Transcript Chapter 3 Word Recognition

Phonics
Dr. Kristen Pennycuff Trent
Key Vocabulary
• Analytic approach to
phonics instruction
• Cloze procedure
• Context clues
• Homographs
• Inflectional endings
• Onset
• Phonemic awareness
• phonics
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Rime
Semantic clues
Sight words
Structural analysis
Syntactic clues
Synthetic approach to
phonics instruction
• Word configuration
Word Recognition Strategies
• Purpose: Help readers recognize written words
– Development of a store of words that can be
recognized immediately on sight and
– Word attack strategies and skills:
• Ability to use context cues,
• Phonics,
• Structural analysis, and
• Dictionaries for word identification
Word Recognition
Strategies
• Sight Words
– The larger the store of words a reader has,
the more rapidly and fluently he or she can
read a selection.
– Comprehension and reading speed suffer when
reader has difficulty with sight word
application.
– The more mature and experienced readers
have larger sight word vocabularies.
Word Recognition Strategies
• Reasons for developing basic sight word
knowledge:
– Multitude of irregularly spelled words—of, through, two,
know, give, come, and once
– Gives children chance to have successful early reading
experiences and promotes positive attitude about reading
– Presenting children with whole words at the beginning
allows them to associate reading with meaning rather
than with meaningless memorization
– Begin analytic phonics instruction after child has
developed a small store of sight words
Word Recognition
Strategies
• Sight words to teach:
– Irregularly spelled words—come, to, two
– Frequently used words—at, it, and, am, go
– “Word families”—ban, fan, tan…
– Child’s name
– Days of the week
– Months of the year
– Names of school subjects
– Sight Word Lists
• Dolch list
• Fry’s “Instant Words”
Word Recognition
Strategies
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How to teach sight words
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Children must look at the printed word when it is
identified in order to associate the letter
configuration with the spoken word or picture
Children taught to pay attention to the details of
words by
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Noticing ascending letters (b, d, h) and descending
letters (p, g, q)
Word length
Particular letter combinations (double letters)
Visual configuration cautiously used
Compare and contrast new word with known word
Word Recognition Strategies
3. Repetitions
4. Ashton-Warner Key Vocabulary
approach:
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Children pick out words that are meaningful
to them
Teacher has children say word, trace word,
use words in stories, games, etc.
5. Plan practice that is
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Varied and interesting (game format)
Using words in context
» Pronunciation of words clearer (read, read)
» Understand meaning of words (thing, think)
Word Recognition Strategies
How to teach sight words continued:
6. Reading aloud—most natural and holistic
approach
7. Using highly predictable books—pictures,
repetitive sentence structure
8. Language experience approach (LEA)
9. Connecting words with pictures or actual
objects
10. Constructing picture dictionaries
11. Labels
12. Physically active and passive games more
effective than worksheets
13. Flashcards
Word Recognition Strategies
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Context clues—words, phrases, and
sentences surrounding the words to be
decoded
Picture clues—earliest context clue children use
• As a teacher using picture clues:
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Combine with the printed word not separately
Do not overemphasize use of picture cues, become less
useless with more advanced material read
Semantic and syntactic clues—meaning and grammar clues
• Teaching strategies:
1. Oral context
2. “Read before the unknown word, after the unknown
word, and with the unknown word”
3. Cloze procedure
4. Prefixes and suffixes and ending sounds
5. Homographs—words that look the same but have different
meanings and sometimes pronounced differently (bow, wind,
read, content, minute…)
Phonics
• Association of speech sounds
(phonemes) with printed symbols
(graphemes)
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Teaching sequence:
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auditory discrimination
visual discrimination
work with words,
sentences and short paragraphs,
whole selections
Predictable text and decodable text
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Phonics Terminology
Phoneme—smallest unit of sound in a language
Grapheme—written symbol for a phoneme
Vowels—a ,e, i, o, and u. w and y take on characteristics of
vowels when they appear in the final position in a word or
syllable. Letter y also has characteristics of a vowel when in
the middle position in a word or syllable
Consonants—letters other than a, e, i, o, u. Letters w and y
have the characteristics of a consonant when they appear in
the initial position in a word or syllable
Consonant blends (or clusters)—two or more adjacent
consonant letters whose sounds are blended together with
each individual sound retaining its identity: strike—str,
frame—fr, click—cl, bread—br
Consonant digraph— two or more adjacent consonants that
represent a single speech sound: shore—sh, (p. 93)
Vowel digraph— two adjacent letters that represent a single
speech sound : foot—oo
Dipthongs—vowel sounds closely blended and treated like one
vowel unit: out: ou
Word Recognition Strategies
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Phonics
– Prerequisites for Phonics Instruction
• Visual discrimination—ability to distinguish likenesses
and differences among forms
– Understand difference between like and
different
• Auditory discrimination—ability to distinguish
likenesses and differences among sounds
– Understand difference between like and
different
– Phonemic awareness—awareness that speech is
composed of separate sounds (phonemes)
Phonics Generalizations
• Should be used taught as guides to better
guesses rather than as unvarying rules
• Some of the most useful found on page
154-155
• Cautions in teaching generalizations:
– Requiring verbalization of the
generalization
– Teach only one generalization at a time
– Generalizations have temporary value
Phonics Generalizations
1. C and G rules
• When the letters c and g are followed by e, i, or
y, they generally have a soft sound: the s sound
for c and the j sound for g.
