Explicit Instruction and Intentional Instructional Routines

As a teacher, it is important to understand the components of explicit and systematic phonics instruction. Intentional phonics instruction is complementary to phonological awareness and can have positive effects on word recognition, fluency, spelling, and vocabulary achievement. Teachers explicitly teach the relationships between letters/graphemes and the sounds of spoken language. Explicit instruction requires that teachers provide step-by-step directions for the relationships between letters (patterns) and sounds. The goal in phonics instruction should always be to teach students to decode patterns to move words into sight word memory.

Teachers are encouraged to develop intentional and robust instructional routines to support all students. The research shows that the brain responds to phonics instruction that is engaging, multisensory, and cumulative. While there is not one specific phonics scope and sequence, most research-based phonics instruction follows an organized structure that involves less complex letter-sound relationships to more complex ones.

Utilize the “Phonics Instruction” template to complete this assignment.

Part 1: Explicit Instruction and Intentional Instructional Routines

Choose a grade level K-3 for this assignment and review the standards from Tennessee. After reviewing the grade level reading foundational standards, choose one and create a 10-15 minute explicit introductory phonics lesson.

Part 2: Reflection

After reviewing the grade level foundational standards and creating an explicit phonics lesson, write a 150 word reflection on how the Science of Reading was used to address the components of the phonics lesson.

Support your assignment with a minimum of two scholarly resources.