Transcript Phonics Presentation with Activities

A Second Look at Phonemic Awareness and
Phonics
Complete the Anticipation Guide in the Class
7: Word Study Ideas Folder under Course
Documents in Blackboard before beginning
and post it on the Blackboard Anticipation
Guide Discussion Board Thread.
How is phonemic awareness
done naturally?
Clapping Patterns (you clap different
variations and then the children repeat them)
 Nursery Rhymes and Poetry - As you read,
the children fill in the rhyming words.
 Sounds in Context - Read a big book aloud
and children put a thumb up every time they
hear a sound for example, “Put your thumb
up every time you hear the MMM sound.” It is
important that they listen for the sound in
many places in the word and not just the
beginning sound.
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What Research Tells Us
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Phonemic Awareness is best taught in Kindergarten
for about 20 minutes a day for about 20 weeks.
Some children will never be able to isolate sounds in
order to accomplish this skill.
If a child does not internalize phonemic awareness
by the age of eight, it is not an effective strategy for
them. Therefore, programs that advertise teaching
phonemic awareness to students above eight are
not really based in research.
What to do then?
If a student does not get that ability to isolate
sounds, a visual or kinesthetic method is a
more appropriate choice than continuing to
do what doesn’t work.
 Some methods to try: sorting, rhyming
patterns where they can see the visual,
games where they manipulate letters,
movement activities. Some more specifics will
follow.
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Always make sure to consider the following
multi-sensory strategies which is very
important to phonics instruction:
 Can they visually make a connection?
 If a student needs auditory reinforcement, is
it available?
 If they need it, can they manipulate
something to reinforce learning?
 Can they move with it? Moving around is
crucial for learning for some students
especially those who are hyperactive.
Consonant Letters
b (sound) bounce
d (sound) dance
g (sound) galloping
j (sound) jump
l (sound) laugh
n (sound) nod
r (sound) run
t (sound) turn
w (sound) We walk.
f (sound) fast.
h (sound) hop
k (sound ) kick
m (sound) march
p (sound) push
s (sound) smile
v (sound) vacuum
y (sound) yawn
Z (sound) It is time to zip it up
I used this with first graders that did not have the sounds down. As we
read each line, we did the movement. This added a kinesthetic
reinforcer to the practice of the sounds. A copy of the whole poem
I used is in the Course Documents Folder for this class.
Multi-sensory Approaches
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Tracking - this works so well for AD/HD students:
Have the child follow the print with his/her finger
moving along as he/she reads. Fingers work better
than fancy trackers because the child always has
fingers with him and he is not distracted by a toy.
Highlighters - Children can highlight letters that they
are working on or small words in big words.
Highlighters can be used to highlight sight words in
the newspaper, on cereal boxes, in magazines
(helps child to apply knowledge to different
contexts).
VAKT
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Write the word with black crayon on an
8 ｽ X 11 piece of white paper
With your first two fingers, trace the letters feeling and saying
each letter. Then say the word at the end of the word.
Have the student then do the same thing (tracing and saying the
letters) for about 4-6 times.
Then turn the paper over and have the student write the word
from memory three times. Cover each one with your hand before
they write it again.
This is time consuming but really works for children with most disabilities.
This is used a lot with kids with dyslexia. A copy of this procedure is also in
the Course Documents Folder for this class. Many times if you teach
beginning words that you can build other words from such as “at, it, in,
ate” this way, then you can extend the learning to the other words.
Reading Recovery Strategies:
What Do I Do When I am Stuck
Make my mouth ready (student makes the
beginning sound with his/her mouth).
Does it make sense (going for meaning).
Search the word, search my mind
(prompting the student to look for what
they know in a word).
Cut Up Sentence
 Teacher
writes a sentence on a sentence strip
that contains words that would practice what
was taught.
 The sentence is cut up into words and put in
an envelope.
 Students take it home and put it together like
a pencil.
Make sure to write down the sentences on the
back of the envelope so the parent knows
what it should be.
Adding Multi-sensory Techniques
to a Reading Series
Add whiteboard activities for tactical practice.
 Do rhyming patterns for the visual child.
 Use a sound card (a card with pictures above
the consonant sounds).
 Set up centers with opportunities to build
words. Lima beans with letters on them (use
a fine tip permanent marker to write the
letters).
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Games for Struggling Readers
Lima Bean Games - games made with letters
written on lima beans
 Crazy Vowels - played similar to Crazy Eights
or Uno.
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See Blackboard folder for this
class for directions for these
activities.
Sight Words
Games,Multiple Practice,
But please no flash cards! When children who are struggling
bring home flash cards, they only cause stress for parent and
child. Games where all play give the same practice but
learning happens in an atmosphere of fun.