– Cent, city, cycle, gem, ginger, gypsy
• When the letters c and g are followed by o, a, or
u, they generally have a hard sound: the k sound
for c and a special g sound.
– Cat, cake, cut, go, game, gum
Phonics Generalizations
2. When two consonants are next to each
other, only one is sounded.
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Hall, glass
3. Ch usually has the sound heard in church,
although sometimes it sounds like sh or k.
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Child, chill, china
Chef, chevron
Chemistry, chord
Phonics Generalizations
4. When kn are the first two letter in a
word, the k is not sounded.
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Know, knight, knife
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Write, wrong
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Check, brick
5. When wr are the first two letters in a
word, the w is not sounded.
6. When ck are the last two letters in a
word, the sound of k is given.
Phonics Generalizations
7. The sound of a vowel preceding r is
usually neither long nor short.
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Car, fir, her
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Boat, feet, rain, play
This may also apply to other double vowel
combinations.
8. In the vowel combinations oa, ee, ai, and
ay, the first vowel is generally long and
the second one is not sounded.
Phonics Generalizations
9. The double vowels oi, oy, and ou
usually form diphthongs. The ow
combination may also form a
diphthong, although it frequently
stands for the long o sound.
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Boil, boy, out, now
Phonics Generalizations
10. If a word has only one vowel, and that
vowel is at the end of the word, the
vowel sound is usually long.
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Me, go
11. If a word has only one vowel and that
vowel is not at the end of the word, the
vowel usually represents the short sound.
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Set, man, cut, hop, list
Phonics Generalizations
12. If a word has two vowels and one is
a final e, the first vowel is usually
long and the final e is not sounded.
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Cape, cute, cove, kite
Two Types of Phonics
Instruction
• Synthetic
1. teacher first instructs
children in the speech sounds
that are associated with
individual letters. There is no
connection between sound and
symbol associations
2. Blending occurs next usually
using two and three letter
words and progressing to
longer words
– Successful only if direct
instruction used to transfer
skills taught into unknown
words
3. Nonsense words used
Analytic
1. Teaching some sight words
first followed by teaching the
sounds of the letters within
those words
2. To avoid distortion have
children isolate vowel sound
and produce it, then blend the
remaining consonant blends
with the vowel sound, next
blend the remaining
consonants at the end of the
word with the onset-vowel
chunk
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Variation of Analytic Method
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Trachtenburg Method:
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Teacher reads to class a literature selection that contains examples of
the phonetic element studying. Students discuss or dramatize the story
when the teacher finishes.
Teacher introduces phonic element that is the target for the lesson by
explaining that the children are going to learn one of the sounds for a
specific letter or letter combination
Teacher writes a portion of the story that contains the target element
on chalkboard or transparency. Teacher reads this portion of the story
aloud, underlining the words containing the target element as he or she
reads.
Teacher identifies the sound involved and asks the children to read the
story portion with him or her and listen to the sound. Teacher can
suggest a key word to help them remember the sound.
