Transcript Word Recognition: Phonics and Comprehension - NRPPortfolio-LD

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Motivation for literacy
Concepts of print
Word/World knowledge
Language development
Listening/thinking skills
Sight words
Phonemic awareness and letter-sound connections
Letter formation
Spelling
Schema development
Real reading
 Fluency
 Text structures
 Comprehension strategies
And REAL WRTING experiences
!
Word recognition is the
foundation of Reading
!
Comprehension is the goal of
Reading
 Directions:
Students say the phonemes (sounds) in the target
words for the number of disks presented. If they are
unable to say the sounds, the administrator of the test
can show them a picture of the target word as a visual
cue (If a visual cue is used, indicate in test margin
with a “v”). Record their responses.
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Ask:
“What are the phonemes in (target word)?
Show the number of sounds in the target
words by moving the appropriate number of
disks.
 For example: “What are the sounds in the
word run?”
 Answer: r — u — n
 Your turn-go, grab, drum
1. Pre alphabetic phase-logographic
phase
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Depends on visual cues and environmental
print
Studies by Gough & Griffith and Dewitz &
Stammer
2. Partial alphabetic phase
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Some phonemic awareness and letter sound
knowledge/invented spellings
3. Alphabetic phase
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Phonemic awareness and letter sound
knowledge
4. Consolidated Phase
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Orthographic knowledge
Understands spelling patterns, morphological
knowledge
Can learn to use analogies — aware of subunits in
words-onsets and rimes
Onsets — initial consonants in words
Rimes — the vowel and what comes after it in a
word
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Ex. In the word cat, ‘c’ is the onset and ‘at’ is the
rime.
Use conventional spellings of words
Has developed a large sight vocabulary
Ehri Word
Recognition Stage
Pre-alphabetic
(visual cues)
Partial Alphabetic
(phonetic cues)
Bear et al.
Spelling Stage
Example
Early Letter Name bed = b
Letter Name
bed = bad
drive = grive
Full alphabetic
Within Word Pattern ship =
(distinct spellings)
sip, ship
Ehri Word
Recognition Stage
Consolidated
Bear et al.
Spelling Stage
Example
Syllable Juncture popping
=popping
(chunks of letters)
plesure =
plesour,
pleasure
Syllables that end in a consonant: CVC (sat, splat, napkin);
the vowel is usually short.
2.
Syllable that ends with a vowel: CV (me, spider), V (a, halo,
baby); the vowel is often long.
3.
Final e: CVCe (take, home, cupcake); the vowel is often
long while the final e is silent.
4.
Vowel digraph (ai, ee, ea, oa, etc.) as in team, green, lean,
peanut; the 1st vowel is often long and the 2nd one is silent,
but this does not apply to many vowel teams.
Consonant digraph (sh, ph) as in shut, paragraph
5. R controlled vowel (ar, ur, ir, or, er) as in far, fur, for; the
vowel is neither long or short. Plus-ir, ar, ur often sound
like er in one syllable words as in the word car, fur.
6. Consonant plus le, as in little, purple, treble = pur/ple
7.
Diphthongs (oi, oy) as in boil, toy; the vowels make a
unique sound
8.
Schwa=vowel makes “uh” sound=awake
9.
Soft and hard c and g-activity on website
http://rbeaudoin333.homestead.com/hardsoftc_g_1.html
1.
Segment Words by…
Planet
Cats
Morphemes
planet
Cats
Syllables
Plan et
cats
Onsets & rimes
(spelling patterns)
Pl an et
k ats
Phonemes
P l a n et
K a t s
How to add ing to
words
Double the
consonant then add
ing
Just add ing
VC words =get
getting
VCC words=ask
asking
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Between 2 medial consonants: ig/nore, hap/py
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After medial consonant between 2 vowels: ov/en
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Words ending in le=consonant + le: re/li/a/ble, bab/ble
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Prefixes and suffixes: un/done, trans/for/ma/tion,
hap/pi/ness
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Applications with diagraphs: both/er
Discuss then check http://www.dictionary.com
Prefix
Prefix
un
inter
re
fore
in, im, ir, il (not)
de
dis
trans
en, em
super
non
semi
in, im (in or into)
anti
Over
mid
mis
sub
pre
(too much)
Under (too little)
Examples of chunking unfamiliar words using the analogy strategy:
Spelling patterns are underlined. Vowels are long and short:
Vowels=A,E, I, O, U and sometimes y and w!
 C
at
Re/spon/si/ble
Steps of the analogy strategy:
1.
2.
3.
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5.
Teach 1-5 key words each week and study onset-rime (rime
is also called spelling patterns) of key words
Create word families from the key words
Use the key words in language experience stories
Use the key words in a variety of activities during the
week (word analysis, related games and connect to
reading and writing for comprehension)
Place the key word on a Word Wall as a reference for
decoding unfamiliar words with the same spelling
patterns
C A R
k au r
V I N E*
v i n
3
C A N
k a n
3
T E N T
3
t e n t
S EE
s e
2
R OU N D
4r
ou
n d
4
Ask: Tell me about the vowel…what is your rule?
What is the phonics generalization/rule? Does it
break the rule?
1. The word is ______________ .
2. Stretch the word.
I hear __________________ sounds.
3. I see ________ letters because _______
.
4. The spelling pattern is _____________ .
5. This is what I know about the vowel:
_______________ .
6. Another word on the word wall with
the same vowel sound is _____________ .
Person 1:
1. My word is _________________ .
2. My word wall word is _______________ .
3. The words are alike because ____________ .
4. Do you agree?
Person 2:
Give one of these answers:
Yes/No, because _____________.
Switch roles.
 Introduce
1-5 key words to be used during the
week (Ex. Cat, grab, her, red, take) and learn the
spelling patterns: at, ab, er, ed, ake.
 Use the 1-5 key words in word families with the
same spelling patterns:
cat, hat, sat
red, sled, bed
 Use
grab, cab, drab
take, cake, rake
her, better
the 1-5 key words and some of the words in
their word families in a Language Experience
Story that is fun to write.
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Analyze the key words
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t
a
k
e
t a k (Tell me about the vowel-is it long, short, or
makes a unique sound. Why?)
Review the 1-5 key words to be learned
during the week (cat, grab, her, red, take).
Use the key words in sentences and
challenge sentences (model), for example:
Please take the cake out of the oven.
◦ We went skating after the party.
◦
◦
Please __________ the cat outside.
Play
 My
What’s in My Head?
word is on the board.
 My word begins like “table”.
 My word rhymes with “lake”.
 Please __________ the cat
outside.
 Aa
*cat
Ee
Ii
bed ride
Oo
Uu
Yy
boat up yes
*at/tach/ed
re/ spon/ si/ble
*spelling patterns are also called rimes (the vowel and letters
after it in a syllable). The spelling patterns are underlined.
Struggling readers need to focus on phonics and vocabulary
and connect to reading and writing
Great resource: Gaskins et al article about word recognition
in Journal, The Reading Teacher