Transcript Guidelines for Meaningful Phonics Instruction

Guidelines for
Meaningful Phonics Instruction
Priscilla L. Griffith
University of Oklahoma
[email protected]
Myths and Truths about
Phonics Instruction
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Phonics is a solution for all reading
problems. MYTH
Phonics ignores meaning. MYTH
Phonics is synonymous with beginning
reading instruction. MYTH
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Phonics is an approach to word study
that focuses on the relationship
between spelling patterns and sound
patterns. TRUTH
Goal of Phonics Instruction
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Get to the meaning
Determine a likely pronunciation
Make the leap to a known word that
contributes to the meaning of the
passage being read
Examples
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The case of “what.”
The case of “compass.”
Achieving the Goal: When?
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By the end of Grade 2 most children will
have sufficient knowledge of lettersound relationships.
Beyond Grade 2 instruction focuses
more on how the spelling of a word
reveals its meaning.
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“Stretching phonics instruction out too
long, or spending time on teaching the
arcane aspects of phonics – the schwa,
the silent K, assigning accent to
polysyllabic words – is at best a waste
of time.” (Stahl, 1992)
-ed: /t/, /d/, /id/
I like to play Chutes and Ladders.
Yesterday I played Chutes and Ladders with my
friend.
play
played
Achieving the Goal: How
Much?
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According to Stahl (1992), phonics
instruction should take up no more than
25% (and possibly less) of the total
reading instruction time in the
classroom.
The majority of classroom reading
instruction should focus on reading
connected text.
Achieving the Goal: What?
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Developing the alphabetic principle –
understanding the relationship between
spoken and written language (The case
of “ox.”)
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Letters
Sounds
Intent
Data
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Expanding meaning vocabulary
Understanding the goal of reading
Focusing on patterns
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Common spelling patterns (e.g., CVC,
CVCe)
Common spellings across words (e.g., 500
words can be generated from 37 rimes)
Writing
Phases of Word Learning
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Ehri, 1994; Ehri & McCormick, 2004
Pre-alphabetic
Partial-alphabetic
Full-alphabetic
Orthographic
Automatic
Meaningful Phonics Instruction
LEARNING OCCURS
WORDS
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TEXT STRUCTURES
PRINT CONCEPT
MEANING VOCABULARY
COMPREHENSION
STRATEGIES
Meaningful Phonics Instruction
Pre-Alphabetic
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Beginning readers select non-phonemic
visual characteristics to remember
words.
Writing includes mock letters and
random letters with no relation to
sound structure of the word.
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Teacher read-alouds from texts that
play with language through rhyme,
alliteration, or assonance.
Discuss word meanings.
Alphabet books
Language experience
Shared reading with enlarged text to
model print concepts.
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Shared writing in which teacher models
the alphabetic principle
Opportunities to incorporate writing
while visiting centers
Writing using invented spelling
Meaningful Phonics Instruction
Partial-Alphabetic
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Beginning readers use some letters and
context to guess the identity of
unfamiliar words.
Vowel sounds are rarely represented in
invented spellings.
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Continue pre-alphabetic practices.
Shared reading from patterned texts.
Print studies of patterned texts.
Begin explicit instruction in letter-sound
correspondences.
Use Elkonin boxes to examine spellings
of known words.
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Rubberband words.
Manipulate the onset of common rimes (e.g.,
bat/hat/cat/fat/rat).
Teach mnemonics to help with reversals of
visually similar letters.
Introduce interactive writing during which the
teacher and student share the pen.
Sort pictures by initial or final sounds.
Meaningful Phonics Instruction
Full-alphabetic
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The beginning reader has a working
knowledge of letter-sound
correspondences that enables him/her
to decode many unfamiliar words.
Vowel sounds are represented in
invented spellings.
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Continue teacher read-alouds; shared and
interactive writing; explicit instruction in
letter-sound correspondences; and
discussions of word meanings.
Provide instruction in orthographic patterns,
e.g., CVC, CVCe
Sort words by focusing on common spellings
across words.
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Sort word families by sound: bat/bet
Manipulate letters and read newly formed
words: bat/bet/bit or bat/bad/back
Making words activities.
Introduce common inflectional endings: -s, ed, -ing
Much practice reading connected text at
independent and instructional levels.
Meaningful Phonics Instruction
Orthographic
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The reader uses multi-level units to
read words.
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Continue word sorts.
Study affixes and common roots.
Continue reading connected text at
independent and instructional
levels.
Phonics interacts with
knowledge of word
meanings and context to
help readers get to
meaning.