A. 怎麼教孩子拼寫英文單詞
建議可以教孩子學習自然拼讀法
自然拼讀法是以英語為母語國家的小朋友閱讀時普專遍使用的一種學習方法屬。英語自然拼讀法通過直接學習26個字母及字母組合在單詞中的發音規則，建立字母及字母組合與發音的感知，從而達到「看字讀音，聽音辨字」的神奇學習效果。
英語自然拼讀法通過直接學習26個字母及字母組合在單詞中的發音規則，建立字母及字母組合與發音的感知，讓學生在輕松愉快的氛圍中，了解和學習英語字母組合的奧妙，掌握英語拼讀規律，從而達到看到單詞就會讀，聽到單詞就會拼的學習目的。
自然拼讀法是一門實用的工具與方法，如能掌握，不需要藉助音標，就都能夠讀出80%的英語單詞，把枯燥無味的背單詞變成一件簡單的事，從而達到事半功倍的效果。
B. 拼寫英文時最簡單的方法是什麼
單詞是構成語言的三大要素之一，是語言的「建築材料」，是構建英語知識大廈的基石。在整個英語學習過程中，單詞學習的任務是最繁重的。 單詞掌握多少和熟練程度直接影響運用語言表達思想的准確性, 單詞量的多少也直接影響著學生的各方面的能力。從某個角度上看，學生在英語學習中掉隊，往往是從記不住單詞開始的，單詞的重要性就不言而喻了。 因此，是否能夠巧妙的記憶英語單詞成為一個人能否快捷突破英語的關鍵。那麼，教師在教學過程中應教給學生一些記憶單詞的方法，以激發學生的思維，培養他們理解、運用單詞的能力。下面就介紹幾種簡單有效的英語單詞記憶方法： 一、運用讀音規則記憶法 英語是拼音文字，根據英語這一特點，使語音與單詞中的字母有機的結合，以增強單詞的記憶。就是利用英語國際音標來識記單詞。 國際音標是標識標記英語語音的符號系統。如果熟悉並掌握國際音標及規則字母、字母組合的發音,就可以根據音標來直接拼寫英語單詞,尤其是一些比較長又難於識記的單詞。 例如：pronunciation (n. 發音),就可以根據其音標來正確書寫單詞。單詞的讀音與字母及其組合的發音之間又有著密切的聯系。 比如：cow，how，now 等詞中的字母組合ow 都發/au/ 這個音；cake，these，five，note 等詞中的母音字母都發該字母名稱音等。對於一些長串字母組成的單詞，可採用按讀音分節的方法進行記憶。如：computer可分為com/k? m/、pu/pju:/、ter/t? /三部分，important可分為im/im/、por/p /、tant/t ?nt/三個部分。 英語單詞之間有時候讀音完全相同或極為相似,這樣一來,我們可以通過比較、觀察,找出它們的同異之處,來進一步加深印象,增強記憶效果。例如:/tu:/-two, too /si:/-sea, see /mi:t/ -meet, meat /f :/-for, four/raIt/-right, write英語中有些單詞的讀音被直接替換成了漢語詞彙,這是因為起先在漢語中還沒有跟這個單詞相對應的詞彙,掌握音譯詞後,我們就很快根據讀音記住這個單詞了。 例如: tank坦克，jeep吉普，Changjing長江，jacket夾克衫，New York紐約。因此，教師必須幫助學生詳細地總結、熟記和使用字母及字母組合的發音規則，學生一旦掌握了這個識記單詞的方法，記單詞時就不需要一個字母一個字母地去死記硬背。就可以節約大量的記詞時間，而且效果較為持久，既增強了興趣、信心，又增加了成功感，為進一步學習英語打下堅實基礎。 二、字母組合變化記憶法 英語單詞中以某個單詞為基礎，加、減、換、調一個字母就成了另一個新單詞。具體方法如下：前面加字母，例如：is-his，ear-near / hear，read-bread。後面加字母，例如：hear-heart，you-your，plane-planet。中間加字母，例如：though-through，tree-three，for-four。 減字母，例如：she-he，close-lose，start-star。換字母，例如：book-look / cook，cake-lake / wake / make / take。 調字母（即改變字母順序），例如：blow-bowl，sing-sign，from-form。另外可以簡化單詞的拼寫,重新組合,有時我們需要把一個古怪而難記的單詞重新組合,簡化記憶程序, 從而使它變得有趣、生動。如:把「sign」（記號）中的「ign」變成「ing」,重新組合成「sing」（唱歌），然後用「sing」記住「sign」；把「ear」（耳朵）中的「e」放在「ar」後,重新組合成「are」（是），然後用「are」記住「ear」；把「leak」（泄漏）中的「e」放在「k」後，重新組合成「lake」（湖），然後用「lake」記住「leak」。
