RED 4519 Chapter 5- Phonics Dr. Michelle Kelley

1. RED 4519Chapter 5- PhonicsDr. Michelle Kelley Diagnostic & Corrective Reading

2. Phonics Pre Test p.23 HO- Poll 1. The word charkleis divided between ______ and ___, the a has an ______ - controlled sound, and the e is ________. 2 In the word small, sm-is known as the onset and –all is known as the _________. 3. Ch in the word chair is known as a _______________. 4. The letter c in the cord city is a ________ sound; in the word cow, the letter c is a __________ sound. 5. The letters bl in the word blue are referred as a consonant __________. 6. The underlined vowels in the words author, spread and blue are known as vowel ____________. 7. The words tag, run, cot, and get have which vowel pattern? 8. The words glide, take, and use have the _________ pattern. 9. The single most powerful phonics skill we can teach to emergent readers for decoding unfamiliar words in print is ________ sounds in words. We introduce this skill using ________ sounds first because they are the most ______. 10. The word part work in the word working is known as a _________. 11. The word part –ing in the word working is known as a _________. 12. Cues to the meaning and pronunciation of unfamiliar words in print are often found in the print surrounding the unfamiliar, also known as the ________.

3. Word Alert! Review Phonics Termsp. 21-22 HO On chart paper or white board: • Define phonics term given • Provide an example of the term • During class presentations you will confirm definitions.

4. What are Decoding and Encoding?How are they similar?How are they different? • Discuss with elbow partners (pp. 105)

5. 4 Key Principles of Systematic Phonics Instruction (p. 109) • Base instruction on what students know (Piaget & Inhelder, 1969) • Provide systematic instruction (International Reading Association, 2003) • Use appropriate texts. • Embed instruction in meaningful contexts (Bear & Templeton, 1998; Cunningham, 2004; Dahl & Scharer, 2000; Hiebert, 1999; International Reading Association, 1997; Johnston, 2001; Kane, 1999; Moustafa & Maldonado-Colon, 1999; Wagstaff, 1997/1998)

6. Practice Each Generalization in Partners • Nine Useful Consonant Generalizations (p. 106) • Seven Vowel Generalizations (p. 108)Principle One: Base Instruction on What Students Know (guide students towards these…rules)

7. 2nd Principle: Six Approaches to Teaching Phonics Systematically (p. 109) • Analytic phonics- see whole word/sight, then analyze letter-sound /h/+ /a/ + /t/ = hat • Synthetic phonics- convert letters to sounds (say it faster clip) http://learn.nefec.org/login.aspx • Phonics-through-spelling – actually write word to come up with word • Analogy phonics- use known word parts, like “at” in hat (sorting words clip) • Phonics in context- Use sound-letter knowledge w/ the context of the reading (all 3 cueing systems)- decoding multisyllabic clipWhat makes sense…What looks right…What sounds right… • Onset and rime instruction

8. Phonics Scope & Sequence p. 110 K- letter knowledge and their sounds; some sight words, onsets and rimes; short vowels. 1st- build on “K” introduce useful rules, blending, long vowels, digraphs, and r-controlled vowels. 2nd- complete high frequency word knowledge, generalizations, word parts (prefixes, suffixes and roots), complex syllabication. 3rd- reinforce all the above and move into derivations.

9. Text Resources: Appendix B pp. 388-400 • Most Common Word Families • Vowel Diphthongs & Digraphs • Consonant Pronunciation • High Frequency Word List • Dolch List • Fry List • Frequent Suffices & Prefixes • Greek & Latin Roots

10. Phonics Assessment (p. 112) • Informal • Checklists, surveys, word sorts • The Phonics Mastery Survey (p. 456-458) • HO pp. 24-29 • Checklists (p. 459) • IRI’s- miscue analysis (comprehension) • Spelling (RED 4942) • Some formal tests with phonics sub-tests • Iowa Test of Basic Skills • Stanford Achievement Tests, Ninth Edition • Metropolitan Achievement Test-Reading

11. Let’s Practice • Phonics Mastery Survey- pp. 456-458. • Read directions and mock the assessment to each other. • What questions do you have about the assessment, points to clarify, etc…

12. Look at Heather’s- • Come up with a percentage % for each area assessed (8 total). On the post (index) card: Dear Dr. Kelley… • Identify Heather’s Strengths and Weaknesses for each phonics area. • What would you do to help? Identify at least one activity for one area of weakness- reference pages from the text.

13. Alternate Assessment • HO pp. 24-29

14. Phonics Activities Change Hen to Fox • P. 121 • http://learn.nefec.org/login.aspx

15. Review Phonics Pre Test- p. 23 HO 1. The word charkle is divided between ___r___ and __k_, the a has an ___r___ - controlled sound, and the e issilent. 2 In the word small, sm-is known as the onset and –all is known as the rime. 3. Ch in the word chair is known as a consonant digraph. 4. The letter c in the cord city is asoft sound; in the word cow, the letter c is a hard sound. 5. The letters bl in the word blue are referred as a consonant blend. 6. The underlined vowels in the words author, spread and blue are known as vowel digraphs. 7. The words tag, run, cot, and get have which vowel pattern? CVCe 8. The words glide, take, and use have the VCe pattern. 9. The single most powerful phonics skill we can teach to emergent readers for decoding unfamiliar words in print is beginning sounds in words. We introduce this skill using consonants sounds first because they are the most reliable. 10. The word part work in the word working is known as a root/base. 11. The word part –ing in the word working is known as a suffix. 12. Cues to the meaning and pronunciation of unfamiliar words in print are often found in the print surrounding the unfamiliar, also known as the context.