Transcript PHONICS for Reading Anita Archer, James Lapp, Diane Flood

PHONICS for Reading
Anita Archer, James Lapp, Diane Flood, Linda Lungren
Objectives
• Identify the purpose and unique
characteristics of Phonics for Reading
• Understand how to get started with
Phonics for Reading
• Identify features of the lessons
Note: Images in this presentation are
from American version. Actual books
have been versioned for Australia.
• Locate helpful resources for
monitoring progress
The Phonics for Reading Series
• The Phonics for Reading series is a systematic,
research-based program.
• The program provides explicit instruction in phonics,
as well as phonemic awareness, fluency and
comprehension.
• Phonics for Reading is carefully sequenced
to guide and build students’ learning.
• Each of the 3 levels features consistent
routines, repeated practice and
immediate corrective feedback.
First Level
focuses on:
• short vowels
• double consonants
• consonant blends
• consonant digraphs
Second Level
progresses with:
• long vowels
• vowel combinations
• CVCe words
• word endings
• r-controlled vowel sounds
Third Level
expands concepts with:
• letter/vowel combinations
• prefixes and suffixes
• minor sounds of c and g
• minor sounds of vowel combinations
Use Phonics for Reading with Students …
• in years three to six who have not yet
mastered the decoding skills taught in the
primary years
• in the upper year levels who have significant
decoding challenges
• in adult-education classes who are new to
learning English
• in years one and two who would benefit from
systematic decoding instruction
Created with the Older Student in Mind
• The typeface used is small, avoiding the stigma of
large print.
• Illustrations include older children and adults.
• In addition to one-syllable words, students read
multi-syllable words, enhancing decoding
competency.
• Independent practice activities
require reading words in context.
Research Base
• Phonics for Reading reflects the findings of several major documents on
reading:
 Becoming a Nation of Readers
 Preventing Reading Difficulties in Young Children
 The U.S. National Reading Panel Report
• Phonics for Reading lessons are informed by additional research in:
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beginning reading
reading intervention for older, struggling readers
explicit instruction
literacy and cultural diversity
• The Florida Center for Reading Research review noted no weakness in
the program.
1. Place students in the right level
• A Placement Test is provided at the back of each
Teacher Guide.
• The test consists of numerous subtests.
• If students receive at least 80% accuracy,
continue to next subtest until student scores
below 80%.
• That subtest will determine placement in the
series.
How to do the Placement Test
1.Make a copy of the Student Form and the Recording Form for each student taking the Placement Test. Begin
with Subtest A. If you anticipate the student could be placed at a more advanced level, begin with a higher
subtest.
2.Ask the student to read aloud the words in each line of the subtest. If the student makes four consecutive
errors, stop the test and have the student read a lower subtest. If the student takes more than five seconds to
read a word, direct the student to read the next word. If the student correctly reads the required number of
word parts for the subtest (80% correct), have the student read the words on the next subtest.
3.Stop the test at the point at which the student does not meet the 80% criteria. Remember that multi-syllable
words are given one point for each decodable word part. For example, the word provide equals two points.
1.Based on the results of the Placement Test, you may choose to place a student at the beginning of a level or
at an intermediate point within the level.
2.The data collected for each student can be recorded on a copy of the Individual Student Record. All student
data can be summarised on a copy of the Group Record for the purpose of forming instructional groups.
3.These directions are also found in the Teacher Guides.
2. Group students for instruction
• Phonics for Reading is designed for small-group
instruction of up to 10 students working at the
same skill level.
• The program may be used for one-on-one
instruction.
• Individual instruction can be provided by a
paraprofessional or tutor, following training on
implementation.
3. Teach lessons using scripted text
• The Phonics for Reading lessons are teacherdirected.
• A focus word is presented, then the sound for a
letter or letter combination is introduced.
• Letter or letter combination is presented in words.
• Root words and word endings introduced
• Words containing recently taught letter-sound
associations and word endings appear in
decodable text.
• Students complete independent practice activities.
4. Monitor students’ progress
• Work Check: students self-correct their
independent practice activities
• Checking Up: teacher listens to students read
part of a passage and counts word-reading
errors
• One-minute fluency checks: fluency chart
available for checks in Levels One and Two
• Placement Test: may be used as post test after
a level and at the end of the year
A Lesson Overview of the Teacher Guide
Lesson Objectives
contain goals for
introducing or
practising specific
sounds.
1
4
2
The New Sounds
activity has students
repeat key words and
focus sounds after
you pronounce them.
The Sound Drill is
an oral, teacher
directed lettersound
correspondence
activity only in the
Teacher Guide.
Care should be
taken not to distort
sounds.
Continuous sounds
should be held for
one second.
In some lessons, a
Blending Sounds
activity is
introduced, in which
the teacher
pronounces the
separate sounds –
without stopping –
within a word, and
then students say
the whole word.
In later lessons a
Segmenting Words
into Sounds activity
replaces the
Blending Sounds.
