Transcript Word Recognition PowerPoint Presentation

Word Recognition
II can
canread
read
all
allofofthese
these
words!
words!
“The twenty-five most common words make up
about one-half of our written materials.”
Fry, Kress & Fountoukidis, 2000
“We have over a half-million words to communicate with,
but half of everything we write and read depends on only
0.02 percent—on only those 100 most frequent words.”
Frank B. May, Reading as Communication: To Help Children Read and Write 1998
It appears that instant recognition of words, especially
high-frequency words, develops best when students read
large amounts of text, particularly text that is relatively easy
for the reader (Cunningham, 1995).
The student who can read on sight 8 out of the 10 words in
the sentence before them can read that sentence and can
usually decode the remaining words by using phonics,
context or picture cues. Most importantly, they can
understand the meaning of what they are reading.
Without adequate high frequency/sight word knowledge, a
reader’s fluency, and therefore their comprehension, is
impaired.
Common High Frequency Word Lists
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Dolch
Edward Fry’s “Instant Word” Lists
San Diego Quick
California Reading and Literature Results Project
Rebecca Sitton’s Core Words
Assessment
• High frequency/sight word knowledge needs to
be assessed frequently and taught strategically.
• Students need to be able to read the word
without sounding it out and with automaticity.
Word Identification in a Balanced
Reading Program
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The focus on word identification is in line with a child’s
individual needs and skills.
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Teaching letter/sound relationships helps children build
fluency, automaticity and independence.
Word Identification in a Balanced
Reading Program (cont.)
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Children are encouraged to use alphabetic, semantic
and syntactic cues to identify unfamiliar words.
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Teacher modeling and multiple opportunities to interact
with text leads to the development of word identification
strategies.
Becoming Aware of Language
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When beginning readers and writers explore written
language, they develop critical concepts about print.
When children explore oral language, they develop
phonemic awareness and the ability to manipulate and
play with the sounds of language.
Becoming Aware of Language (cont.)
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Phonemic awareness is sequential. Children become
aware of words, syllables, rhyme and eventually, to
individual phonemes.
A child who has phonemic awareness can identify the
sounds he/she hears, segment words and blend sounds
into words.
What Does Research Say?
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Substantial evidence suggests that word identification
skills should be taught directly rather than waiting for
children to discover them on their own and that such
skills should be taught early.
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Effective readers are also strategic; that is, they learn
how
and
when
to
use
combinations
identification skills
(Adams, 1990; Anderson et al., 1985).
of
word
Who Is At-Risk?
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Children who overuse context clues and fail to attend to
letter-sound associations may misidentify words, and that
could cause them difficulty in constructing meaning for a
passage (Simon & Leu, 1987).
Who is At-Risk? (cont.)
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Children who do not effectively use meaning clues often
sound out nonsense words or are so slow and laborious
in word identification that they cannot simultaneously
draw meaning from the words that they are reading
(Biemiller, 1970; Samuels, 1985).
Why Develop Automaticity?
• The first 300 words make up 65% of all written material.
(Frye)
• Comprehension begins to break down when students
are focused on trying to decode or sound out the words.
What Are High Frequency Words?
• High frequency words are phonetic and can be decoded,
but occur with such frequency that they often need to be
learned before their specific phonics pattern is taught.
• Examples of frequently occurring words: the, in, I, a, go,
to, that, with, about, please
What Are Sight Words?
• Sight words are words, usually Anglo-Saxon in origin,
that must be memorized because of their non-phonetic
structure and high degree of usage.
• Examples of nonphonetic words: come, said, was, two
and through
What Are High Interest Words?
• High interest words are words with special interest or
emotional overtones and are frequently used and
recognized by students in their personal reading and
writing.
• Examples of high interest words: mom, dad, dinosaur
Importance of Recognizing Words for
Independent Reading
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Enables use of context clues.
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Increases fluency and ease of reading
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Children can read greater amounts and for longer
periods.
