived Issues Search Articles ... Contact the Staff November 2001 Understanding Learning Differences Success in Reading A Seven-Trait Approach by Jeanne Anderson My stomach sank as I scanned the grade-level postings for the next school year: I had been assigned to teach 1st grade. My first full-time teaching position had been in 1st grade. It was a tough year. I was inexperienced, had no background in teaching primary-aged children, and had been given no curriculum or support. One of my biggest challenges was in teaching reading. All I can say is that many of the children learned to read despite me. And now I was again responsible for laying the foundation for another generation of readers. This time, however, I had more experience (I had been teaching 6th grade for 9 years), and I was determined to offer students a better reading program. So I began an action research project to answer this question: What are the characteristics of a quality literacy program for 1st grade? Historically Popular Approaches The best way to teach children how to read has been debated for decades. Historically, there have been four main approaches, each with strengths and weaknesses: phonics, basal, literature, and language experience/writing.

40. Donor's Choice Application Styles Program from the National reading Styles Institute is nationally recognized and provides instruction in phonics, phonemics, fluency, comprehension, and http://www.iss.k12.nc.us/choices/project5.htm

Donor's Choice Project #: 2003-5 Please refer to the project number when writing check. All checks should be payable to "Iredell-Statesville Schools" Project Title: Become a Power Reader Person Requesting  Funds:  Elizabeth Morrison School / Grade / Subject: Monticello Elementary School, Grades 3-5, Special Education Reading Classes Purpose or Objective:  (What do you want to accomplish with the project?) - Encourage independent reading through National Reading Styles Institute Materials which includes fiction and nonfiction books with audio tapes to strengthen independent comprehension, foster sight word development, and increase reading vocabulary - Provide reading homework with audio-taped instructions and questioning to reinforce skill development - Increase reading levels at a faster pace to move students closer to grade level reading abilities in compliance with No Child Left Behind Implementation Timeline:     (How / when will the project be implemented?) Materials will be used as soon as they are obtained for daily instruction in all grade levels Budget for Funds Requested:   (How will funds be used?)

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