3
5
New Words are
introduced in each
lesson. Students will
say the sound for
the underlined
letters, and read the
words in sentences.
Each lesson
also includes a
list of Review
Words taught in
previous
lessons.
Students read a
line of words to
themselves and
then read the
words aloud.
6
Lessons also
introduce Word
Endings. Students
will sound out and
say the underlined
root word, then say
the whole word
after the teacher
has pronounced it.
Then the Teacher
reads the word in a
sentence and
students say the
word again.
7
8
Multi-syllable
words are
presented in each
lesson as
Challenge
Words. Reading
multi-syllable
words is included
to enhance
students’ transfer
of decoding skills
to longer words
and to increase
student
motivation.
Students sound
out each word
part, say each
word part, then
introduce the
whole word.
If students
mispronounce
sounds or words
during lessons,
correct the error
immediately.
High frequency
words are introduced
as Sight Words.
Since students must
memorise these, it is
important they be
certain of all the
words before moving
on to the next
activity.
9
Decodable text, in
the form of a
narrative or
expository passage
is included in each
lesson. After parts of
the story have been
read, students
demonstrate their
comprehension.
10
11
A spelling activity
is also included
in each lesson.
Students will selfcorrect their
spelling against a
visual model you
will display.
Practice
activities
are presented in
each lesson and
are meant for
students to
complete
independently.
Introduce each
activity to the
students and
monitor the first
item to ensure
that students
understand the
directions and
can complete the
activity without
assistance.
14
12
12
13
Word Check should
be done as a group
immediately following
the practice activities.
If time is limited, the
correct answers may
be read to students,
or students may
correct their own
work.
In Checking Up,
students read a
part from the
story as you
count and record
the number of
word reading
errors.
Example of the Teacher Guide Answer Key
First is the New
Sound activity, in
which a focus
sound is
introduced.
In New Words,
one-syllable
words are
introduced and
the words are
read in
sentences,
immediately
putting them into
context for
students.
Lesson Overview of the Student Book
1
2
In Review
Words, onesyllable words
that contain
previously taught
word parts are
presented to
maintain and
reinforce
student’s
decoding skills.
3
4
Word Endings
are introduced.
Some root words
contain altered
spellings when
the endings are
added.
In Challenge
Words, multisyllable words that
include known
letter-sound
correspondences
and configuration
patterns are
introduced.
Each word is
divided into
pronounceable
units referred to as
‘word parts’.
Sentences and
Stories are
presented for
students to
decode and
comprehend.
Decodable text is
useful in
beginning
reading for
developing
automaticity and
fluency.
5
6
7
High-frequency
Sight Words are
also introduced
and practised.
These include
irregular words
that are not
spelled as they
sound, as well as
words that can
be decoded but
contain elements
that have not yet
been introduced
to students.
High frequency
words are
grouped by
pattern when
possible.
Spelling has
been included in
the lessons
because learning
to read and spell
rely on much of
the same
underlying
knowledge, such
as letter-sound
associations,
affixes and word
patterns.
8
9
Practice Activities
are presented for
students to complete
independently. The
types of activities
vary from lesson to
lesson but each type
remains consistent
in its format. The
desired outcome of
all reading
instruction is that
students can read
passages,
constructing
meaning as they
proceed and
extracting the gist of
the passage.
A second
Independent
Practice activity
is presented.
Then students
self-correct their
practice activities
and record the
total number of
correct answers in
the box labelled
10. Receiving
feedback on their
answers is more
helpful than
examining other
student’s work.
9
10
11
In every few lessons
there is a Checking
Up activity, where
students read a part
from a story as the
teacher counts and
records the number of
word-reading errors.
10
Resources at the back of Teacher Guides
Resources at the back of Teacher Guides
Resources at the back of Teacher Guides
In the second and third
levels, at any point in
the program, you can
assess students’
fluency (the number of
correct words read in
one minute) by using
the passages in the
Student Book. The
cumulative number of
words is listed to the
left of each line in the
story.
(Chart on Page 190 of
TG Second Level)
At both levels students
should correctly read
100 words in 1 minute.
See the fluency section
(p. 15 TG Second
Level) of the
Introduction to Phonics
for Reading in the
Teacher Guides for
additional fluency
building activities.
Resources at
the back of
Teacher Guides
At the back of each
Teacher Guide is a
Scope and
Sequence Chart for
that level. The chart
shows the skill taught
in each lesson of the
level.
Resources at the back of Teacher Guides
The Teacher Guides also provide
games for additional word
practice.
These games are fun for students
and require no extra preparation
on your part!
Students may use the words from
the lesson activities or from the
Word Lists in their books.
Additional Resources
These additional series each have three
levels:
• QUICK-WORD offers word practice in
the context of sentences.
• QUICK-WRITE helps teach the different
forms of writing, provides writing ideas
and lists of essential words, teaches
grammar, etc.
• QUICK-SPELL are reference guides.
Visit www.hbe.com.au for more details
Thank You!
For further support please contact:
Hawker Brownlow Education
+613 8558 2444
[email protected]