Did it get easier toward the end? Your skills in language prediction help you to de-code the written sounds in this meaningful passage.
Phonics is not perfect.
Here is the basic problem with Phonics in English:
We have 26 alphabet letters.
But we have over 40 speech sounds.
There are not enough alphabet letters to go around. So some letters have to team up to cover the leftover sounds. In other words, sometimes it takes two letters to make one sound:
sh ee ch oa ng
And the code was invented by a committee which never actually met.
So some letters rather needlessly do double- or triple-duty, or even more.
sity city hiz his shuger sugar
Letter X, on the other hand, is completely wasted, imitating ‘ks’ (fox) or ‘z.’ (Xerox).
(Teach kids the truth about speech sounds with Playful Sounds.)
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We can teach patterns, but there are limits.
lie die fie tie pie vie
hie hi bie bye mie my sie sigh
gie guy nie neigh rie rye tie Thai
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What’s a poor teacher to do? Fortunately, there are choices.
Choice 1: There are phonics approaches which make sense of it all in great detail.
Some are wonderfully analytical:
Children can learn about ‘The Five Kinds of Silent Final E,’ and ‘The Twenty-Two Exceptions to I-Before-E-Except-After-C-Or-When-Sounding-Like-A-As-In-Neighbor-Or-Weigh.’
They can learn that ‘or’ can say ‘er’ after ‘w,’ as in ‘work’ or ‘worm;’ and that ‘sh’ is used at the beginning of a word or at the end of a syllable, but not at the beginning of any syllable after the first one with the exception of ‘-ship’ as in ‘friendship.’
My computer must know all of these Phonics rules, because it can ‘read aloud’ quite well--if you call that ‘reading’.
But students do not need to navigate the written word with phonics alone!
There are lots of other clues woven into the things we read.
The real trick is to get all of the skills working together as a system.
Language is the organizing principle that holds it all together. . . which brings us to
Choice 2: We can teach a basic set of sturdy, fluent Phonics skills.
At the same time, we make sure to weave Phonics into the sophisticated language skills children already know and use.
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Remember: The idea is to get all of the skills
working together as a system.
When we make a strong connection between the code, the Mind’s Ear and the child’s spoken
language . . .
We are teaching the truth about Reading.
And we are making sure that children are engaging the part of their brain that actually understands the
language!
Learn more about connecting with language thruout this web site.
As for the more pesky rules of English Phonics:
I think a good time to work with these is through the spelling program as students move up through the grades.
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The bottom line on Phonics:
There is much more to language than just its sounds. There are:
word meanings
sentences
concepts
and more.
And so there is much more to reading than just Phonics.
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Beginners tend to depend on Phonics.
They are, in fact, often preoccupied with the process of 'decoding' sounds and words; it gobbles up their attention.
This is normal.
They are still building their 'Rapid-Accurate Naming' for Phonics sounds.
There is not much attention left over to think about the meaning of what they are reading.
That is why beginners may object to books without pictures.
Pictures add meaning.
It takes some sophistication to learn something new, from the printed word alone.
But when the written language system is fully connected with the original spoken language, reading works!
Remember: All of the skills work together as a system.
More on this topic: The Reading Treehouse -> THE WALLS: Phonics
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