Focus can be more on comprehension than on
decoding.
California Language
Arts Standards
1.0 Decoding and word recognition
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Kinder 1.15 Read simple one syllable and high
frequency words (i.e.: sight words)
1st 1.11 Read common, irregular sight words (e.g. the,
have said, come give, of)
2nd 1.6 Read aloud fluently and accurately with
appropriate intonation and expression
Instructional Implications
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Rhyme awareness activities
Sound awareness activities
Teaching onset and rime/analogy strategy
Letter-sound activities
Multi-letter chunking
Visual discrimination and configuration
Building words
Instructional Implications (cont.)
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Word sorts
Cross-checking and self-monitoring
Context clues
Cloze Activities
Word Wall Activities
Structural Analysis
Phonetic cue strategies
Ways to Classify and Sort Words
There are many ways to sort and classify words on a
word wall, in a literacy center, or in a whole or small
group lesson:
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Words that start the same (beginning blend, consonant
cluster or onset)
Words that end the same (rime)
Words that rhyme
Words that contain the same number of syllables
Ways to Classify and Sort Words
(cont.)
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Long words, short words
Words I know, words I think I know and words I don't
know at all
Words with long or short vowels
Words with schwa sound
Synonyms, antonyms
Compound words
Word Walls
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Using word walls is an effective classroom strategy for
learning and practicing HFW/sight words
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As new words are learned they are added to the wall in
ABC order
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HFW words walls are added to and utilized all year
If it is on the wall, they are responsible for knowing how
to read and spell it correctly!
Activities for Word Wall Practice
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Speed reading all words under one letter
Read using different voices/expressions
Guess my word
Rhyming words
Read the entire wall forwards or backwards
Preposition/pronoun/noun/verb etc. hunt
Whole Class HFW Practice
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Word wall games
Slap
I have_____, who has____?
Wordo
Word wall cards in ABC order
Pass the cards
Small Group HFW Practice
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Slap
ABC order
Pass the card
Guess my word(s)
Concentration
Wordo
Individual Student Support
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Word cards on rings
Word lists on desk
New words added to individual spelling dictionaries
Word hunts while reading
Practice, practice, practice!
Practice at Home
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Flash cards
Concentration
Word hunts for focus words
Make words with magnetic letters on fridge
Words posted around the house
Read, read, read!
Beyond the Word Bank
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Match cards whose word begins with the same
letter or syllable.
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Match cards whose word ends with the same letter
or syllable.
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Match cards whose word is the same.
Match cards whose words rhyme.
Arrange cards according to alphabetical order.
Beyond the Word Bank, cont.
• Arrange cards according to the number of syllables in
each word.
• Make up sentences using the words on the cards.
• Make up a story using all the words on the cards.
• Find synonyms, antonyms or homonyms.
• Find cards whose words have the same root or base
word.
Beyond the Word Bank (cont.)
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Find cards whose words have prefixes or suffixes.
Find cards with compound or derived words.
Arrange cards by the stress on the words.
Make up a story or poem using all or most of the words
on the cards.
Designing Word Recognition Instruction
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Identify word recognition error types.
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Provide systematic word recognition instruction on
specific skills.
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Pre-teach word types in the text prior to reading.
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Structure time for student to practice the text with a
peer, adult, or tape.
• High frequency/site words: is, be, to, us, am, in
• High frequency phrases:
by the dog
for the day
on the bed
over the top
Source: Building Fluency: Do It Well and Do It Right! Molly McCabe
Recommended Reading
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Behr, Donald, et al, Words Their Way
Fox, Barbara, Word Identification Strategies: Phonics
from a New Perspective
Frye, Edward, 1000 Instant Words, Laguna Beach
Educational Books.
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Throop, Sara (1999) Success with Sight Words:
Multisensory Ways to Teach High Frequency Words,
Creative Teaching Press.
For more information or explanation of ideas outlined in
this presentation, please contact Cherry Carl at
[email protected].