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Reading Lesson, Phonogram Method
Shelley Yamnitz
October 16, 1996
Strategy: Phonogram Method
Objective
Student will learn to generate various words from phonograms
and create sentences to use the words in context.
Reasoning
Providing structure in learning phonograms with repetition will
give the students much practice and experience with many words.
This strategy helps them to realize that many words have the
same sounds in them. It can also increase their ability to decode
words when reading, which in turn will aid them in overall comprehension
skills. Providing the opportunity to use newly learned words
in sentences allows for a sense of achievement and confidence
in their learning.
Materials
Four handouts per student with one particular phonogram per page
to create
5-7 words
Markers
Blank sheets of paper
Procedure
Each student was given four handouts with four different phonograms
listed. The students brainstorm different words for each phonogram.
If the students reach a point where they can't think of any more
words, some additional coaching may be needed. After completing
all four lists, have the students choral read the words they listed
together.
Have each student pick one (or more) of these words to use in
a sentence. The students write these sentences (in their own
inventive spelling) on the blank sheets of paper. After they
have created a sentence with a new word, they can illustrate the
sentence on the same sheet of paper.
Reflections
Only half of this lesson plan worked well in actual practice
with Ethan and Jeff. They both did very well on brainstorming
the words from the separate phonograms. While doing this, they
maintained a high level of interest and participation, thinking
of most words completely on their own.
The problem arose when they had to write their own sentences
with one of the words. They just rushed through this part in
order to be able to draw the pictures. Jeff did a fairly good
job of creating two sentences, each with a different phonogram
word in it. He didn't spell either word correctly, however.
But this was allowed as his own inventive spelling. Ethan had
more problems with this. He only wrote the phrase "bumpy
road" (he spelled it differently) instead of a whole sentence.
This indicates that maybe I shouldn't have assumed that they
knew what a sentence was. To write this phrase, Ethan looked
off of the lists for help writing the words. His first attempt
produced "bake be road". Therefore, he obviously hadn't
gotten a strong enough foundation for a deeper understanding of
the phonogram method.
Looking back, I would have structured this lesson differently.
More time should have been spent developing a strong understanding
of phonograms and their related words before going on to applications
in context. Unfortunately, this often proved impossible due to
time constraints. Ideally, I would have spent more time developing
the skill learning of the phonograms, and then even more time
applying this in context.
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