Phonemic Awareness & Phonics

1. Phonemic Awareness & Phonics ATE / RFTEN 2006 Oglala Lakota College

2. What it is… Understanding that spoken words are made up of individual sounds (phonemes) The skill of hearing and producing separate sounds in words The ability to focus on and manipulate phonemes in spoken words Most Effective when… Presented early on Explicit instruction is used to focus on one or two phonemic awareness skills Small group instruction is utilized Letters accompany phonemic awareness instruction Connections are made to reading and writing Phonemic Awareness

3. Phoneme Blending, Segmenting, and Manipulation Onset-Rime Blending and Segmenting Syllable Blending and Segmentation Sentence Segmentation Rhyme / Alliteration Phonological Awareness Continuum Activity: Phonological Awareness

4. Alphabetic Principle The ability to associate sounds with letters and use these sounds to form words Is the key to learning to read in many languages, including English and Lakota Composed of two parts: Alphabetic Understanding Letter Recognition Letter-Sound Relationships Phonological Recording (Decoding) Regular word reading Irregular word reading Advanced word analysis (study) The Alphabetic Principle “Students who acquire and apply the alphabetic principle early in their reading careers reap long-term benefits.” (Stanovich, 1986)

5. What it is and Why… Refers to the common sounds of letters and letter combinations in written words Predicts later reading success Effective Instruction… Explicit and systematic Presents initial instruction of the common sounds associated with individual letters Progresses to blending sounds together to read words Letter-Sound Relationships Activity: First 11 Letter-Sound Correspondences i, t, p, n, s, a d, l, f, h, g

6. Sequence for Introducing Letter-Sound Correspondences • i, t, p, n, s, a, l, d, f, h, g, o, k, c, m, r, b, e, y, j, u, w, v, x, z, qu • Introduce a few letters at a time • Separate similar shapes and sounds • Connect to reading and writing words Adapted from: Neuhaus Education Center (1992)

7. Phonics Instruction Teaches children the relationship between the individual sounds of spoken language and the letters of written language Progresses from letter-sounds relationships to using spelling patterns and understanding meaningful units in words Teaches students to examine words and apply phonics elements and structural analysis to read and spell words Most Effective when… Children receive early and systematic instruction Teachers provide explicit directions for learning new letter-sound relationships and phonic elements Used in a variety of grouping patterns Children have opportunities to apply their new skills in reading and writing Phonics Instruction

8. Select words that: Consist of previously taught letter-sound correspondences Progress from VC and CVC words to longer words Are frequently used and represent familiar vocabulary Sequence instruction: Blend individual sounds without stopping between them Initially contain “stop” sounds in the final position Following sounding out of a word with its “fast” pronunciation Move from orally sounding out words to silently “sounding out” words Guidelines for Teaching Decoding

9. Identifying and blending together all of the letter-sound correspondences in words Recognizing high frequency and irregular words Using common spelling and syllable patterns Using structural clues such as compound words, base words, affixes and inflections Using knowledge of syntax (word order) and semantics (context) to support pronunciation and confirm word meaning Word Reading Strategies Taught concurrently with new letter-sound correspondences.

10. Spelling Patterns • Letter sequences of vowel and consonant letters that are learned and produced as a unit • Also known as phonograms or rimes • Words containing the same rime for word families (/all/: fall, ball, tall, call, mall)

11. Closed: ends in at least one consonant; the vowel is short Open: ends in one vowel; the vowel is long Vowel-Consonant-e: ends in one vowel, a consonant and a final e; the final e is silent and the vowel is long R-Controlled: has an r after the vowel; the vowel makes an unexpected sound Vowel Teams: has two adjacent vowels; each vowel combination must be learned individually Final Stable Syllable: has a final consonant –le combination or a non-phonetic, but reliable unit such as -tion Syllable Patterns “CLOVER” Handout: Teaching the Six Syllable Types

12. Structural Analysis • Compound words • Inflectional endings: -s, -es, -ing, -ed • Base words and common affixes • Prefixes: re-, un-, con-, in-, im-, ir-, il-, dis- • Suffixes: -ness, -full, -ion

