Transcript Pikes Peak Literacy Strategies Project

The Pikes Peak Literacy Strategies Project
Module 5:
Phonics Evidence and Strategies
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PPLSP Training Modules
1.
Introduction to the Five Components of Reading
2.
Introduction to the PPLSP and CBLA
3.
Instructional Strategies
4.
Phonemic Awareness Evidence and Strategies
5.
Phonics Evidence and Strategies
6.
Fluency Evidence and Strategies
7.
Vocabulary Evidence and Strategies
8.
Comprehension Evidence and Strategies
9.
Reading Strategies for Secondary Teachers in other Content Areas
10. Bodies of Evidence and a Process for Building the ILP
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What does this say? What does it mean?
My favorite blumfit is the plenar
blumfit. Plenar blumfits like to live on
the Flendal Trump where it is very
sniggled. But I can see them at the
zoffestel. They have zoosefrosts with
creamy blestfal swimfors.
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Goals for this Module
1.
2.
3.
To clarify what phonics is and what it is not
(and to differentiate phonics from phonemic
awareness)
To identify when phonics isn’t working in the
reading process
To increase knowledge of appropriate strategies
for teaching the skills of phonics
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What is Phonics?
Phonics is the ability to:
1.
Learn the alphabetic system known as lettersound or grapheme-phoneme correspondence
2.
Apply this code knowledge during reading by
blending the sounds into words (decoding)
3.
Apply this code knowledge during writing by
spelling words (encoding)
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Why is phonics important?

Phonics is an essential part of the decoding
process. Decoding is the primary means of word
recognition. If a student cannot make soundsymbol associations (decode) with accuracy and
automaticity, then fluency, vocabulary, and
comprehension will suffer. Readers decipher
words in five ways: (1) decoding (2) spelling
patterns (3) analogizing (4) sight words (5)
context clues
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What the research says:
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Teach phonics as long as you see the need in your students,
because no clear research indicates the age or grade at which
phonics instruction ceases to be effective.
Phonics instruction must be explicit and systematic (Adams,
1990).
Poorly developed word recognition skills are the most pervasive
and debilitating source of reading challenges (Adams, 1990,
Perfetti, 1986).
Phonics instruction is best taught for two consecutive years (K/1
or 1/2) (NRP, 2000).
Beyond Fifth Grade, students encounter approximately 10,000
new words a year (Nagy & Andersen, 1984).
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What the research says:
High quality phonics instruction is based on the following
characteristics:
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Understanding the alphabetic principle
Development of phonological awareness
Obtaining a grounding in letters
Avoiding rule-dominated, boring, worksheet-driven, overuse of a
reading program
Applying sufficient graphophonic (writing) applications
Practice in recognition of automatic words (sight words)
Recognition that phonics is only part of a good reading program
(Stahl, Duffy-Hester, & Stahl, 1998).
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When phonics skills are in place, you will see…
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Correct letter-sound correspondences
Students who are able to recognize spelling
patterns
Students who know how to apply this
knowledge during reading
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What to look for and listen for in assessment
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Difficulty pronouncing phonemes correctly ex. b for d
Difficulty blending sounds ex. g for gl
Difficulty identifying long or short vowels ex. pat for pet
Difficulty identifying smaller words in compound words
ex. glas-sware for glassware
Difficulty identifying patterns ex. Tries to sound out
patterns such as ight and ought.
Difficulty identifying affixes ex. Says in-ter-ac-tion
Difficulty with syllabication ex. Says pr-o--t-ec-tion
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Phonics and Phonemic Awareness
Not the same thing!
Phonemic Awareness: The sounds of language
Phonics: The integration of sounds and symbols
If symbols are involved, it is phonics!
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Phonics Skills
Phonics
Consonants
Vowels
Compound Words
Phonograms / Word Families
Affixes
Syllabication
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Consonants

Student has difficulty identifying and
pronouncing consonant sounds, blend, and
diagraphs in words.
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Student does not recognize the sound that
letters make when blended
Student substitutes /bl/ for /pl/
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Consonants: Strategy for tomorrow
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Produce individual sounds, doubled sounds,
and blends (timed activity)
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Use worksheet to identify a sound.
Circle or highlight the sound or blend every
time encountered, and then write them on the
sheet.
Try to increase number of sounds identified
each time attempted.
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Vowels
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Student has difficulty decoding and
blending vowels within words.
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Student tries to pronounce each vowel sound
rather than blending.
Student consistently mispronounces vowel
sounds.
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/then/ instead of /than/
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Vowels: Strategy for tomorrow

Produce appropriate vowel sound based on
phonic rule
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Short Vowels
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Use worksheet to break out sounds and highlight
the vowel.
Then read sounds and repeat as a word.
Long Vowels
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Determine how the “magic e” changes the sound of
the vowel.
Long Vowels doubled
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Compound Words
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Student cannot distinguish smaller word
units within the compound word and
pronunciation is inaccurate.
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Student does not see pancake = pan + cake
(Student sees panc-ake)
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Compound Words: Strategy for tomorrow
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Identify what two words make up the word
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Worksheet using list of compound words to
identify the two words that make up the
compound word.
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Phonograms / Word Families
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Student cannot automatically identify and
apply the most commonly used patterns of
spelling and/or pronunciation.
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Student attempts to sound out each sound in
ight, aught, etc.
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Phonograms: Strategy for tomorrow
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Word Families
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Skill-rhyming words
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Affixes
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Student does not pronounce affixes
correctly and cannot identify root/base
words.
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Student does not recognize “pre-” as a unit in
“pretest” or “preamble” (Student sees pr-e-am-ble)
Student does not recognize “-able” as a unit in
“lovable” or “adjustable” (Student sees l-o-vable)
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Affixes: Strategy for tomorrow
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Affixes with base words
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Auditory blending using examples of base
words with affixes (prefixes and suffixes).
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Syllabication
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Students in intermediate, elementary, and
high grades may gain understanding with
instruction in syllabication and affixes.
Student tries to decode words sound by
sound or break words into non-syllabic
chunks, making decoding difficult.
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Justify = /j/ /u/ /st/ /i/ /fy/ instead of /just/ /i/
/fy/
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Syllabication: Strategy for tomorrow
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Understand the six syllable types and apply
syllabication accordingly.
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Closed syllable (rabbit)
Open syllable (pilot)
V-C/e (basement)
Vowel digraph (ai, ea, ay)
R controlled (carpet)
Consonant-le (table)
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Does a Student Come to Mind?
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Do you have a
student who exhibits
these characteristics?
How can you help him
or her tomorrow?
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Wrap Up…
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Turn to your neighbor and explain one
new phonics skill you learned the most
about today.
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What does it look like and sound like?
What can you do during regular instruction to
help a student who struggles in this area?
How would you explain the problem to a
parent?
What strategies can parents use to help their
child who struggles in this area?
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