Transcript Session Four - RDG570-659

Session Five
Teaching for PA and Phonics
Checking on Early Behaviors
Phonics and Word Study
What Students Need to Learn
• Accurate and rapid identification of
the letters of the alphabet
• The alphabetic principle (an
understanding that the sequence
of sounds or phonemes in a
spoken word are represented by
letters in a written word)
• Phonics elements (e.g., lettersound correspondences, spelling
patterns, syllables, and meaningful
word parts)
• How to apply phonics elements as
they read and write
How We Teach It
• Provide explicit, systematic phonics
instruction that teaches a set of
letter-sound relations
• Provide explicit instruction in
blending sounds to read words
• Include practice in reading texts that
are written for students to use their
phonics knowledge to decode and
read words
• Give substantial practice for children
to apply phonics as they spell words
• Use systematic classroom-based
instructional assessment to inform
instruction
Phonological Awareness
Level 1
Awareness of Gross
Differences
Awareness
of Rhyme
Dechant, 1993
Segmentation of
Words into Syllables
Level 2
Awareness of
Initial Consonant
Segments
Alliteration
Awareness/
Segmentation of
Onset and Rime
Level 3
Phonemic
Segmentation
Phonemic
Synthesis
(Blending)
Phonemic
Manipulation
ALPHABETIC PRINCIPLE
Phonological Awareness
1.
Recognizing Word/Sentence Length
2.
Rhyming
3.
Syllabication
4.
Segmenting Onset/Rime
5.
Phonemic Awareness
• Isolating Sounds
• Identifying Sounds
• Categorizing Sounds
• Blending Sounds
• Segmenting Sounds
• Deleting Sounds
• Adding Sounds
• Substituting Sounds
Phonics
1.
Letter/Sound
Associations
2.
Decoding
3.
Encoding
Use Three Approaches to Phonics Instruction
 Embedded Phonics— phonics skills learned by
embedding phonics instruction in text reading.
Implicit and relies on incidental learning
Contextualized and meaningful
 Analytic Phonics— Teach students to analyze
letter-sound relations in known whole words to
detect patterns and split word into parts
Focus on whole to part (to whole) word reading
Avoids pronouncing sounds in isolation
Helps with non-decodable words
 Synthetic Phonics—Teach students all sounds,
then letters, then how to convert letters into sounds
and then blend the sounds to form recognizable
words.
Considered an isolated skills approach, decontextualized
Often uses multi-sensory approaches (e.g. clay)
Most often used for stalled readers
Sequence of Instruction
Lists differ slightly
Idea is to build from simple to
complex
Single consonants (names and sounds; order from front to back of
mouth)
Short vowels (sounds of vowels; as in cat, peg, bin)
Consonant Vowel Consonant words (CVC; e.g. cab, pic, hen)
Beginning blends (CCVC; e.g. bl, cl, sw, st)
Final blends (CVCC; e.g. ink, ang, ump)
Beginning and end consonant digraphs (two consonants, one
sound; e.g. chip, sash)
Long vowels with silent e (names of vowels; e.g. fade, joke)
Long vowels in Vowel diagraphs (two vowels, one sound, e.g. ai, ay,
ea, ee, oa)
Dipthongs (two vowels, two sounds –almost; e.g. boil, hook, house)
Vowels controlled by r, l, and w (e.g. card, bird, bald, lawn, cow,
flew)
What Kind of Phonics
• Systematic, not random:
– Preplanned skill sequence
– Progresses from easier sounds to more difficult
sounds
– High-utility sounds and letters taught first
– Letters with similar shapes and sounds are
separated
– Vowels separated in sequence of alphabetic
instruction
What Kind of Phonics?
• Explicit:
– The teacher explains and models
– Gives guided practice
– Watches student responses and gives
corrective feedback
– Plans extended practice on skills as needed
by individuals
Components of explicit,
systematic code instruction
1.