13. Using Syllable Patterns S - see the syllable patters P – place a line between the syllables L – look at each syllable I – identify the syllable sounds T – try to say the word (adapted from Durkin, 1993) Using Structural Analysis H – highlight the prefix and/or suffix parts I – identify the sounds in the base word N – name the base word T – tie the parts together S – say the word (adapted from Archer, Gleason & Vaughn, 2000) Multisyllabic Word Identification

14. unknowingly rainy brightest untimely distrustful rebounding mislead preheated deeper reclaim Apply the HINTS Strategy to decode these words:

15. unknowingly rainy brightest untimely distrustful rebounding mislead preheated deeper reclaim Apply the HINTS Strategy to decode these words:

16. zimtle thipur exop erpetle roogir mikner pritho repote sebshir sarpyn Apply the SPLIT Strategy to decode these pseudowords:

17. zim / tle C L thi / pur O R ex / op C C er / pe / tle R O L roo / gir V R mik / ner C R pri / tho O O re / pote O v-e seb / shir C R sar / pyn R C Apply the SPLIT Strategy to decode these pseudowords:

18. Multisyllabic chunking When skilled readers encounter multisyllabic, unfamiliar words, they divide or chunk them into manageable units • Word families of phonograms: -ade, -ick, -ill • Inflectional endings: -s, -es, -ing, -ed • Prefixes and Suffixes: fore-, dis-, -ity, -ency • Known words: • to read (woman) • to remember spelling (conscience)

19. Syntax and Context • Used to: • Support word identification • Confirm word meaning • Questions students might ask themselves: • “Does that sound right here?” • “Does that make sense?”

20. Supporting New Words • Provide multiple opportunities for practicing new words: • Word Walls • Making and Sorting Words • Word and Sentence Dictation • Broad Reading • Writing for a Purpose

21. A Primary Goal of Reading Instruction • To prepare student to read stories and informational texts fluently so that they are able to understand what they read “You can’t read to learn until you first learn to read.” – Rod Paige, US Secretary of Education

22. Implementing Word Study Instruction Tomorrow • Work as a group to consider how you might implement word study instruction using a selected story or text Handout: Instructional Planning Chart

23. Assessing Alphabetic Principle • DIBELS Nonsense Word Fluency (NWF) • A standardized, individually administered test of the alphabetic principle - including letter-sound correspondence and of the ability to blend letters into words in which letters represent their most common sounds. • Given in Winter (optional) and Spring of Kindergarten, and Fall, Winter, and Spring of First Grade. • http://dibels.uoregon.edu/measures/nwf.php

24. Assessing Alphabetic Principle Test of Word Reading Efficiency (TOWRE) • A nationally normed measure of word reading accuracy and fluency • Provides an efficient means of monitoring the growth of two kinds of word reading skills • the ability to accurately recognize familiar words as whole units or “sight words” • the ability to “sound out” words quickly • Ages: 6-0 to 24-11 • http://www.proedinc.com

25. Assessing Phonics Skills • The Quick Phonics Screener (QPS) • An ongoing progress monitoring tool to monitor word study knowledge, identify needs and inform your instruction • For use in grades K-6 • Author Contact: http://www.jhasbrouck.com/index.html

26. Materials and Resources • Word Study for Students with Learning Disabilities and English Language Learners http://www.texasreading.org/utcrla/materials/primary_word_study.asp • Examining Phonics and Word Recognition Instruction in Early Reading Programs http://www.texasreading.org/utcrla/materials/primary_phonics.asp • Word Analysis: Principles for Instruction and Progress Monitoring http://www.texasreading.org/utcrla/materials/primary_word_analysis.asp • Curriculum Maps: Sequencing Alphabetic Principle Skillshttp://reading.uoregon.edu/au/au_sequence.php • Guidelines for Examining Phonics & Word Recognition Programs http://www.tea.state.tx.us/reading/practices/practices.html

27. Credits • Online Teacher Reading Academies, University of Texas, Vaughn Gross Center for Reading and Language Arts • Big Ideas in Beginning Reading, University of Oregon, Institute for the Development of Educational Achievement • Research-Based Methods of Reading Instruction, Vaughn & Linan-Thompson • Increasing Student Spelling Achievement: Not Just on Tests, But In Daily Writing Across the Curriculum, Rebecca Sitton