7 CHARACTERISTICS OF STRONG PHONICS INSTRUCTION Wiley Blevins 1 Readiness Skills Characteristics Instructional Issues Next Steps   Phonemic Awareness Focus on oral blending and oral Fine-tune instruction (e.g., students say segmentation—most closely connected to sound when writing letter during Alphabet Recognition reading and writing growth handwriting practice)   Be cautious of inappropriate pacing of Build in daily fluency work for mastery lessons (e.g., letter-sound cards)   Add articulation work (look and feel of Use review skills for instructional sounds—mouth, lips, throat vibration) transitions  Include technology (apps and whiteboard activities) 2 Scope and Sequence Characteristics Instructional Issues Next Steps   Starts with high-utility vowels and Need significant review and repetition Teach to mastery, rather than just consonants cycle (4-6 weeks after initial introduction) exposure (evaluate curriculum for proper  Increase teacher knowledge of coverage of skills)  Focuses on making words as early as linguistics to make more-informed Differentiate instruction during small possible instructional decisions group AND whole group lessons   Match phonics to reading (e.g., when Add review and repetition cycle
7 CHARACTERISTICS OF STRONG PHONICS INSTRUCTION Wiley Blevins 1 Readiness Skills Characteristics Instructional Issues Next Steps Phonemic Awareness Alphabet Recognition  Focus on oral blending and oral segmentation—most closely connected to reading and writing growth  Be cautious of inappropriate pacing of lessons  Add articulation work (look and feel of sounds—mouth, lips, throat vibration)  Fine-tune instruction (e.g., students say sound when writing letter during handwriting practice)  Build in daily fluency work for mastery (e.g., letter-sound cards)  Use review skills for instructional transitions  Include technology (apps and whiteboard activities) 2 Scope and Sequence Characteristics Instructional Issues Next Steps Starts with high-utility vowels and consonants Focuses on making words as early as possible  Need significant review and repetition cycle (4-6 weeks after initial introduction)  Increase teacher knowledge of linguistics to make more-informed instructional decisions  Match phonics to reading (e.g., when  Teach to mastery, rather than just exposure (evaluate curriculum for proper coverage of skills)  Differentiate instruction during small group AND whole group lessons  Add review and repetition cycle
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