Transcript Hughes Chapter 6

Chapter 6: PHONICS
Jan Hughes
WHAT
Phonics is the instruction of the
relationship between letters and the
sounds they represent
 Decoding is the ability to convert a
word from print to speech
 Alphabetic Principle is the
understanding that written letters
represent spoken sounds and that
sounds go together to make words

PHONICS
 Phonics
is a method of instruction
that teaches the relationship
between letters and letter
combinations (graphemes) in written
language and the individual sounds
(phonemes) in spoken language and
how to use these relationships to
read and spell words.
SYSTEMATIC AND EXPLICIT
PHONICS INSTRUCTION


Systematic Phonics Instruction: teaches
sound/spelling relationships in a logical
instructional sequence
Explicit Phonics Instruction: teaches
concepts that are clearly explained and
modeled
PHONICS INSTRUCTION

Systematic
and Explicit
Phonics
Instruction
Improves students’
reading and spelling in
kindergarten and grade 1.
 Improves students’ ability
to comprehend
 Helps prevent reading
difficulties among at-risk
students
 Helps students who have
difficulty learning to read

APPROACHES TO PHONICS
INSTRUCTION

Synthetic phonics
 Transforming letters and letter combinations into sounds and
then blending the sounds together to form words.

Analogy Phonics
 Using a rime in a familiar word to identify an unfamiliar word
having that same rime.
 Example: use “ick” in a familiar word to teach unfamiliar
words such as brick, trick etc.

Analytic Phonics
 Identify familiar words and then introduce a sound/spelling
relationship within that word.
 Example: identify the middle sound of mat and use other
words with this such as fan, tan, bag.

Embedded Phonics
 Phonics instruction is embedded in the context of
reading and writing experience.

These skills include using context, pictures, familiar word
parts and the first and last letter of words.
GOOD PHONICS INSTRUCTION
 Develops
understanding of the
alphabetic principle (relationship
between letters and sounds in
words).
 Incorporates phonemic awareness
 Provides practice in reading words
 Leads to automatic word recognition
 Only one part of a comprehensive
reading program
Effective Instructional Techniques
 Provide
immediate corrective
feedback and model correct response
 Monitor students to make sure they
are paying attention and responding
correctly
 Lively pacing to keep students
attentive
 Signaling to have students talk in
unison
PHONICS SCOPE AND
SEQUENCE

Guidelines when evaluating a reading
program
– Should introduce sound/spelling that occur
in most words
– High-utility sound/spellings
– Progress from simple to more complex
– Single consonant and short vowel should be
introduced early
– Letters with easy to pronounce sounds first
– Letters having similar sounds and shape
should be separated
GENERAL SEQUENCE FOR
TEACHING PHONICS
 When
choosing a Reading program
– Look for a systematic sequence
 Single
consonants/short vowel
 Consonant diagraph
 Long vowel with silent e (CVCe)
 Y as a vowel
 R-controlled vowels
 Silent consonants
 Vowel diagraphs
 Variant vowel diagraphs/dipthongs
DECODING REGULAR WORDS

Regular words are words in which each
letter represents its more common sound
– Struggling readers need to sound out words
orally and move to recognizing words
automatically
– Words beginning with a continuous sound are
easiest for students to blend (i.e. at and map)
– Words with beginning stop sounds are harder
to blend (i.e. dog and bag)
– Start with the easiest to blend and then move
on to harder blend words
BLENDING ROUTINES
 Sound
by sound blending
 Continuous blending
 Whole word blending
 Spelling-focused blending
– Pages 181-182 examples
AUTOMATIC WORD
RECOGNITION
 Several
sub skills are required to
develop word recognition
– Being able to identify letters and
sounds quickly
– Being fluent in phonics decoding
– must have the automatic word recognition
skills for reading fluently, which is an
essential skill for comprehension
TEXT TYPES

Decodable Text
– Reading practice material in which the majority
of words are linked to phonics instruction using
sound/spelling relationships and spelling
patterns students have been taught

Predictable/patterned text
– Repetitive or cumulative text patterns
– Match text to illustrations

Authentic text
– Literature trade books in different genres
DECODABLE TEXT ANALYSIS

Wholly decodable words
– Word that can be identified on the basis of
sound/spelling relationships and spelling
patterns previously taught

Irregular words
– High frequency and story words that were
taught previously

Non decodable words
– Words that are not wholly decodable or
previously taught sight words
PHONOGRAMS

A phonogram is a letter or series of letters
that stand for a sound, syllable, syllable
part, or series of sounds
– Phonograms should not be the sole focus of
early reading instruction
– Phonograms should build on knowledge gained
from systematic and explicit phonics
instruction
– Knowing phonograms should be included in
instruction
– Knowing phonograms is a critical step to
decoding chunks of words
WORD WORK: ENCODING AND
DECODING

