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Phonics, Word Recognition, and Spelling

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Phonics, Word Recognition, and Spelling

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    1. Phonics, Word Recognition, and Spelling Georgia’s Reading First

    2. Reality Check Kindergarten and first grade are crucial for establishment of the alphabetic principle Right now, at the start of the second half of the year, typically achieving first grade children will learn to read How many will learn in your school?

    3. What is phonics?

    4. Anticipation Guide Take a few minutes to do a self assessment of your knowledge of some important beginning reading terms.

    5. Essential Question How can we construct deep understanding of developmental issues in reading and spelling?

    7. Children’s spellings can give us insight into their knowledge of the characteristics of an alphabetic orthography. From spellings, we can document what children know, what they can do, and what they need to learn.

    8. October, Kindergarten TRNSX “tyrannosaurus rex”

    9. What does the child

    10. What does the child

    11. October, Kindergarten HTUT SAT NO DWO WOW “Humpty Dumpty sat on a wall (and I made the O into a pumpkin!)”

    12. What does the child

    13. What does the child

    14. Summer Between Kindergarten and First Fin you dot limi wrking you ovwas s locat the mes you mad “Fine. You don’t like my working. You always say look at the mess you made.”

    15. What does the child

    16. What does the child

    17. September, First Grade I like gowin g to the moves with my mom

    18. What does the child

    19. What does the child

    20. October, First Grade WONS A BOY NAMDE DAVY FIDID INDEIDS HE HAD A GON AND A NIF HE WOS the KING of the WIYD FROTTER TER

    21. What does the child

    22. What does the child

    23. November, First Grade I like HORSIS the BESte I like AnomoLs.

    24. What does the child

    25. What does the child

    26. January, First Grade I like to ski on the hill. I like green eggs and ham.

    27. What does the child

    28. What does the child

    29. February, First Grade

    30. Onc my brother had a dream. We had a krab. We boet the krab that day. That same knite the krab crold on my brothers head and he dreamd abuot that crab. He wock up and said I dremd abuot a krab.

    31. What does the child

    32. What does the child

    33. March, First Grade Today at library we talkt about Sinthiea Riyhlent. She had a real dog naemd mudge. And she rote abuot Henry and mudge. A subetot came in and read us a henry and mudge book.

    34. What does the child

    35. What does the child

    36. April, First Grade My uncel came on Saterday. He was the kcick me chaimpieon. He juggled 585 times in a row. He was the best in the word back then. He realy was!!!!

    37. What does the child

    38. What does the child

    39. May, First Grade The watercress seeds are poiting towerd the window because it needs sun. We are going to be able to eat them at the end of school.

    40. What does the child

    41. What does the child

    42. How does developmental data inform instruction? Core instruction mirrors developmental sequence Assessments identify developmental status Needs-based and intervention programs accelerate development for struggling readers

    43. Essential Question How does your new reading program assist you in addressing developmental milestones in reading and spelling?

    44. Take a few minutes to put some developmental milestones for kindergarten and first grade in order based on your knowledge of beginning reading. Notice the relationships among alphabet knowledge, phonemic awareness, reading, and spelling. Page 16 of the Fox book includes a table of accomplishments that can be used in a sorting activity. You may choose to use these more concrete ones or the ones we did together. Think about the characteristics of your group and your own level of comfort with “no right answers.” Page 16 of the Fox book includes a table of accomplishments that can be used in a sorting activity. You may choose to use these more concrete ones or the ones we did together. Think about the characteristics of your group and your own level of comfort with “no right answers.”

    45. Stahl, Duffy-Hester, & Stahl, 1998 Principles of Good Phonics Instruction Good phonics instruction should develop the alphabetic principle. Good phonics instruction should develop phonological awareness. Good phonics instruction should provide a thorough grounding in the letters. Good phonics instruction should not teach rules, need not use worksheets, should not dominate instruction, and does not have to be boring.

    46. Stahl, Duffy-Hester, & Stahl, 1998 Good phonics instruction provides sufficient practice in reading words, both in isolation and in stories, and in writing words, both from dictation and using invented spelling. Good phonics instruction leads to automatic word recognition. Good phonics instruction is one part of a reading program.

