Transcript Reading-Part-3.3x

Overview of the Essential Components
of Reading Instruction K–5
Part 3: Phonics & Word Study
Collaboration for Effective Educator
Development, Accountability, and Reform
H325A120003
Big Ideas & Questions
1. What is the idea? Why is it important?
What does the research say?
2. What should students know and be able
to do at each grade level?
3. How do we assess what students know
and the progress they are making?
Big Ideas & Questions
4. How do we teach the big idea effectively
and efficiently?
5. How do we develop instructional plans
that incorporate state standards,
assessment data, and evidence-based
instructional strategies?
6. What do we do if students aren’t learning
the big idea?
Module Outcomes
1. Design instruction for all students.
2. Differentiate instruction.
3. Use assessment data to inform instruction,
form groups, monitor progress.
4. Incorporate standards and evidence-based
practices (EBPs).
Major Reports
National Reading Panel
Elements of Reading Instruction
1.
2.
3.
4.
5.
Phonemic Awareness.
Phonics.
Fluency.
Vocabulary.
Text Comprehension.
National Reading Panel Report, 2000
The Reading Rope
Objectives
1. Explain the difference between
phonemic awareness and phonics.
2. Demonstrate how to teach
graphophonemic awareness.
3. Define alphabetic principle.
4. Demonstrate five activities to teach the
alphabetic principle, phonics, and word
study.
What Is Reading?
DECODING
+
COMPREHENDING =
READING
What Is Reading?
©2009 University of Texas System/Texas
Education Agency
©2009 University of Texas System/Texas Education Agency
What Is Phonics?
Phonics is the understanding of the letters
of written language and the individual
sounds of spoken language.
Grapheme-Phoneme relationships
Ehri, 2002; Honig et al., 2008
What Do You Know?
On your own . . .
Complete the matching exercise on Handout
3.3A.
What Should K-5 Students
Know and Apply?
Grade-level phonics and word analysis skills
in decoding words.
CCSS, foundational skills
www.corestandards.org
K-2 Examples
a. letter-sound correspondences.
b. long and short sounds of 5 major vowels.
c. high-frequency words by sight.
d. types of syllables.
e. Prefixes and suffixes.
f. irregular spelling words.
Common Core State Standards, 2008
Grades 3-5 Examples
a. Meaning of common prefixes and
suffixes.
b. Common Latin suffixes.
c. Multisyllabic words in and out of
context.
d. Morphology (roots, affixes).
Common Core State Standards, 2008
Good Readers . . .
• Rely on letter-sound correspondences.
• Utilize multiple strategies to decode
words.
• Read words a sufficient number of
times to become automatic.
Ehri, 2002; Vaughn & Linan-Thompson, 2004
Poor Readers . . .
 Rely on context or pictures to identify
familiar and unfamiliar words.
 Look at the first letter and guess.
Alphabetic Principle
• The understanding that the sequence of
letters in a written word represents the
sequence of sounds (phonemes) in the
spoken word.
• The key to learning to read in many
languages, including English & Spanish.
Adams, 1990; Moats, 2010; O’Connor, 2014
Letter-Recognition
• An early indicator of at-risk students.
• Must be taught systematically and
explicitly.
• Pair letter recognition with writing
letters while saying sounds.
O’Connor, 2014; Neuhaus & Swank, 2002; Wolf et al., 2003
Alphabet Arc
Neuhaus Education Center, 1992; University of Texas System/Texas
Education Agency, 2009
Video: The Alphabet Arc
Partner A: Note how the teacher provides
corrective feedback.
Partner B: Note the multiple opportunities
the teacher provides for students to
practice naming the letters.
2009 University of Texas System/Texas Education Agency
Alphabet Activities
• Practice saying (not singing) the
alphabet, varying the practice (accent
every other letter, boys say one letter,
girls the next, one letter is said softly and
the next one loudly).
• Students watch their mouth in a mirror
while learning sounds.
Neuhaus Education Center, 1992
Screening Assessments
• Texas Primary Reading Inventory (TPRI)
– Spanish version: Tejas LEE
• PALS
– PALS español
• Dynamic Indicators of Basic Early Literacy Skills)
DIBELS
– Spanish version: IDEL
TPRI: University of Texas Health Science Center at Houston, Center for Academic and Reading Skills, &
University of Houston, 2002
[email protected], http://tejaslee.org— Now published by Brookes
PALS: (Invernizzi et al., 2002); PALS espanol (K. Ford) https://www.palsmarketplace.com/assessments/
DIBELS: (Good & Kaminski, 2002) http://dibels.uoregon.edu
Letter-Sound Correspondence
Effective Instruction . . .
• Is explicit and systematic.
• Teaches common sounds of letters first.
• Provides immediate clarification.
• Progresses to blending sounds together to
form real words.
• ©2009 University of Texas System/Texas
Education Agency
©2009 University of Texas System/Texas Education Agency
In Action . . .
•
•
•
•
•
Maintain attention and engagement.
Opportunities to practice.
Modeling.
Explicit and systematic.
What else?
Orthographic Mapping
• Orthographic Mapping (OM):
letter-sound connections.
• Bonds the spellings, pronunciations, and
meaning of words in memory.
Ehri, 2014, 2005; Moats, 2010
Sight Words
• All words read from memory.
• OM forms connections between written
units and spoken units.
• Connections are retained in memory.
Cunningham, 2014; Ehri, 2014
Word Reading Strategies
1. Decoding.
2. Analogy.
3. Prediction.
Ehri, 2014
Phases of Reading
1. Pre-alphabetic phase.
2. Partial alphabetic phase.
3. Full alphabetic phase.
4. Consolidated alphabetic phase.
Ehri, 2005
Letter-Sound Teaching
1. Teach frequently used letters and sounds.
2. Teach letters that will enable reading
words quickly.