Teacher guides practice with the new sound, using a mechanical device
where the initial consonants are varied while the medial vowel remains
the same (p. 104)
Teacher presents another book that has numerous examples of the
phonic element targeted. Children read the book independently, chorally,
or partner depending on their individual achievement level
Word Recognition Strategies
• Trade Books can use:
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The Cat and the Hat—short a sound
The Paper Crane—long a sound
Caps for Sale—long and short a sound
Elephant in a Well—short e sound
Ten Sleepy Sheep—long e sound
Whistle for Willie—short i sound
Why I Can’t Fly--long i sound
Fox in Socks—short o sound
The Giants Toe—long o sound
Thumb and Plunk—short u sound
The Troll Music—long u sound
Teaching Approaches
• Onset and Rime approach
– Teacher breaks down a syllable into the part of
the syllable before the vowel (onset) and the
remainder of the syllable (rime) that begins
with the vowel
• Phonograms or word families
• Example: Word Onset Rime
black
bl -ack
• Benchmark Word Identification Program—analogy,
phonogram, or word family approach
– Children compare an unknown word with a
familiar word in order to decode the words by
analogy, then they use context to check their
predictions
Onset Rime Strategies
– Word Building
• Class first builds words by adding onsets to rimes then
adding rimes to onsets, followed by reading that allows
practice with the patterns studying
– Direct instruction
• Teachers inform the children about what they are going to
teach, why it is important, when it can be used, and how to
use it, followed by teacher modeling and group and individual
guided practice for the students.(p. 101)
– Knowledge of phoneme-grapheme correspondences
• Students need instruction on individual phoneme-grapheme
correspondences, especially vowels, rather than relationships
between groups of phonemes and groups of graphemes
Other Strategies
• Programs emphasizing phonics or code approach to
word identification produces superior word-calling
ability, use analytic approach is the better choice
• Phonics generalizations that involve the use of phonics
terms, and other technical terminology should be
deemphasized when working with student who have
not mastered the terms.
• Key words help children learn sounds associated with
vowels, consonants, vowel digraphs, consonant digraph,
diphthong, consonant blends
• Consonant substitution activities (p. 103)
• Word walls
• Jump rope rhyme
• Game format for letter-sound associations
• Practice exercises preceded by instruction and
followed by feedback
Structural Analysis Strategies
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Inflectional endings
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Added to nouns to change number, case or gender
(boy—boys, host—hostess, Karen—Karen’s)
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Added to verbs of change tense or person(look—looked,
make—makes)
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Added to adjectives to change degree (mean—meaner,
happy—happily)
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Prefixes and suffixes (affixes)
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letters or sequences of letters that are added to root
words to change their meanings (happy—unhappy) and or
parts of speech (amuse—amusement from verb to noun)
• prefix added before root word
• Suffix added after root word
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Contractions
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Apostrophe indicates that one or more letters have
been left out when two words were combined into one
word (I’ll—I will)
Structural Analysis Strategies
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Compound words
• Two or more words that have been joined together
to form a new word (dish + pan = dishpan)
5. Syllabication/Accent
• Syllable is a letter or groups of letters that forms
a pronunciation unit.
• Every syllable has a vowel sound
• Diphthongs contain more than one vowel sound,
although treated like a single sound
• Types:
• Open—end in vowel sounds
• Closed—end in consonant sounds
• Other features:
• Accented—given greater stress
• Unaccented—given less stress
• Generalizations that can be taught to children
Word Recognition Strategies
• Structural Analysis
– The syllable divisions shown in the phonetic
spellings are more helpful for children than the
ones indicated in the bold entry words
– Accentuation is generally not taught until
children have a good background in word attack
skills and is presented with dictionary skills
• Dictionary Study
– Students should turn to it only as last resort for
pronunciation
– Skills needed to pronounce words correctly:
• Interpretation of phonetic respellings
• Interpret accent marks
• Activities on pages 113 and 114
Five Steps for Decoding
Unfamiliar Words
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Strategy for teaching children to independently
decode unfamiliar words:
1. Apply context clues—read before the word,
after the word
2. Try the sound of the initial consonant, vowel, or
blend along with context clues
3. Check for structure clues (prefixes, suffixes,
inflectional endings, compound words, or
familiar syllables)
4. Begin sounding out the word using known phonics
generalizations
5. Consult the dictionary