Transcript Phonics and Decoding - California Lutheran University

Phonics and Decoding
EDRD 521
• Phonics instruction must be explicit and
systematic.
 Systematic, explicit phonics refers to an
organized program where letter-sound
correspondences for letters and letter clusters
are directly taught, blended, practiced in
words, word lists, and word families.
Phonics Lesson in a K-1
Classroom
 The best language arts instruction will include
explicit and systematic lessons in sounds and
their symbols, and it will link this instruction to
the reading of decodable texts. The best
language arts instruction will also immerse
children in rich language by reading to them
from a wide variety of texts (both narrative
and expository) and by providing access to
rich texts.
Decodable Texts
 Research asserts that from the beginning of
first grade and in tandem with basic phonics
instruction, the most appropriate materials for
independent reading are decodable texts.
Most new words in these texts should be
wholly decodable on the basis of phonics that
students have been taught. Sight words
should be familiarized ahead of time so that
they will not divert this purpose.
• The main purpose of decodable texts is to
develop automaticity in word recognition.
• Four common methods for teaching
children to blend sounds in words are:
 Whole-Word Blending
 Sound-by-Sound Blending
 Vowel-First Blending
 Rime-First Blending
• The first letter is revealed and its sound is
practiced in isolation.
• /s/
• The second letter is revealed and its
sound is practiced in isolation.
• /a/
• Then the first two letter sounds are
blended together.
• /sa/
• The third letter sound is practiced in
isolation.
• Then all three letter sounds are blended
and the word is read.
• /t/
• sat
• Vowel-First Blending with ConsonantVowel-Consonant Words
• Rime-First Blending with ConsonantVowel-Consonant Words
 Teach several of the continuoussound consonants (m, s, f, l, r, n,
h, v, w, z) because these
continuous sounds can be more
easily blended with short vowel
sounds.
 Teach one of the vowel sounds
that can be combined with
several of the consonant
sounds to make simple words
(am, an, as, man, Sam).
 Teach students to blend these
sounds into words.
 Use decodable texts that include
some sight words to allow children
to practice blending sounds into
words.
• Teach other continuous and
stop-sound consonants
–(b, c, d, g, p, t, j, k, y, x, q) and
other short vowels and give
practice blending sounds into
words (at, pat, pats, tap, taps,
map, mat, mats).
• Teach consonant digraphs (sh,
ch, th, wh).
–Teach consonant digraphs with
short vowel and consonant patterns
(ship, this, chop, fish, with).
• Teach silent-e-marker words (final
e makes vowel long).
– Teach students how the silent-e-marker
changes the sound of the vowel from a short
vowel sound to a long vowel sound (tap-tape,
hop-hope, rat-rate).
– Continue to use decodable texts that allow
students to practice blending sounds into new
word patterns.
• Teach vowel
digraphs/diphthongs (ie, oa, ee,
ai, oi, oy) and r-controlled vowel
patterns (fur, smart, jar, fir)..
– Teach common vowel digraphs in the
context of words (oa-soap, ea-leak,
ai-pain, ee-see, oi-coin). Teach rcontrolled vowel patterns (fur, smart,
jar, fir) along with vowel digraphs.
• Teach multi-syllabic word
patterns.
– As you teach each new phonics pattern
give students the opportunity to practice
that pattern in the context of real reading.
At first use decodable texts which control
the text by using phonics patterns with
some sight words. As children move into
long vowel patterns, the texts can be less
controlled.
• Automaticity is fluent processing of
information that requires little effort or
attention, like recognizing letter sounds or
reading sight words. It involves the ability
to recognize a word (or series of words) in
text effortlessly and rapidly.
•
Automaticity is fluent processing of information that requires little effort or
attention, like recognizing letter sounds or reading sight words. It involves
the ability to recognize a word (or series of words) in text effortlessly and
rapidly.
• Automaticity is needed at the Pre-K and
kindergarten levels in orally blending and
segmenting sounds and recognizing
letters and generating letter sounds.
•
•
Automaticity is fluent processing of information that requires little effort or
attention, like recognizing letter sounds or reading sight words. It involves
the ability to recognize a word (or series of words) in text effortlessly and
rapidly.
Automaticity is needed at the Pre-K and kindergarten levels in orally
blending and segmenting sounds and recognizing letters and generating
letter sounds.
• Automaticity in word recognition is
essential as students begin to read.
Automaticity in processing sounds, letters
and/or words must be reached in each
reading phase or stage.
• “Recognition of printed words
depends on the ability to map speech
sounds to letter symbols - the
alphabetic principle - and to
recognize letter sequences
accurately and quickly - orthographic
processing. The majority of poor
readers who read below the 30th
percentile in the intermediate and
upper grades have either
pronounced or residual needs for
instruction in these basic skills.”
They cannot
read so they do
not like to read
Over time their
comprehension
skills decline
because they do
not read, and
they also
become poor
spellers and
poor writers.
Reading is
labored and
unsatisfying so
they have little
reading
Because they
experience
have not read
much, they are
not familiar
with the
vocabulary,
sentence
structure, text
organization,
and concepts
of academic
book
• Uses of Different Types of
Literature in Beginning Reading
Instruction
• Uses of Different Types of Literature in Beginning Reading Instruction
• Decodables
– Whenever possible, these should have
visual support to assist in
comprehension and ELD lessons
preceding the decodable text lesson.
– These should use more common
vocabulary that makes sense. (Not
“The ball tags the cab. Nan dabs the
cab.”
• Uses of Different Types of Literature in Beginning Reading Instruction
• Decodables
– Whenever possible, these should have visual support to
assist in comprehension and ELD lessons preceding the
decodable text lesson.
• Student / Teacher Generated Text
• Student/Teacher generated stories
using sound/spelling patterns that
have been taught and practiced
should be used as a basis for
reinforcing phonics instruction.
•
•
Student / Teacher Generated Text
Student/Teacher generated stories using sound/spelling patterns that
have been taught and practiced should be used as a basis for
reinforcing phonics instruction.
• High Quality Trade Books
– For English Language Learners, a
special emphasis needs to be placed on
building academic language.
– Use these to explicitly model and
develop vocabulary and syntax.
LINKING
READING AND SPELLING
DEVELOPMENT OF WORD RECOGNITION
(Ehri, Perfetti)
Letter
Name
Incidental Knowledge
Visual
Cues
Partial
Phoneme
Awareness
LOGOGRAPHIC
SELECTIVE
CUE PHASE
Recognition
of
“Chunks”
GraphemePhoneme
Connection
s
More
Elaborated
Phoneme
Awareness
Sequential
Decoding and
Fluent Analogizing
to Larger Units
Phoneme,
Syllable
Morpheme
Speech-Print
Connections
Phoneme and
Morpheme
Awareness
MATURE
NOVICE
ORTHOGRAPHIC
ALPHABETIC ALPHABETIC
SPELLING-SOUND
PHASE
AUTOMATIC
PHASE