Transcript Breaking the Alphabetic Code

Breaking the Alphabetic Code
and Word Attack Strategies
Tompkins Ch. 5
Terminology
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Phonemic awareness
Phonics
Phoneme
Phonetics
Cueing Systems
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Phonological System- phoneme, grapheme
Syntactic System-structure, grammar
Semantic System- morpheme (free/bound)
Pragmatic System-function, cultural and
social uses
Phonemic Awareness
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Basic understanding that speech is made up of a
serices of individual sounds
Provides foundation for phonics and learning to read
Is a prerequisite to learning to read
Is taught through:
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Language-rich environments
Songs, rhymes, chants
Read-Alouds
Sound games
3 Criteria for Phonemic Awareness
Activities
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Developmentally appropriate for 4, 5, and 6
year olds
Instruction should be planned and purposeful
Phonemic awareness activities should be
integrated into other parts of the literacy
program
Activities
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Match words with sounds
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Isolate a sound in a word
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Blend individual sounds
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Substitute sounds in a word
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Segmenting a word into its constituent sounds
Sound Matching Activities
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Use familiar objects or pictures
Guessing words-pairs of object and word
walls
Rhyming words
Sound Isolation
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Teacher says word, children identify
beginning, middle and end
Sound Blending Activities
Students blend sounds together to form
words
/d/, /o/. /g/
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Sound Addition/Substitution
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Onsets and rimes
Rhyming words
Non-sense words
Sound Segmentation Activities
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Isolate sounds in a spoken word (sounds, not
letters)
Phonics Generalizations
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General rules for matching sounds to and
letters (always exceptions)
One you remember…but now always true…
 “WHEN TWO VOWELS GO WALKING THE
FIRST ONE DOES THE TALKING”
Consonants
B, C, D, F, G, H, J, ETC.
 TWO SOUNDS OF “C”=car and city
 TWO SOUNDS OF “G”= garage and giraffe
 X-Sound depends on location in word= xylophone
and maximum
 Y and W-consonants at the beginning of word=
(yes vs. day and wipe vs. snow
 Consonant Blends-grass, blast, string
 Consonant Digraphs- th, ch, sh, ph
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Vowels
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A, E, I, O, U AND SOMETIMES Y AND W
SHORT-CAP
LONG- CAPE
Vowel Combinations
Digraphs- (single sound) snow, nail, heat, etc.
Diphthongs-(two sounds) oil, boy, house, now
R-Controlled-(bossy R’s) for, car, fur, first, were
SCHWA-(unaccented syllable in multi-syllabic
words) pencil, about, zebra
Phonograms/Word Families
ONSETS
RIMES
Beginnings
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b
r
tr
ch
sh
F
Cl
Sl
d
Endings
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ack
ail
ide
ock
ell
ump
ice
Most useful generalizations
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C-two sounds- car, cycle
G-two sounds- garage, giraffe
CVC- bat, cup
CVCe- cave, ride
CV- be, go
R-Controlled- born, dear, car, for, shirt, fair
Igh- high
Kn and Wr- know, wrong
Phonics Approaches
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Synthetic- introduce speech sounds
associated with individual letters (Top-Down)
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Analytic- starts with sight words in context,
then the sounds of letters in those words
(Bottom-Up)
Instruction/Activities
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Explicit instruction
Phonics charts/posters
Minilessons
Making words
Word sorts
Interactive writing
Strategies
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When a child encounters an unfamiliar word:
-skip and read to the end of the sentence
-use the beginning letter(s) or sounds,
-notice the middle letters/sounds
-read subsequent sentences
-cloze procedure
Figure 5--9 Stages of Spelling Development (Adapted from Bear, Invernizzi, Templeton, & Johnston, 2000.)
Gail E. Tompkins
Literacy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Teaching Spelling
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Instruction should match students’ stages of spelling
development
Allow students to use “invented spelling”
Students should be taught strategies for spelling
words (not simply memorization)
Ask students to “think it out” instead of sound it out:
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Break word into segments and spell each part. (Elkonin
Boxes)
Break word into syllables and spell each syllable
Identify root words and prefixes and suffixes
Write a letter or two as placeholder
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The best instruction takes place during authentic
reading and writing activities and mini-lessons.
Spelling words are drawn from a meaningful
contexts (not simply a list of unrelated words)
Word walls and sorts
Dictionary Use
Proofreading.
Spelling Options-
Spelling Tests
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5-10 specific word
Pretest and Post-test
Hands-on Spelling activities
Teach strategies for preparing for spelling
tests (p. 170)
Controversy-allowing children to use invented
spelling decreases their future ability to spell
Implicit vs. Explicit
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Teaching skills implicitly
through authentic reading
and writing activities does
not work for everyone.
Student of diverse
cultures/languages may not
have the same background
experiences as mainstream
students
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Students of diverse
backgrounds may
benefit from explicit
instruction in which
certain skills and
strategies are taught in
isolation
Structural Analysis
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Inflectional Endings
Prefixes and Suffixes
Contractions
Compound Words
Syllabication and accents
Inflectional Endings
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Added to nouns to change number, case, or gender
boy-boys
host-hostess
Jane-Jane’s
Added to verbs to change tense or person
walk-walks, walked, walking
Added to adjectives to change degree
sad-sadder
happy- happily (adjective to adverb)
Affixes: Prefixes and Suffixes
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Letters or sequences of letters that are added to
root words to change their meaning and/or parts of
speech
Good readers learn to recognize common prefixes
and suffixes
Knowledge of prefixes helps readers decode words
as well as decipher meanings of words
Suffixes- ex. –ment, -ous, -tion, -sion
Prefixes- ex. un-, pre-, de-, in-, dis-
Contractions
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Apostrophe indicates one or more letters
have been left out when two words are
combined into one word
Ex.
I am- I’m
 Did not- didn’t
 She will- she’ll
Children need to know the original words form which
contractions are formed
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Compound Words
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Consist of two words (sometimes three)
joined together to form a new word
dishpan
houseguest
underwear
homework
Syllabication
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Breaking words in to syllables can often help with
pronunciation
A syllable is a group of letters that forms a
pronunciation unit
Every syllable contains a vowel sound
Diphthongs are treated as single units
A syllable may have more than one vowel letter
Open syllables- end in vowel sounds
Closed syllables- end in consonant sounds
Context Clues
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The words, phrases, and sentences surrounding
the words to be decoded—helps readers determine
unfamiliar words
Picture Clues
Semantic Clues- clues derived from the meaning of
words, phrases, and sentences
Syntactic clues-provided by the grammar of our
language
Homographs- words that look alike that have
different meanings – row, wind, content, lead
Sight words
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Extremely common irregularly spelled words: (at, it,
am, go, come, two, to, there,
an, the, walk, etc).
Use word in a meaningful way
Present & pronounce word
Point out how the word looks
Practice in context
Word walls, labels, picture dictionaries, weekly sight
words, games, flashcards, etc.