Transcript Slide 1

Phonics
In order to read well
children need to have
strong auditory skills
and memory in order to
learn phonics.
Phonics
Grades K-3 and for students not at grade level.
• Phonics Instruction teaches children the
relationship between the letters (graphemes)
of the written language and the individual
sounds (phonemes) of spoken language.
• Phonics teaches children to use these
relationships to read and write. It is a tool,
not an end of itself.
• Phonics helps children learn and use the
alphabetic principle.
– Alphabetic principle is the ability to associate
sounds with letters in print and use these sounds
to form words.
Children learn much more than we teach them;
they often astound us with the creativity of
their insights. One goal of our teaching is to
help children become active examiners and
analyzers of print. We want them always to
be searching for connections and patterns, to
form categories of knowledge, and to have a
store of examples to which they can refer.
2003)
(Pinnell & Fountas,
Research says…
• When introduced in Kindergarten and First
Grade, explicit systematic phonics
instruction is significantly more effective
than alternative programs that provide
nonsystematic or no phonics instruction.
• Phonics improves word recognition, spelling
and reading comprehension.
– This is not the old workbook and worksheets to
just fill in a letter. It is making words and sorting
them, finding patterns in books and using phonics
patterns in writing.
Active, Social, Reflective, These
three words best express the
phonics instruction to strive for in
your classroom. Design a program
that makes children aware of what
they’re doing, why they’re doing it,
and how they are progressing…
Children need a basic understanding
of the alphabetic principal and never
lose sight of goal to read for
pleasure and information.
(Blevins,
2006)
Phonics Skills Chart
Task Competency
Approximate
Age of Mastery
Examples
Child can recognize letters
by name.
Preschool
Child can point to a letter
“A” and call it an “ A”.
Child can recognize a few
letters by sound.
Child can point to a “P” and
say it makes the /p/ sound
Child can recognize rhyming
sounds and alliterations in
simple words.
Preschool
Kindergarten
Child can identify when the
first letter sound of a
Kindergarten
word is different from the
first
letter sound of
another word.
Ask child to name a word
that sounds like “cat.”
Child says, “hat”.
Show child a picture of a
soak, a sun, and a boat and
ask which picture name
begins with a different
sound. “boat”
Phonics Skills Chart
continued
Child can blend simple word
parts together to form a
word. Can distinguish a
lower-case letter from an
upper-case letter.
Say /k/ /at/ and ask
Kindergarten the child what word
has been spelled. Child
says, “cat.”
Child can blend individual
letter sounds together to
form a word.
Kindergarten Ask the child what
/
word is made when
First Grade these sounds are put
together/k/ /a/ /t/ child
responds “cat.”
Child can segment, or
separate a word sound by
sound.
First Grade Ask the child what
(Mid-to-late) sounds make up the
word “cat.” Child
responds, “/k/ /a/ /t/”
Phonics Skills Chart
continued
Child understands how
changing letters in a word
changes the sounds and the
meaning.
First Grade Child spells “cat” and when
(Mid-toasked is able to change the
late)
“c” to another letter to
make a new word such as
“bat.”.
Child can sound out
multisyllabic words.
Grades 3-6
Child can sound out words
sometimes, everything,
customer, pilot, and
remember.
Child can use prefixes,
Grades 3-6
suffixes, and Greek and
Latin
roots to sound out
and define new
words.
Child can sound out the
words unhappy, repeating,
telephone, and autograph.
Assessments
• https://eprcontent.k12.com/placement/placement
/placement_langarts_2.html
• http://www.ed.uiuc.edu/YLP/9798/phonics_web_sites.htm
• http://www.dolorescounty.k12.co.us/cboyd/boyd/
eci599/phonics_assessment.htm
• http://www.jhasbrouck.com/index.html (Quick
Phonics Screener)
• DIBELS
• Words Their Way: Word Study for Phonics,
Vocabulary, and Spelling Instruction
Invernizzi, Templeton and Johnson Fourth Edition
by Bear,
Learning to Recognize
Words
• Students need a cohesive sequence to word
recognition development. If students miss
a step they can struggle. Without
instruction students become too dependent
on context or pictures to recognize new
words quickly and accurately.
(Adams, 1990, Stanovich, 1980)
• Students need to be taught to be flexible
and strategic in attacking new words. (National
Reading Panel, 2000)
Word Recognition
continued…
• As students experiences with text grows they
move to clusters of letters and whole words and
become fluent readers.
(Chard & Osborn, 1999)
• Letter-Sound Relationships
– Teach more useful letter-sound relationships first.
• Most common sounds first: i,t,p,n,s,a,d,l,f,h,g and m.
– Separate letter-sound relationships that are
potentially confusing.
b and d, f and v, m and n
– Short vowel sounds of /a/, /e/ and /i/ should be taught
separately.
