Transcript Phonics I: Letter-Sound Relations

Word Study Demonstration Activity
Example – Rhyming
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Draft due March 4 (Topic, relevant words)
Actual Activity Due April 1
Phonics I: Letter-Sound Relations
EDC424
Objectives for Phonics - Part 1
You will be able to:
• Describe rationale for teaching phonics (lettersound relations)
• Identify what beginning readers need to know
• Understand/Practice the correct sequence for
introducing letter-sound correspondences
• Identify activities for practicing segmenting,
blending, and substituting phonemes (with
letters)
Why teach letter-sound relations?
Case 1: What does this student struggle with?
Words known
and
bat
cut
he
hot
mom
no
Words not known
an
but
me
not
Good sight word knowledge, but it’s masking student’s lack of
understanding of the alphabetic principle:
(1) sounds are represented by letters and
(2) those letters represent the sounds rather consistently
Case 2: What does she struggle with?
Pseudoword
kot
swip
gan
dree
shub
flate
meep
Child’s response
ka
s
ga
da…er
ser
fa
mech
Some knowledge of first sound in a syllable, but little ability
to decode the vowel and final phoneme
Needs: teach vowel sounds; how to blend sounds into a
word; words need to make sense*
Case 3: What does this 3rd grader struggle with?
Word
cold
soon
war
figure
certain
mineral
paragraph
Child’s response
could
same
wear
finger
curtur
material
potograph
Paying attention to beginning and final grapheme but
ignores middle grapheme and pulls from words he knows
Needs: attention to medial letters/sounds and monitoring
What do children need to know and
be able to do to read words?
• Know the speech sounds associated with
written letters in words
• Know how to put those sounds together to
form a pronounceable word
• Have a strong sense of English spelling/writing
patterns
• Recognize words rapidly
Isabel Beck, 2006
Isabel Beck, 2006
Principles of Teaching
Letter-Sound Correspondence
1. Instruction should highlight letter-sound relationship at all
positions in the word (e.g., beginning, middle, end)
2. Instruction should link phonemic awareness with letter
sound correspondence
Three perspectives:
1. Phonemic awareness  Decoding
2. Decoding  Phonemic awareness
3. ** Phonemic Awareness   Decoding
No evidence that engaging children in sophisticated speechonly tasks (substitution/manipulation) will improve
decoding. In fact, some evidence that knowledge of letters
helps complete these sophisticated tasks (Isabel Beck, 2006).
SYSTEMATIC Sequence of
Instruction for
Letter-Sound Correspondence
1. Consonants (p. 34-35 m..s..a..t)
2. Vowels (p. 39-42 short vowel a)
3. Two-letter graphemes and phonemes
(p. 43-46 ea vs. ee vs. magic e)
4. Successive blending
(p. 52-53 s > a > sa > sat)
Isabel Beck, 2006
Introducing Letter-Sound
Correspondences
• Introduce letters in sequence based on frequency of
use in texts and spelling
– m, s, a, t before x, z
– Hard /k/ sound (can, cat) before soft /s/ (cent)
– Hard /g/ (girl) before soft /g/ (gym)
• Begin with letter-sounds that can be combined to
make many words (CVC)
– m, s, a, t = at, am, as, mat, sat, Sam
– Introduce common consonants and few vowels
– M, s, a, t, i = it, mit, sit
Introducing Letter-Sound
Correspondences
• Introduce just a few and then lots of practice!
• Once students consistently know a letter-sound,
present a new sound/letter mixed in with previously
known ones (built in review)
–s t m t p t s
Look on the wiki for many lettersound correspondence activities
Isabel Beck, 2006
Letter-Sound Instruction
• Sequence: Consonants > Vowels > Sounds represented
by more than one letter (ee, ai, ph, ng)
• Lesson Sequence for Teaching Consonant Letter-Sound
Correspondence
1. Develop phonemic awareness by focusing on the sound
represented by a particular letter in the initial position.
2. Connect the printed letter with the sound the letter
represents.