Dr. P’s Rule
See Blackboard folder for this class for
directions for some activities.
Instead of Synthetic
Phonics
As explained in the last class, synthetic
phonics does not work for all children.
 Especially children who have ear infections
when they are young, need more of a visual
(analytical) approach. A doctor once shared
with me that once a child has an ear infection
that it takes 6 months before the fluid in his
inner ear to clear and he can hear all sounds.
Think of how many children this pertains to.
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Making Words by
Patricia Cunningham
Making words uses an analytical approach in
a fun, game like format.
 Teachers in many schools in Baltimore City
have used this with struggling readers and
they never seem to get bored with playing
with the words.
 A simple procedure is always used of giving
out letters, giving clues to words to make,
and then guessing the mystery word.
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Making Words
by Pat Cunningham
Choose a mystery word.
 Find little words that can be made with the
letters from the big word.
 Direct the making of each word – often using
letter and sound manipulation or vocabulary
clues.
 Children guess at the mystery word.
 Children then sort the words.
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The Key
Is in the clues you give to each word made.
 For example:
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“Take away the t and add sh.”
Or
“change one letter to make the word pat”.
Making Word Resources
Month by Month Phonics Research by
Patricia Cunningham
http://www.wfu.edu/academics/fourblocks/rese
arch_phonics.html
 All Kind of Aids
http://personal.atl.bellsouth.net/n/a/naneb/wor
ds.html
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Great Article by Tim
Rasinski
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The article linked below describes an easy way to use Making
Words with older students. It includes a sheet designed by
Tim for students to record the words and then cut them
apart to sort.
A copy of this form that you can easily download is in the
Course Document folder for this class.
Here is the link to the article:
http://www.readingonline.org/articles/words/ra
sinski.html
Pat Cunningham’s
Resources
Dr. Cunningham has published a whole set of
books with making words lessons that her
team has designed. There is Making Words,
Making Bigger Words, etc.
Making Word Assignment
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Design your own lesson (none from the Internet or
one of the books please).
Start with a mystery word that has little words that
can be made from the letters of the word. The
word is usually about 7 or 8 letters.
Begin with two letter words and work up to words
with more letters.
Then the students guess the mystery word.
Teaching a Making Word
Lesson
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When working with primary children, make yourself baggies
of letters.
List the letters you are using on the board (jumble them up,
of course).
Give a baggie of each letter to different children in the class
and let them give them out.
Prepare some packets of the words in cards for the children
to sort after the activity.
Have the children who gave out the letters collect them at
the end.
Interesting Video
Here is an interesting video where a teacher
is using Making Words with a young group of
children that are struggling:
 http://www.youtube.com/watch?v=XE1QGe8
ULcw
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A Sample Lesson
A sample lesson that I designed is in the
Blackboard Word Study Ideas folder.
 This is simple lesson from the word
“Literacy”.
 Notice how I transitioned from small words
that are known to more difficult words.
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Sorting
Students sort words into ones with
similarities.
 Leads children to look at what they know in
words.
 Very engaging for that student that needs
kinesthetic and tactile reinforcement.
In the Word Study folder on Blackboard is a list
of sorting words. For extra credit (1 point),
sort the words and put your list on “Sorting”
thread on the Blackboard Discussion Board.
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Help for Older Readers to
Learn new words.
 Remember how to spell tricky words.
 Support in other content areas.
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Make a portable word wall for the
student using a manila folder and a
layout of the alphabet (See Blackboard
folder for an example of this).
A Last Note about Core
Reading Programs
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Programs like Open Court and Direct Instruction
base their phonics instruction on synthetic phonics.
Therefore, you have to remember that when
working with students that do not learn in an
auditory fashion that synthetic phonics needs, that
you may need to incorporate some of the methods
explained in this presentation.
In the Course Document folder for this class I
included a sheet on how to add other elements to
Open Court that would engage visual and
kinesthetic/tactile learners.
Most Important though…
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Is that children only need enough
phonemic awareness, phonics and word
study teaching for them to learn how
words work and read print. Too much
often really turns off good readers. The
emphasis once they learn how our code
works should be on comprehension. We will
learn more about that in weeks to come.
Now Share Your Ideas
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On the Blackboard Discussion Board thread,
“Share Ideas”, share four ideas for word
study practice that you learned from your
book. Make sure to include the name of the
book you read.
Finally…
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Go to the Questions about Phonics thread on
the Discussion Board for this class and you
will see the answers to the Anticipation Guide.
On this thread, you can ask any questions
you may have about word study after doing
these two classes. Please take time to check
back to this thread for my answers some time
next week.