三、比較記憶法 比較是人們認識客觀世界的重要手段，有比較才有鑒別，不經過比較就很難弄清事物的相互關系。這里介紹的是對相似而又不同的單詞進行對比分析，弄清它們的異同以進行記憶的方法。 如：改變一個母音的詞就能變換出不同的詞：ball，bell，bill；改變一個輔音的詞就能變換出不同的詞：fight，light，might，night，right，sight，tight；音同而形義不同的詞：sun 和son，too和two ；音形相同而意義不同:light（光）和 light（輕）；義相同: also/too/either, ago/before/past, each/every/all, because/as/for；義相反: yes/no, old/new, right/wrong, up/down, young/old等等。 四、聯想記憶法 蘇聯著名生理學家巴甫洛夫指出：「記憶要依靠聯想，而聯想則是新舊知識建立聯系的產物。」聯想是記憶的基礎。聯想記憶單詞就是充分運用發散思維展開自己的想像力，由此及彼、由點到面，由一個單詞盡可能多地聯繫到與它相關的各種形式、結構及用法等。使所要
記憶的英語單詞生動、形象和系統化，使新詞和舊詞之間建立一種荒誕誇張、稀奇古怪、難合情理的聯系，令人終生難忘，從而達到以舊帶新、快速記憶之目的。 例如：生詞bake（vt. 烘、烤）利用聯想記憶，在湖邊(lake)做(make)蛋糕(cake)並烘( bake)；打球時聯想到：ball，( play ) basketball，( play ) football，playground等等；吃飯時聯想到：dining - room，( have ) breakfast，( have ) lunch等等；睡覺時聯想到：bed，bedroom，go to bed，sleep，go to sleep，fall asleep等等。這樣日積月累、持之以恆，就可以積少成多，從而做到薄積而厚發。 五、分類記憶法 英語詞彙極其豐富，如果能把單詞分門別類地進行記憶，是大有好處的。分類的方法因人而異，因愛好而異，靈活多樣。按其性質，用途等來分類，使之條理化、系統化，就容易鞏固，記憶，如按顏色、學慣用品、交通工具、食品、生活用品等種類歸納，還可以按科目名稱、時間、數字、季節、動植物、職業名稱、場所地點名稱圖名等歸納分類等。採用歸類的方法。在學習一個新單詞時，可一並學習與之相關的同類詞。
C. 講課的英語單詞 怎樣拼寫
較真的說，「抄講課」應該是襲一個動詞片語，由「講」和「課」組成，所以應該是「give lectures」；但是lecture通常指在大學/大專學校里的那種課，所以如果說是小學、中學的老師講課可以直接用teach就可以了。比如：He teaches 4th grade. 可以說是「他教4年級」也可以說是「他給四年級講課」。
D. （拼寫）的英文是什麼
spell動詞
spelling名詞
E. 英語拼寫方法
前面說的有道理，但沒有實效。你最好買本國際音標的書，我就是自學的。回你當重之急是答學單音節的發音，會了以後，長時間的就可以知道發音的了。特別注意的是要學仔細，不懂的可以請教我o，。。。規律有：ea.a.e 長發/i/ 和長音的/i/ er 長發「呃」（打不了，我不是超人） ......規律要自己找： practise make perfect!
F. 英語怎麼學拼寫
您好，這幾個單詞用英語拼寫就是：
三十：thirty；教室：classroom；學校：school
。
滿意就採納吧。
G. 拼寫英語有什麼技巧
根據發音來拼讀，進而拼寫。是最有效且錯誤最少的拼寫方法。
會比死記硬背有效果，更靈活。
H. 如何記住英語單詞的拼寫
我也正在學習英文中，抄9月中旬的全國英語等級考試備戰中。所以關於如何拼寫英語單詞然後快速記住它，其實跟漢語概念上有相同之處：漢字的發音是聲母加韻母模式，而英語單詞的拼讀來自音標的輔音加母音。個人覺得48個音標比拼音好記多了，一個輔音加一個母音就是一個音節，然後注意重音和長母音適當調整，由慢到快多念幾次就拼出來了，很容易的，不是很難，加油！
I. 怎麼注重英語拼寫
希望對你有些啟發啦
重視拼寫訓練，幫助學生識記。
在加強聽說教學的同時，詞的拼寫顯得越為重視起來。初級階段，單詞的拼法主要靠機械記憶，教師一般按組成字母的順序拼讀。例如：book--b-o-o-k—book。在讀的同時要求學生用手指在空中比劃，寫出這個詞的拼法。為了鞏固還得採用聽寫、默寫、抄寫等方式幫助學生逐個記憶單詞的拼法。隨著學生學習的單詞越來越多，特別是音節較多的單詞，機械的方法顯然已經不夠。就需要引導學生找出單詞的某些語音規律，來幫助他們掌握單詞的拼法。這時採用音標教學法就提到議事日程上來了。盡管小學現行教材沒有系統地提供教授語言的知識，教師可以將語音教學有機地滲透在單詞教學中，讓學生通過大量地識記單詞，掌握一定的語音拼讀技巧。否則學生就在書上亂注一些與單詞讀音相近的漢字或漢語拼音，使得讀音不準確，分散注意力。為了幫助學生掌握單詞的拼法，可採用以下一些方法。