3. Discriminate among words that have letter-sound in the initial
position and those that do not.
4. Develop phonemic awareness by focusing on the sound in the
final position.
5. Discriminate among words that have letter-sound in the final
position and those that do not.
6. Discriminate among words that have the letter-sound in the
initial and final positions.
Consonants
I’ll model > Then you try
• Mary Mouse: Begin with same sound /m/ - you say
sound along with me
• Letter = Sound: This the letter “m” – Each time I say
the sound, touch the letter m, and say /m/.
• Discriminate at beginning: Find your letter m. If
word begins with /m/ sound, hold your letter up; if
not, shake your head
• Hear at end: In broom, /m/ sound comes at end.
Say/think of other words with /m/ at the end.
• Discriminate at end: Hold up or shake head
• Discriminate at beginning and end. Position your
letter m card correctly in your word pocket.
Isabel Beck, 2006
Vowel-Sound Correspondence
(same as consonants but focus on initial & medial)
1. Focus on short vowel sound in initial position
2. Connect sound with letter
3. Discriminate words that have that vowel sound at
beginning and other words that do not
4. Focus on short vowel sound in medial position
5. Discriminate words that have that vowel sound in
the middle and other words that do not
6. Discriminate among words that have the lettersound in the initial and final positions.
Vowels
I’ll model > Then you try
• Apple, ant, at: Begin with same sound /a/ - you say
sound along with me
• Letter = Sound: This the letter “a” – Each time I say
the sound, touch the letter a, and say /a/.
• Discriminate at beginning: Find your letter a. If word
begins with /a/ sound, hold your letter up; if not,
shake your head
• Hear in middle: In hat, /a/ sound comes in middle.
Say/think of other words with /a/ in the middle
• Discriminate in middle: Hold up or shake head
• Discriminate at beginning and middle. Position your
letter a card correctly in your word pocket.
Segmenting, Blending, and
Substituting Phonemes
(now linked to letters)
Need more explicit instruction
and practice in blending sounds?
Substituting/Manipulating Phonemes and
Reviewing Short Vowels in CVC word patterns
Change A Hen to A Fox
Find:
h, e, n, p, t, i, s, x, f, o
You try….with your letters
Directions
Seven Other Lessons For
Changing A Hen To A Fox
pig
rig
rid
rib
rob
Bob
box
fox
bug
dug
dig
pig
pin
pen
ten
hen
pig
big
wig
win
fin
fit
fat
cat
cat
bat
hat
rat
pat
pet
pen
hen
fox
box
bop
top
mop
map
mat
cat
bug
hug
dug
dig
big
bag
bat
cat
cat
hat
rat
rag
bag
big
dig
pig
Homework Due Tuesday –
Change dates due to Snow Day!
• Biggam, Ch. 3 (Decoding & Word Recognition)
– Underlying Concepts & Principles
– Assessing
– Teaching
• Beck (see syllabus for old pages; see wikispace
for new pages) refresh class activities
• WTW, Ch. 5 (Letter Name-Alphabet Stage)
– ** p. 161 sequence
Empty versions of slides for
handouts
Case 1: What does this student struggle with?
Words known
and
bat
cut
he
hot
mom
no
Words not known
an
but
me
not
Case 2: What does she struggle with?
Pseudoword
kot
swip
gan
dree
shub
flate
meep
Child’s response
ka
s
ga
da…er
ser
fa
mech
Case 3: What does this 3rd grader struggle with?
Word
cold
soon
war
figure
certain
mineral
paragraph
Child’s response
could
same
wear
finger
curtur
material
potograph
Literacy Photo Journal Directions
Due March 6 - Help on Feb 27
• A. Pre-Reflection Activity
• B. Collect 10 Photos of classroom materials,
structures, and activities (no students!)
– Interview teacher if possible
• C. Observations and Interpretations
– Description, location, literacy purpose, and why
appropriate
• D. Post-Reflection Activity
– Understanding, vision, opinion, ideas, realizations