Introduce new pattern
– Auditory (hear it)
– Visual (see it)
– Kinesthetic (touch or manipulate it)
2. Practice Reading
– Words with that pattern from text (to develop
accuracy and automaticity)
– Sentences/Phrases from the text (accuracy and
intonation)
– Text (accuracy/automaticity/intonation=fluency)
3. Practice Spelling
– Words (sound/symbol and patterns)
– Sentence dictation (accuracy and automaticity)
Review in Teaching Phonics
• Teach high-utility phonics skills that are most
useful for decoding and spelling unfamiliar
words
• Follow a developmental continuum for
systematic phonics instruction, beginning with
rhyming and ending with phonics
generalizations
Teaching Phonics Continued
• Provide direct instruction to teach phonics
skills.
• Choose words from books students are
reading and other high-frequency words.
• Provide opportunities for students to apply
what they are learning about phonics
through word sorts, making words,
interactive writing, and other literacy
activities.
Teaching Phonics Continued
• Use oral activities to reinforce phonemic
awareness skills as students blend and
segment written words during phonics
and spelling instruction.
• Review phonics skills as part of the
spelling program
• Remember that spelling is an extension
of phonics – it is not a separate subject!
Reviewing Phonemic to Phonics
http://www.readingrockets.org/firsty
ear/fyt.php?CAT=22
Phonics Concepts
• 44 phonemes in English
• Represented by 26 letters
• NO 1-1 correspondence between
phonemes and graphemes
Turn and Talk
• Ways to Sort Letters
• Ways to Sort Words
• Ways to Break Words
Early Emergent Readers (Levels aa-C)
Aspiring readers are just beginning to grasp the basic concepts of book and
print. They are acquiring a command of the alphabet with the ability to
recognize and name upper- and lowercase letters. They are also developing
many phonological awareness skills, such as recognizing phonemes, syllables,
and rhyme.
Early Emergent readers are beginning to learn sound/symbol relationships-starting with consonants and short vowels--and are able to read CVC
(consonant-vowel-consonant) words, as well as a number of high-frequency
words.
Books at this level have:
•Strong picture support,
•carefully controlled text,
•repetitive patterns
controlled,
•repeated vocabulary,
•natural language,
•large print,
•wide letter spacing,
•familiar concepts,
•limited text on a page
Emergent Readers (Levels D-J)
Readers at this stage have developed an understanding of the alphabet,
phonological awareness, and early phonics. They have command of a
significant number of high-frequency words.
Emergent readers are developing a much better grasp of comprehension
strategies and word-attack skills. They can recognize different types of text,
particularly fiction and nonfiction, and recognize that reading has a variety of
purposes.
Books at this stage have:
•Increasingly more lines
of print per page
•More complex sentence
structure
•Less dependency on
repetitive pattern and
pictures
•Familiar topics
but greater depth
Early Fluent Readers (Levels K-P)
At this stage, reading is more automatic, with more energy devoted to
comprehension than word attack. Readers are approaching independence in
comprehending text.
These readers are experiencing a greater variety of text and are able to
recognize different styles and genres. Independence often varies with the type
of text being read.
Books at this stage have:
•More pages
•Longer sentences
•More text per page
•Richer vocabulary
•Greater variation in
sentence pattern
•Less reliance on pictures
•More formal and
descriptive language
Fluent Readers (Levels Q-Z)
Readers have successfully moved from “learning to read” to
“reading to learn.” Their reading is automatic and is done with
expression and proper pauses. Their energy is devoted to
understanding, and they have good command and use of the various
comprehension strategies.
These readers read a wide range of text types and do so
independently. They will continue to refine and develop their
reading skills as they encounter more difficult reading materials.
But for the most part, they are capable of improving their reading
skills and selection of materials independently through increased
practice.
Books at this stage have:
•More text
•Less familiar, more varied topics
•Challenging vocabulary
•More complex sentences
•Varied writing styles
The Alphabetic Principle
• There are two parts to the alphabetic
principle:
– Phonemic Awareness
– Phonics
The understanding that there are
systematic and predictable relationships
between written letters and spoken
words.
What are a few sorting
activities for LI?
•letters in abc order,
•letters with tails,
•letters that are in your name
•tunnels or mountains,
•letters with circles,
•letters with sticks,
•letters that are tall,
•upper and lower,
•letters that are short
Working With Letters
Using Letter Formation and
Three Ways of Remembering
Model with:
•Write the letter saying its name
•Write it again saying the verbal
path
•Write it again saying the sound
that goes with the letter