3. Do NOT teach letters that sound alike
together—separate the introductions.
4. Teach continuous sounds, then stop
sounds.
5. Provide practice opportunities!
Vaughn, 2004; O’Connor, 2014
Guidelines
Handout 3.3D: Guidelines for Teaching
Letter-Sound Correspondences.
Highlight important points to remember.
Be prepared to discuss why you chose
these points.
Sequence for Teaching
Handout 3.3E: Example Sequence for
Introducing Letter-Sound
Correspondences.
Letters that sound and look similar.
Object permanency and letters.
Video
Letter Knowledge and Letter-Sound
Correspondences.
Students progress from recognizing letters
to identifying the letter-sound
correspondences in words.
List the 6 key strategies modeled.
Teaching Decoding
Select words that:
• Consist of previously taught letters.
• Progress from short VC and CVC words to
longer words.
• Are frequently used in texts.
• Contain stop sounds in final position.
• Represent familiar vocabulary.
Honig et al, 2008; O’Connor, 2014; Vaughn & Linan-Thompson, 2004
Teaching Decoding
• Blend individual sounds without
stopping between them.
• Follow sounding out a word with
reading it fast.
• Move from students orally sounding out
words to silently sounding out words.
Honig et al, 2008; O’Connor, 2014; Vaughn & Linan-Thompson, 2004
Say It & Move It
With Letters
s t a
I
I
______________s
I
I
I
I
a
t_______________________________
Teaching Irregular Words
Words that do not follow predictable
patterns:
• Teach frequently occurring words.
• Teach words before students read them in
stories.
• Limit the number introduced in one lesson.
• Separate visually similar words.
• Review previously taught words.
©2009 University of Texas System/Texas Education Agency;
Birsh, 2011; Hougen, 2012; O’Connor, 2014
Let’s Try It!
Handout 3.3 F: Guidelines for Teaching
Irregular Words.
B: teach said.
A: teach was.
Quick Review
• What is the alphabetic principle?
• What is one way to teach letter-sound
relationships?
• What challenges do you anticipate?
Challenges?
With your partner, discuss challenges
some students may have learning
letter-sound correspondences and reading
words.
Phonics Continuum
Handout 3.3G: Phonics Continuum.
Think of a student who is stuck on the
continuum.
Plan skills you can teach to help the
student progress.
Advanced Phonics Skills
•
•
•
•
•
Consonant digraphs.
Vowel digraphs.
Diphthongs.
R-controlled vowels.
Compound words.
Hougen & Smartt, 2012; O’Connor, 2014
•
•
•
•
•
Contractions.
Possessives.
Inflectional endings.
Prefixes and suffixes.
Multisyllabic words.
In Action
• Partner A: Note the decoding strategies
taught.
• Partner B: Note how the teacher corrects
and reinforces the learning.
Types of Syllables
Knowing the types of syllables helps
students to:
• Determine the vowel sounds in
one-syllable words.
• Decode multi-syllable words.
Birsh, 2011; Hougen & Smartt, 2012
1. Close Syllables (CVC)
1. Ends in at least one consonant.
2. Contains one vowel.
3. The vowel is short.
Examples:
met
sat
wiggle
2. Open Syllables (CV)
1. Ends in one vowel.
2. The vowel is long.
Examples:
me
go
bugle
3. Vowel-consonant-e
(VCe or CVCe)
1. One vowel, then one consonant.
2. A final silent e.
Examples:
lake
like
bake
bike
4.Vowel-r Syllables (r-controlled)
An r occurs after the vowel.
Examples:
car
stir
park
lurk
5. Vowel Pair Syllables
• Two adjacent vowels.
• Each word must be learned.
Examples:
pail
steep
great
meat
6. Final Stable Syllables
• A final consonant –le combination or a
nonphonetic but reliable unit such as tion
(shun)
• Accent usually on the preceding syllable
Examples:
bugle
wiggle
station
Syllable Sorting Activity
©2009 University of Texas System/Texas
Education Agency
Think, Pair, Share
• What challenges do you anticipate some
students having learning about syllables?
• How will knowing the types of syllables
help students learn to read?
Struggling Students Need More:
• explicit instruction
– one syllable type at a time
• manipulation
– plastic letters, sorting activities
• modeling
– by teacher, other students
• practice time
– small group, centers, computer programs
• reading real words
Morphemes
Morphemes are the smallest units of
meaning in a language.
Ebbers & Hougen, 2014; O’Connor, 2014
Unbound Morphemes
Unbound (or free) morphemes can stand
alone:
– smile
– book
– cute
Moats, 2010
Bound Morphemes
• Bound morphemes must be attached to
other morphemes.
• They change the meaning of the word.
– un
–s
– est
Moats, 2010
Inflectional Morphemes
• Modify tense
– ed in played
• Indicate possession
– s in Vicki’s
Birsh, 2011; Moats, 2010
Derivational Morphemes
• Change the part of speech
– Happy (adjective)+ ness = happiness (noun)
– Argue (verb) + ment = argument (noun)
• Morphological structure changes
pronunciation
– sign–signature
– medicine–medicinal
Birsh, 2011; Moats, 2010
Check Your Learning
With your partner:
1. Review your answers to the definitions
on Handout 3.3A.
2. Discuss and reach a consensus on each
item.
Application Assignment
Review the materials at: www.fcrr.org
Grades 1 & 2: Phonics.
Select one activity to teach to your
partner.
Before the next session, teach the activity
to a young student.
Homework: Content Review
• Complete the quiz on syllable types
Handout 3.3H.
• Be prepared to discuss:
o challenges students may have applying
knowledge of syllable types to decoding
words.
o how you would address those challenges.