Transcript Phonics and the Alphabetic Principle - delta11literacy

Read this passage and jot down:
What is the passage about? What instruction
would you need to understand it?
1
Phonics & the
Alphabetic Principle
plan & execute
1. What do I do & why do I do it?
2. How can I help my students
break the code?
3. What new tricks & resources
am I taking away?
Reading Framework
3
What is Balanced Literacy?
Example of Phonics
teach
t -ea-ch
What did you see me do?
spelling pattern
sound
blend
Definition of Phonics
 Phonics
is the process of identifying
spelling patterns, connecting these
with their phonemes (sounds), and
blending the sounds to produce a
spoken word.
4
Why Teach Phonics?
It’s a “deal-breaker” & it must be explicitly
taught.
5
FLUENT READING!
Fluent Reading
Page 512
The alphabetic
principle is the
idea that letters
represent
sounds.
What you
HEAR
What you
SEE
7
FLUENT READING!
Fluent Reading
DOG = d + o + g
= /d/ + /o/ + /g/
What you
HEAR
What you
SEE
7
Don’t remember the letter sounds?
cuatu
9
Don’t remember the letter sounds?
Watch the video, note if you
have any questions
9
Sound Spelling Patterns
Think of as many words as you can with different ways
to spell the sound /ā/, the ‘long a.’
 Short vowels (as in “lamb”)
 Long vowels – “say their name” (as in “make”)
You have 1 minute to write with your
team and then we’ll list them!
11
Sound Spelling Patterns
•
•
a_e, ey, a, ai, ei, _ay, eigh, ea
As in:
make, they, lady, rain, vein, play,
neighbor, great
What makes teaching phonics difficult?
11
FLUENT READING!
Fluent Reading
One of your students is
struggling with phonics.
In a parent conference, how
do you explain what is
phonics & why it’s
important for their child to
learn?
2 minutes on a sticky note to plan, 2
minute conference, switch roles
12
How do you know what soundspelling patterns to teach?
Your Word Study section of the ISAT, based on
STUDENT needs from the QSI Data
Elementary Literacy Text (resource room)
Resource Room Display
Your district curriculum might be in a specific
order
21
Phonics Sequence from the QSI
• Emergent – letter sounds and names
• Letter name – short vowels, blends (br, bl,
sr etc.) and digraphs (sh, ch, th etc.)
• With-in word – long vowels, r-influenced
vowels
• Syllables and Affixes – ending sounds,
simple prefixes and suffixes (re-, un-, dis-)
• Derivational Relations – advanced prefixes
and suffixes (mono-, tri-, aud - )
How do you introduce soundPage 513
spelling patterns?
Blending Lesson Sequence
• Introduce the sound-spelling pattern
• Blend words
• Read sentences
• Decodable text reading
• Spelling
IBRDS = “EYE BIRDS”
15
I/B
I/B
B/R
D
S
I can identify the ___ sound.
I can blend words with the ___ and ___ spellings.
I can
blend words with the ___ and ___ spellings.
I can sort words with the ___ and ___ sounds
I can read sentences with ___ and ___ words.
I can segment and spell with _____ and _____ words.
I can read a decodable text with ___ and ___ words.
I can spell words with the ___ and ___ sound.
I reread a decodable text with __ and __ words.
I can complete the
weekly spelling test!
How do you introduce soundspelling patterns?
Blending Lesson Sequence
•
Introduce the sound-spelling pattern
•
Blend words
Read sentences
Decodable text reading
Spelling
•
•
•
15
Introduce the sound-spelling pattern
Introducing a
sound-spelling is designed to
strengthen the connection between
the sound and the spelling.
In the video, identify at least 5 things that the
teacher does to strengthen this connection
for his students?
17
Introducing the Sound-Spelling
Pattern – techniques
• Tell students the sound; have them repeat the
sounds many times
• Show students the spelling(s), repeat!
• Listen to words WITH and WITHOUT the sound
• Give students memory devices
– Visual images for the sounds (a cow)
– Kinesthetic Motions (where appropriate)
– Stories and poems to remember the sounds
and connect to the visual image and the
spellings
Let’s Practice Teaching
Sound-Spelling Patterns
• With your group, select a sound spelling
pattern to introduce to your students and plan
how you would introduce it to your students.
• Come up with a visual, word and kinesthetic
motion/song (if applicable).
• sh- , ar-, oi
How do you blend the words?
Blending Lesson Sequence
• Introduce the sound-spelling pattern
• Blend the words
• Read sentences
• Decodable text reading
• Spelling
15
What is blending?
• Teach explicitly
• Plan blending routines
• Choose words with your sound-spelling
pattern
How do you teach blending?
bed
coast
point
rain
be d
c oa s t
p oi n t
r ain
26
Your Turn!
Practice blending with your partner.
Emerging
Ball, bed
Hub, flub
Letter
Name
cat, bat, fat,
tan
With-in
Word
cap, cape
hat, hate
Syllable
Blog, plan,
shop, ship
far, fart,
shark, start
untie
relearn
Inside
Derivational
cat, cats
monologue
Box, boxes Bicycle
Blending Lesson Sequence
• Introduce the sound-spelling pattern
• Blend words
• Read sentences
• Decodable text reading
• Spelling
15
Reading Sentences
• Practicing words in isolation is not enough
• Take sentences from decodable books on
Reading A-Z
The weather man said that it is going to rain
tomorrow.
The rain in Spain falls mainly on the plain.
• Brainstorm your own
Blending Lesson Sequence
• Introduce the sound-spelling pattern
• Blend words
• Read sentences
• Decodable text reading
• Spelling
15
Decodable Text Reading
• Practice decoding and reading the skill in an
entire text
• Find books at the Resource Room or on
Reading A-Z
Blending Lesson Sequence
• Introduce the sound-spelling pattern
• Blend words
• Read sentences
• Decodable text reading
• Spelling
15
Spelling
• Shows that they REALLY understand the
sound-spelling patterns.
• Practice everyday
• Final assessment is your spelling test on
Day 5
Pop Quiz!
2 minutes to create hand gestures
with your partner to remember the
steps of IBRDS
I/B 1
I/B 2
B/R 3
D 4
S 5
I can identify the ___ sound.
I can blend words with the ___ and ___ spellings.
I can
blend words with the ___ and ___ spellings.
I can sort words with the ___ and ___ sounds
I can read sentences with ___ and ___ words.
I can segment and spell with _____ and _____ words.
I can read a decodable text with ___ and ___ words.
I can spell words with the ___ and ___ sound.
I reread a decodable text with __ and __ words.
I can complete the
weekly spelling test!
Using the words “phonics”,
“alphabetic principle” & “word
study” explain why your token
for today is a lego.
34
The Bottom Line
PHONICS IS A DEAL BREAKER.
We teach these skills explicitly so
that our students can read &
understand text.
34
Go back to your question…
34
Delta Literacy Blog
delta11literacy.wordpress.com
Closing
•
Fill out exit slip and put it into the folder
for your school.
•
Next steps:
1. Contact me with any questions
2. Wednesday you’ll get to pick up your guided
reading copies! One collab. member will take the
“shopping list” for the group to the library
3. Don’t toss the copies. Trade, share, return.