Word Study Demonstration Activity

1. Word Study Demonstration Activity Example – Rhyming Sign up for your activity Draft due March 4 (Topic, relevant words) Actual Activity Due April 1

2. Phonics I: Letter-Sound Relations EDC424

3. Objectives for Phonics - Part 1 You will be able to: • Describe rationale for teaching phonics (letter-sound relations) • Identify what beginning readers need to know • Understand/Practice the correct sequence for introducing letter-sound correspondences • Identify activities for practicing segmenting, blending, and substituting phonemes (with letters)

4. Why teach letter-sound relations?

5. Case 1: What does this student struggle with? Words not known an but me not Words known and bat cut he hot mom no Good sight word knowledge, but it’s masking student’s lack of understanding of the alphabetic principle: (1) sounds are represented by letters and (2) those letters represent the sounds rather consistently

6. Case 2: What does she struggle with? Child’s response ka s ga da…er ser fa mech Pseudoword kot swip gan dree shub flate meep Some knowledge of first sound in a syllable, but little ability to decode the vowel and final phoneme Needs: teach vowel sounds; how to blend sounds into a word; words need to make sense*

7. Case 3: What does this 3rd grader struggle with? Child’s response could same wear finger curtur material potograph Word cold soon war figure certain mineral paragraph Paying attention to beginning and final grapheme but ignores middle grapheme and pulls from words he knows Needs: attention to medial letters/sounds and monitoring

8. What do children need to know and be able to do to read words? • Know the speech sounds associated with written letters in words • Know how to put those sounds together to form a pronounceable word • Have a strong sense of English spelling/writing patterns • Recognize words rapidly Isabel Beck, 2006

9. Isabel Beck, 2006 Principles of Teaching Letter-Sound Correspondence • Instruction should highlight letter-sound relationship at all positions in the word (e.g., beginning, middle, end) • Instruction should link phonemic awareness with letter sound correspondence Three perspectives: • Phonemic awareness  Decoding • Decoding  Phonemic awareness • ** Phonemic Awareness  Decoding No evidence that engaging children in sophisticated speech-only tasks (substitution/manipulation) will improve decoding. In fact, some evidence that knowledge of letters helps complete these sophisticated tasks (Isabel Beck, 2006).

10. SYSTEMATIC Sequence of Instruction for Letter-Sound Correspondence • Consonants (p. 34-35 m..s..a..t) • Vowels (p. 39-42 short vowel a) • Two-letter graphemes and phonemes (p. 43-46 ea vs. ee vs. magic e) • Successive blending (p. 52-53 s > a > sa > sat) Isabel Beck, 2006

11. Introducing Letter-Sound Correspondences • Introduce letters in sequence based on frequency of use in texts and spelling • m, s, a, t before x, z • Hard /k/ sound (can, cat) before soft /s/ (cent) • Hard /g/ (girl) before soft /g/ (gym) • Begin with letter-sounds that can be combined to make many words (CVC) • m, s, a, t = at, am, as, mat, sat, Sam • Introduce common consonants and few vowels • M, s, a, t, i = it, mit, sit

12. Introducing Letter-Sound Correspondences • Introduce just a few and then lots of practice! • Once students consistently know a letter-sound, present a new sound/letter mixed in with previously known ones (built in review) • s t m t p t s

13. Look on the wiki for many letter-sound correspondence activities

14. Isabel Beck, 2006 Letter-Sound Instruction • Sequence: Consonants > Vowels > Sounds represented by more than one letter (ee, ai, ph, ng) • Lesson Sequence for Teaching Consonant Letter-Sound Correspondence • Develop phonemic awareness by focusing on the sound represented by a particular letter in the initial position. • Connect the printed letter with the sound the letter represents. • Discriminateamong words that have letter-sound in the initial position and those that do not. • Develop phonemic awareness by focusing on the sound in the final position. • Discriminate among words that have letter-sound in the final position and those that do not. • Discriminate among words that have the letter-sound in the initial and final positions.

15. Consonants I’ll model > Then you try • Mary Mouse: Begin with same sound /m/ - you say sound along with me • Letter = Sound: This the letter “m” – Each time I say the sound, touch the letter m, and say /m/. • Discriminate at beginning: Find your letter m. If word begins with /m/ sound, hold your letter up; if not, shake your head • Hear at end: In broom, /m/ sound comes at end. Say/think of other words with /m/ at the end. • Discriminate at end: Hold up or shake head • Discriminate at beginning and end. Position your letter m card correctly in your word pocket.

16. Isabel Beck, 2006 Vowel-Sound Correspondence(same as consonants but focus on initial & medial) • Focus on short vowel sound in initial position • Connect sound with letter • Discriminate words that have that vowel sound at beginning and other words that do not • Focus on short vowel sound in medial position • Discriminate words that have that vowel sound in the middle and other words that do not • Discriminate among words that have the letter-sound in the initial and final positions.

17. Vowels I’ll model > Then you try • Apple, ant, at: Begin with same sound /a/ - you say sound along with me • Letter = Sound: This the letter “a” – Each time I say the sound, touch the letter a, and say /a/. • Discriminate at beginning: Find your letter a. If word begins with /a/ sound, hold your letter up; if not, shake your head • Hear in middle: In hat, /a/ sound comes in middle. Say/think of other words with /a/ in the middle • Discriminate in middle: Hold up or shake head • Discriminate at beginning and middle. Position your letter a card correctly in your word pocket.

18. Segmenting, Blending, and Substituting Phonemes (now linked to letters)

19. Need more explicit instruction and practice in blending sounds?

20. Substituting/Manipulating Phonemes and Reviewing Short Vowels in CVC word patternsChange A Hen to A Fox Find: h, e, n, p, t, i, s, x, f, o You try….with your letters

21. Directions

22. Seven Other Lessons For Changing A Hen To A Fox cat bat hat rat pat pet pen hen cat hat rat rag bag big dig pig pig big wig win fin fit fat cat fox box bop top mop map mat cat pig rig rid rib rob Bob box fox bug dug dig pig pin pen ten hen bug hug dug dig big bag bat cat

23. Homework Due Tuesday – Change dates due to Snow Day! • Biggam, Ch. 3 (Decoding & Word Recognition) • Underlying Concepts & Principles • Assessing • Teaching • Beck (see syllabus for old pages; see wikispace for new pages) refresh class activities • WTW, Ch. 5 (Letter Name-Alphabet Stage) • ** p. 161 sequence

24. Empty versions of slides for handouts

25. Case 1: What does this student struggle with? Words not known an but me not Words known and bat cut he hot mom no

26. Case 2: What does she struggle with? Child’s response ka s ga da…er ser fa mech Pseudoword kot swip gan dree shub flate meep

27. Case 3: What does this 3rd grader struggle with? Child’s response could same wear finger curtur material potograph Word cold soon war figure certain mineral paragraph

28. Literacy Photo Journal DirectionsDue March 6 - Help on Feb 27 • A. Pre-Reflection Activity • B. Collect 10 Photos of classroom materials, structures, and activities (no students!) • Interview teacher if possible • C. Observations and Interpretations • Description, location, literacy purpose, and why appropriate • D. Post-Reflection Activity • Understanding, vision, opinion, ideas, realizations