Word sorting
– Grouping words according to categories to show
similarities or differences

Kinds of word sorts
 Closed—teacher defines words and models sorting
 Open—student defines words and pictures
 Blind—teacher defines key word and calls out a word
(students do not see). Students point to key word with
same sound
 Writing—teacher calls out word and student writes word
below the key word that has the same sound/spelling
pattern
 Speed—closed, open, blind, writing are completed in a
particular time frame
WORD WORK: ENCODING AND
DECODING

Elkonin boxes with letters
– Helps develop phonemic awareness
– Students segment words using chips to
represent sounds
– Helps bridge the connection between phonemes
and graphemes

Word building
– The effects on a word when changing one letter
– Words are transformed by substituting,
inserting, or deleting letters
– Each word is different than the previous word
by one letter
WORD WORK: ENCODING AND
DECODING
 Dictation
– Sound by sound dictation
 Teacher
dictates word to student one sound
at a time
– Whole word dictation
 Students
are prompted to think about the
sounds they hear in the words and write the
entire word
WHY
 Systematic
phonics instruction helps
students learn to read more
effectively than nonsystematic
phonics or no phonics instruction
 National
Reading Panel 2000
WHY
 Based
on numerous studies, it has
been confirmed that phonics
instruction is the best and most
efficient way to teach alphabetic
principles
 Less mental energy is used to
decode the words and more energy
can be devoted to comprehension
WHEN TO TEACH
Phonics instruction has the greatest
impact on beginning reader in
kindergarten and first grade
 Students who don’t master or become
fluent in phonics skills by the end of first
grade continue to struggle in the future in
other areas of reading

– Torgesen et. al. (2001)
Researchers suggest about two years of
phonics instruction
 Pacing is contingent on student mastery

WHEN TO ASSESS AND
INTERVENE
 Intervention
should begin in
kindergarten and first grade as soon
as a reading problem is identified
through assessment
 Assessment
should include phonemic
awareness, sound/spelling
correspondence, decoding, and use
of nonsense words
OLDER STRUGGLING READERS
 Intensive
intervention is critical
 Some weak readers will need basic
phonics instruction and phonemic
awareness
 Some will need word attack skills
 For older readers, assessment and
instruction should include more
advanced morphological and
orthographic knowledge
HOW? Integrated Picture
Mnemonics

Letter-sound strategy
– Letter names and sounds can be taught together

Teach/Model
 Connect an integrated picture to the letter sound
 make a copy of the picture.
 Trace the letter and make it into a picture
 Write the letter and connect it to the picture name
 Practice and commit to memory
.
LESSON MODELS
 Sound/Spelling
 Explicit
Phonics
 Phonograms
 Decodable
Text
Correspondence
SOUND/SPELLING
CORRESPONDENCE
LESSON MODEL 1
 Teaches
consonant diagraphs and
short vowels
– See pages 200-207 for lesson examples
 Steps:
– Phonemic awareness
– Teach/model
– Word work
– Sound/spelling practice
– Corrective feedback
EXPLICIT PHONICS
LESSON MODEL 2

Reading and writing CVC, CCVC, CVCe
words, vowel combinations, and
phonograms
– See pages 208-231for example lessons

Steps:
–
–
–
–
–
–
Phonemic awareness
Model
Lead
Check
Apply
Word work
PHONOGRAMS
LESSON MODEL 3
 Reading
and writing words with
phonograms
– See pages 232-233 for lesson sample
 Steps
– Phonemic awareness
– Introduce phonogram
– Onset-rime blending
– Application
– Word work: word building
DECODABLE TEXT
MODEL LESSON 4

Methods for reading decodable texts
– See 236-239 for sample lesson

Steps:
– Review irregular words
– Introduce the book
– Whole group read
 First
with whisper read, then with choral read
– Individual turns
– Respond to questions
– Partner-read entire book
CONCLUSION
 WHAT:
 The
aim of phonics instruction is to
help children acquire alphabetic
knowledge and use it to read and
spell words.
--Ehri, 2006
CONCLUSION
WHY:
 The English language is an alphabetic
language in which there are consistent
though not entirely predictable
relationships between letters and sounds

 Anderson

et al., 1985
Phonics instruction increases the ability to
comprehend text for beginning readers
and older students with disabilities
 National
reading panel 2000
CONCLUSION
 WHEN?
The right maxims for phonics are: Do it
early. Keep it simple.
Anderson et al., 1985
CONCLUSION
 HOW
 Use
lessons that are research based
 Use the correct model for what you
would like to teach
 Keep it interesting!
– Phonics instruction need not be boring,
especially if the instruction is kept brisk,
to the point, and does not take an
excessive amount of time each day.
– Stahl, Duffy-Hester & Stahl, 1998