1.教授新詞時結合字母和字母組合的讀音規則進行教學。如教學生pen時可以告訴學生字母p發[p]音，然後列出一些含有字母p的單詞如pencil、map、keep、put、pig等這些單詞中的p一般情況都發[p]音，類似的輔音字母b發[b]、t發[t]、d發[d]、k發[k]、g發[g]音等。如教car時，可告訴學生字母組合ar發[ ]音，然後列出一些含有字母組合ar的詞讓學生拼讀，如park、hard、star、farm、party等。日積月累，學生便能掌握字母及字母組合諸於sh、th、ee、ow、ear等的讀音規則，進而還能掌握重讀開音節、閉音節、重讀r音節的讀音規則。
2.按音節進行教學。教師按音節慢慢地讀出單詞來，讓學生分辨出這個詞有幾個音節，然後按音節分開拼讀，指出輔音字母和母音字母各讀什麼音，然後進行拼讀。例如，教學teacher時，先把tea和cher兩個音節分開讀，指出t應讀[t]，ea應讀[i:]，ch應讀[t ]，詞末的er讀[ ]，然後拼起來讀[ ]。這樣經過一段時間的訓練，就能培養學生按音節拼寫單詞的良好習慣，有助於他們正確地記住單詞的拼法。
（3）運用多種方法准確講解詞彙意義，幫助學生識記詞彙。
詞義的講解，要根據實際情況以及學生的接受能力，運用不同的方法，既要能引導學生的興趣，又要能加深學生的理解，以便更好地掌握。還應注意的是英語和漢語雖然都有一詞多義的現象。但是一些同義的詞和一些詞的不同意義，中英文之間有很大差異。要注意給學生講清楚。如漢語的開門、開燈、開會、開機器都用同一個詞 「開」，而英語分別要用不同的動詞來表示。開門用open the door，開燈用turn on the light，開會用have a meeting等。又如漢語的拿，不論拿來拿去去拿都用「拿」，而在英語中卻有take、bring之分。因此在詞彙教學中，就要注意採用適當的方法揭示出某些詞中英文語言的差異以及在上下文中實際內容的具體作用。從而幫助學生准確地掌握詞彙的意義。講解詞彙的詞義方法很多。可選用的方法有如下幾點：
1、用直觀手段和漢語釋義的方法。直觀手段主要運用圖片、簡筆畫、實物等來教學。
2、藉助同義詞。這種方法實際上是利用學生學過的詞來學習新詞。例如講解bright在不同的句子里有不同的解釋。Sunshine is bright（bright=light）。She is a bright girl。（bright=clever）。
3、利用反義詞。如：good-bad，young-old， left-right，big-small，hate-love，
4、藉助於成對的詞或對稱的詞。如men-women，grandmother-grandfather，east-west，read-write，walk-run。
5、借用同音詞但拼法不同的詞。如：know-no，meet-meat，hour-our，plain-plane，one-won， too-two，pair-pear
6、利用語言的情境解釋詞義，把新詞放在具體的語言環境里，引導學生揣測詞義。a.藉助於實物及實物的用處。如what』s this? It』s a pencil. We write with a pencil. I walk with my legs. I see with my eyes. b.藉助於動作的目的。如We go to the playground to play football. We go to supermarket to buy pens. c.利用因果關系d.藉助於事物的自然順序。There are 12 months in a year，they』re January February……It』s Monday today. It was Sunday yesterday, tomorrow is Tuesday.
（4）根據詞的詞法特點，指導學生掌握詞彙。
詞的語法特點包括詞的語法形式和詞的搭配特點。例如名詞和代詞有數、格形式。動詞有謂語和非謂語形式。形容詞、副詞有比較級最高級形式。這些在小學五六年課文中已經大量出現。詞的語法形式和語法意義是相互聯系的，因此詞的語法形式也是詞彙教學的范疇，必須重視，要多講多練多實踐，在實踐中學習鞏固。練習的方法多種多樣。可採用1、進行句型替換練習，加強對一些詞結構特點的認識。2、熟記典型詞形變化的語法規則。例如名詞的單復數，動詞的第三人稱單數變化，現在分詞、過去式的變化規則、形容詞比較級的構成都應要求學生流利地說出。3、經常進行多種答案選擇練習。4、定期進行典型錯誤分析等。
總之，教師經常引導學生開展以上口筆語綜合練習，有針對性地運用所學的詞彙讓學生經常接觸，也是熟練掌握詞彙的一種方法。
J. 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