In Part 3 of the explicit phonics instructional components, the teacher conducts a daily dictation practice on whiteboards with students to observe which sounds and letters are mastered and which ones may need more review. Next, we see the teacher providing brief, student-friendly definitions for a set of words. The students engage in partner discussions[...]
In Part 2 of the explicit phonics instructional components, the teacher introduces a new concept (sound and letter pattern) to students and models pronunciation and expectations. This portion of instruction is often referred to as the “I do.” Next, the students are guided and supported as they work collaboratively to match words to the beginning[...]
In Part 1 of the explicit phonics instructional components, the teacher states the goal and purpose and reviews familiar phonemes and graphemes preparing students for the next new sound-symbol relationship. During this review time, the teacher assesses student understanding as they engage in a familiar routine of listening, speaking, and using gestures while they recite[...]