–
Letter-Sound Correspondence
Teach continuous sounds
before stop sounds.
ch-cheer
sh-shout
th-think
wh-whistle
br-breathe
bl-blink
cr-cry
cl-climb
dr-drive
fl-fly
fr-frown
gl-glare
gr-grab
pl-plant
pr-print
sw-swallow
sk-skate
sl-sleep
Sm-smile
Sp-spin
St-stand
Tr-trip
Tw-twist
Rasinski/Padak
(2000)
m – march
s – sit
f – fall
l – lick
n – nod
r – ran
v– vacuum
w – walk
y – yawn
z – zip
Vowels
a – cat
e – set
i – sit
o – hot
u – cut
(Cunningham
1987)
Stop
Sounds
b – bounce
c – catch
d – dance
g – gallop
h – hop
j – jump
k – kick
p – pat
q – quiet
t – talk
x – x-ray
How Do I Do This?
• Introduce just a few letters at a time.
• Do not introduce letters with similar
shapes and sounds at the same time.
– Introduce, Practice, Model, Guided
Practice, release to Independence.
• Always connect instruction to reading
and writing words.
– Highlight in daily morning message.
– Point out and highlight in your read aloud.
Decoding
• Letter cards
– Keep a set of letters you are working on
including letters for review.
• Blend individual sound together without
stopping.
– Can be real words or nonsense words
– Progress from VC words and CVC words to
longer words.
• Start with stop sounds only in the final position.
– Move from sounding out words to silently
sounding out words.
– “Sound out the word in your head not out loud.”
Decoding continued…
• As students learn and can blend more
letters and sounds make sure you start
showing them how to use structural
clues such as compound words, base
words, affixes and inflections to decode
words.
– Start with word family patterns.
– Compound words
– Base words and affixes
• Prefixes: re-, un-, con-, in-, im-, dis
• Suffixes: -ness, -full, -ion
Syllable Patterns~ Six
Types~ CLOVER
• Closed (vc) A closed syllable has only one vowel
and ends in a consonant. The vowel is usually
short: pot, hat, cut, track.
• Consonant le (cle) also the final stable syllable.
A consonant le syllable is a final syllable in which
the e is silent; thus it sounds like a consonant-l:
table, middle, simple. A final stable syllable that
is non-phonetic, but a reliable unit such as,-tion.
• Open (cv)
An open syllable ends in one vowel.
•
The vowel is usually long: he, go, baby, veto.
CLOVER continued
• Double Vowel (vv) sometimes known as a vowel
team. A double-vowel syllable has two vowels
that together make one sound. This sound has to
be learned, as it often takes on a sound different
than either single vowel: boat, meat, out, joy,
south, beach, loyal, discount.
• Silent-e (vce) A silent-e syllable has one vowel
followed by a consonant followed by an e. The e
is silent and makes the preceding vowel long:
make, smile, stroke, reptile, disclose.
• r-Controlled (vr) sometimes known as the “Bossy
R”. An r-controlled syllable has a vowel
followed by an r, which modifies the vowel sound:
•
far, her, stir, for, hurt.
Tips for CLOVER
• http://www.resourceroom.net/readsp
ell/multisensory_carrker.asp
Making Words by Patricia
Cunningham
• Supporting Theory, Research, and Rationale.
Research supports that there is a strong
correlation between early spelling ability and the
ability to decode words in reading. "Research
suggests that invented spelling and decoding are
mirror-like processes that make use of the same
store of phonological knowledge" (Cunningham &
Cunningham, 1992, p. 216). Making Words is a
guided spelling strategy which can be used in both
individual and group instruction. "In addition to
providing a window on the growth of childrenÌs
phonetic knowledge, invented spelling during
writing is increasingly seen as possessing reading
instructional value as well..."(Cunningham &
Cunningham, 1992, p. 217).
Why do Making Words?
• Making Words is a guided invented spelling activity which
can be used at various levels to meet the needs of the
readers.
• Invented Spelling aids in the development of children's
phonological awareness.
• Making Words is a hands on manipulative strategy which
actively engages the students and increases motivation.
They love it and everyone can participate.
• "Having young students engage in invented spelling during
writing not only helps them become better spellers but
also facilitates their development of decoding ability in
reading (Adams, 1990)", (Cunningham P. and Cunningham J.
1992, p. 107).
How to Conduct a Making Words
Lesson
• Making Words is an activity in which children are
individually given some letters that they use to
make words. During the 15- minute activity,
children make 12-15 words, beginning with twoletter words and continuing with three-letter,
four-letter, five-letter, and longer words until the
final big word is made. The final word ( a six-,
seven-, or eight-letter word) always includes all
the letters they have that day, and children are
usually eager to figure out what word can be made
from using all the letters. Making Words is an
active, hands- on manipulative activity in which
children discover sound-letter relationships and
learn how to look for patterns in words. They also
learn that changing just one letter or even the
sequence of letters changes the whole word
Compiled by Debra Carlin largely from the work of
Patricia and James Cunningham.
CENTER FOR LITERACY AND READING
INSTRUCTION
University at Buffalo
Cunningham Patricia & Cunningham James (1992)
Making words: Enhancing the invented spellingdecoding connection. The Reading Teacher, 46 (2),
106-116.