    47. What does SBRR say about phonics instruction? No matter what the type or types, it has to be systematic and explicit

    48. NRP, 2000 National Reading Panel Report General question: What do we know about phonics instruction with sufficient confidence to recommend for classroom use?

    50. NRP, 2000 Tutoring, small groups, and whole classes are all effective delivery systems for phonics instruction. Phonics instruction is more effective when it occurs in kindergarten and first grade than later. Phonics instruction is effective for at-risk kindergarteners, at-risk first graders, and disabled students. The findings for older weak readers are confusing.

    51. NRP, 2000 Phonics instruction improves students’ ability to read real words, pseudowords, and (to a lesser extent) irregular words. Phonics instruction improves reading comprehension in kindergarteners, first graders, and disabled readers, but not necessarily in older readers. Phonics instruction improves spelling in kindergarten and first grade, but not for older readers.

    52. NRP, 2000 Phonics instruction is effective for children at different levels of SES. Phonics instruction was more effective than all forms of control groups (basal, whole language, whole word, regular curriculum).

    53. NRP, 2000 And here’s what they said they didn’t know . . . How long should phonics instruction be? Years? Minutes? How many letter-sound relationships should be taught? How can we maintain consistency in instruction and interest and motivation of teachers? What is the role of teacher knowledge? How should teachers be trained to teach phonics?

    54. Types of Phonics Instruction

    55. What are some ways we can go wrong? Rely solely on teachable moments Invent phonics curriculum as we go Pace inappropriately Ignore developmental data Forget to provide practice of phonics taught in real reading and spelling Teach phonics all day long Forget to collect data on children’s learning

    56. Watch a child acquire the alphabetic principle during kindergarten. The snapshots come from assessments rather than from natural writing. Think about what he knows about letters and sounds and his growing phonemic awareness.

    57. Christopher Entering kindergarten (8/04) No preschool Name 0 letters 0 letter sounds But a great teacher!

    58. Christopher: Mid October 9 letter names 0 letter sounds Rudimentary spelling

    59. Christopher: Mid January 23 letter names 17 letter sounds Much better spelling! tap for top gad for glad lid pan for plan wag sap for step bit for bet ran for run nit for hot hip for ship vat for that mad for mud hip for chop fad for fed dig for dog

    60. Christopher’s journal writing

    61. Christopher’s writing-March 10

    62. Christopher: Mid April paf for path kap for camp lap jrip for drop top pop for rip kot for cut ship for shop shin for chin van wat for wet nast for nest gad for glad hot dig rish for rich tab for tub hot for hunt tis for this yes sot for trot not for stop fish kib for crib job

    65. Essential Question Remember our balanced diets? To what extent is instruction in your classrooms honoring these principles?

    66. A kindergarten diet

    67. A first grade diet

    68. A second grade diet

    69. A third grade diet

    70. Essential Question How can we work together to increase our expertise? How can we gain new perspectives on word recognition and phonics?

    71. Some teacher-friendly resources Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Pearson. Fox, Barbara J. (2004). Word identification strategies: Phonics from a new perspective. Upper Saddle River, NJ: Pearson. Ganske, K. (2000). Word journeys: Assessment-guided phonics, spelling, and vocabulary instruction. New York: Guilford. Lyon, A., & Moore, P. (2003). Sound systems: Explicit, systematic phonics in early literacy contexts. Portland, ME: Stenhouse. Savage, J.F. (2004). Sound it out: Phonics in a comprehensive reading program. Boston, MA: McGraw Hill. Strickland, D.S. (1998). Teaching phonics today: A primer for educators. Newark, DE: International Reading Association. CIERA series Every child a reader http://www.ciera.org/library/products/ecr/index.html PALS website http://pals.virginia.edu/Instructional-Resources/

    72. References from this talk Ehri, L. (1997). Sight word learning in normal readers and dyslexics. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 163-189). Mahwah, NJ: Lawrence Erlbaum Associates. Gentry, J.R. (1982). An analysis of spelling development in GYNS AT WRK. The Reading Teacher, 36, 192-200. Moats, L. C. (2000). Speech to print: Language essentials for teachers. Baltimore, MD: Brookes. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. Stahl, S.A., Duffy-Hester, A.M., & Stahl, K.A.D. (1998). Everything you wanted to know about phonics (but were afraid to ask). Reading Research Quarterly, 33, 338-355.

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