Let’s
Make
Words!
Words Their Way
• Words Their Way: Word Study for
Phonics, Vocabulary, and Spelling
Instruction by Donald Bear, Marcia
Invernizzi, Shane Templeton, and
Francine Johnson
– Fourth Edition
Developmental Stages
for Word Study
•
•
•
•
•
Emergent -- Gr. Pre-K to mid 1
Letter Name-- Gr. K-early 3
Within Word-- Gr. 1- mid 4
Syllables & Affixes-- Gr. 3-8
Derivational-- Gr.5-12
Assessment
Appendix A
• Primary Spelling Inventory
– Use K-3
• Elementary Spelling Inventory
– Use Grades 1-6
• Upper-Level Spelling Inventory
– Use Grades 5-12
Feature Guide
• Helps analyze students errors and
helps determine appropriate stage to
begin instruction.
• Two or more errors indicates the
level where instruction should begin.
Emergent Stage
Chapter 4
•
•
•
•
•
Concepts of Print and Word
Oral language development
Builds vocabulary
Develops phonological awareness
Enhances alphabetic knowledge
Letter Name Stage
Chapter 5
• Compares and contrasts initial and
final consonant sounds
• Developing Sight Word vocabularies
• Short vowels and blends
• Consonant Vowel Consonant patterns
CVC
Within Word Stage
Chapter 6
• Long and short vowels and long vowel
patterns.
• Collect words in a word study
notebook.
• Works with more complex features
of grammar, and vowel patterns.
• R-controlled patterns
Syllables and Affixes
Chapter 7
• Consonant doubling common suffixes
and past tense endings
• Open and closed syllables
• Accents in words
• Common prefixes
• Studying word patterns and
meanings.
Now It’s Your Turn
• I have given you a spelling test. I want
you to correct it and fill in the feature
guide.
• What does it tell you?
WTW Word Study
Activities
• Word Study Activities from Words
Their Way
– http://www.literacyconnections.com/Wo
rdsTheirWay.php
Multisyllabic Words
• Using Structural Analysis
H-highlight the prefix and/or suffix
I- identify the sounds in the base word
N-name the base word
T-tie the parts together
S-say the word
(Archer, Gleason & Vaughn 2000)
Rewards and Language! Programs from Sopris
West are excellent.
Try these words
distrustful
mislead
preheated
unknowingly
brightest
untimely
rebounding
Sight Words
High Frequency Words
•
•
•
•
Dolch Words
Fry List Words
High Frequency Words
Red Words
• Ideally the basic 220 words should
be known by the end of first grade
Why Is It Important to
Teach Sight Words?
• 50-75% of the top 300 words make up the
majority of students reading and writing.
• Two reasons they are important:
– Many of these words do not sound like their
spellings suggest.
– Good readers can’t afford the time to dwell on
too many words or they may lose the speed and
fluency necessary for determining the author’s
message.
- Frank B. May 1993 Reading as Communication
How to Teach These
Words
• Assess students to know what words
they already know.
• Have a review pile going at all times.
• Introduce only 5 words a week.
– See the word, say the word, chant the
word, write the word, check the word.
• Use the words in context.
Teaching Sight Words
• Make it FUN!
– Sheet of Chants and Songs
• Working With Words
– Helps children learn to automatically recognize
and spell sight words
– Helps children learn to look for patterns in
words to help decode and spell (Systematic
Sequential Phonics They Use by Patricia
Cunningham)
Websites for Sight Words
and Word Walls
• http://www.theschoolbell.com/Links/word_
walls/words.html
• http://www.melissaseaver.com/sightwords.
html
• http://www.melissaseaver.com/wordwall.ht
ml
• http://www.quiz-tree.com/SightWords_main.html
• http://rbeaudoin333.homestead.com/sight
Support for New Words
•
•
•
•
Word Walls
The Making Words and Word Sorts
Dictation of words and sentences
Lots and lots of reading
Students must be given many
opportunities to practice reading and
writing words
Rating Scale for Dolch Word
List
Score
0-20
21-40
41-60
61-75
76-80
81-100
101-120
121-140
141-160
161-170
170-171
Reading Level Score
Reading Level
1.1
172-175
2.1
1.2
1.3
176-180
181-185
186-190
191-195
2.2
2.3
2.4
2.5
196-199
200-202
203-206
2.6
2.7
2.8
207-210
211-220
2.9
3.0
1.4
1.5
1.6
1.7
1.8
1.9
2.0
Spache 1981
Running Records
• Marie Clay first introduced the Oral Reading
Record in 1972. Then in 1993 in the Running
Record in her Observational Survey of Early
Literacy Achievement. Also in 1972 Yetta
Goodman and Carolyn Burke researched
Miscue Analysis for oral reading records.
• The teacher uses the running record to
calculate scores, analyze errors, and
document strategies the child uses
successfully to decode words and
construct meaning.