Phonics

1. Phonics

2. In order to read well children need to have strong auditory skills and memory in order to learn phonics.

3. PhonicsGrades K-3 and for students not at grade level. • Phonics Instruction teaches children the relationship between the letters (graphemes) of the written language and the individual sounds (phonemes) of spoken language. • Phonics teaches children to use these relationships to read and write. It is a tool, not an end of itself. • Phonics helps children learn and use the alphabetic principle. • Alphabetic principle is the ability to associate sounds with letters in print and use these sounds to form words.

5. Children learn much more than we teach them; they often astound us with the creativity of their insights. One goal of our teaching is to help children become active examiners and analyzers of print. We want them always to be searching for connections and patterns, to form categories of knowledge, and to have a store of examples to which they can refer. (Pinnell & Fountas, 2003)

6. Research says… • When introduced in Kindergarten and First Grade, explicit systematic phonics instruction is significantly more effective than alternative programs that provide nonsystematic or no phonics instruction. • Phonics improves word recognition, spelling and reading comprehension. • This is not the old workbook and worksheets to just fill in a letter. It is making words and sorting them, finding patterns in books and using phonics patterns in writing.

7. Active, Social, Reflective, These three words best express the phonics instruction to strive for in your classroom. Design a program that makes children aware of what they’re doing, why they’re doing it, and how they are progressing… Children need a basic understanding of the alphabetic principal and never lose sight of goal to read for pleasure and information. (Blevins, 2006)

8. Phonics Skills Chart

9. Phonics Skills Chart continued

10. Phonics Skills Chart continued

11. Assessments • https://eprcontent.k12.com/placement/placement/placement_langarts_2.html • http://www.ed.uiuc.edu/YLP/97-98/phonics_web_sites.htm • http://www.dolorescounty.k12.co.us/cboyd/boyd/eci599/phonics_assessment.htm • http://www.jhasbrouck.com/index.html (Quick Phonics Screener) • DIBELS • Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Bear,Invernizzi, Templeton and Johnson Fourth Edition

12. Learning to Recognize Words • Students need a cohesive sequence to word recognition development. If students miss a step they can struggle. Without instruction students become too dependent on context or pictures to recognize new words quickly and accurately. (Adams, 1990, Stanovich, 1980) • Students need to be taught to be flexible and strategic in attacking new words. (National Reading Panel, 2000)

13. Word Recognition continued… • As students experiences with text grows they move to clusters of letters and whole words and become fluent readers. (Chard & Osborn, 1999) • Letter-Sound Relationships • Teach more useful letter-sound relationships first. • Most common sounds first: i,t,p,n,s,a,d,l,f,h,g and m. • Separate letter-sound relationships that are potentially confusing. • b and d, f and v, m and n • Short vowel sounds of /a/, /e/ and /i/ should be taught separately.

14. Letter-Sound Correspondence Teach continuous sounds before stop sounds.

15. How Do I Do This? • Introduce just a few letters at a time. • Do not introduce letters with similar shapes and sounds at the same time. • Introduce, Practice, Model, Guided Practice, release to Independence. • Always connect instruction to reading and writing words. • Highlight in daily morning message. • Point out and highlight in your read aloud.

16. Decoding • Letter cards • Keep a set of letters you are working on including letters for review. • Blend individual sound together without stopping. • Can be real words or nonsense words • Progress from VC words and CVC words to longer words. • Start with stop sounds only in the final position. • Move from sounding out words to silently sounding out words. • “Sound out the word in your head not out loud.”

17. Decoding continued… • As students learn and can blend more letters and sounds make sure you start showing them how to use structural clues such as compound words, base words, affixes and inflections to decode words. • Start with word family patterns. • Compound words • Base words and affixes • Prefixes: re-, un-, con-, in-, im-, dis • Suffixes: -ness, -full, -ion

18. Syllable Patterns~ Six Types~ CLOVER • Closed (vc) A closed syllable has only one vowel and ends in a consonant. The vowel is usually short: pot, hat, cut, track. • Consonant le (cle) also the final stable syllable. A consonant le syllable is a final syllable in which the e is silent; thus it sounds like a consonant-l: table, middle, simple. A final stable syllable that is non-phonetic, but a reliable unit such as,-tion. • Open (cv) An open syllable ends in one vowel. • The vowel is usually long: he, go, baby, veto.

19. CLOVER continued • Double Vowel (vv) sometimes known as a vowel team. A double-vowel syllable has two vowels that together make one sound. This sound has to be learned, as it often takes on a sound different than either single vowel: boat, meat, out, joy, south, beach, loyal, discount. • Silent-e (vce) A silent-e syllable has one vowel followed by a consonant followed by an e. The e is silent and makes the preceding vowel long: make, smile, stroke, reptile, disclose. • r-Controlled (vr) sometimes known as the “Bossy R”. An r-controlled syllable has a vowel followed by an r, which modifies the vowel sound: • far, her, stir, for, hurt.

20. Tips for CLOVER • http://www.resourceroom.net/readspell/multisensory_carrker.asp

21. Making Words by Patricia Cunningham • Supporting Theory, Research, and Rationale. Research supports that there is a strong correlation between early spelling ability and the ability to decode words in reading. "Research suggests that invented spelling and decoding are mirror-like processes that make use of the same store of phonological knowledge" (Cunningham & Cunningham, 1992, p. 216). Making Words is a guided spelling strategy which can be used in both individual and group instruction. "In addition to providing a window on the growth of childrenÌs phonetic knowledge, invented spelling during writing is increasingly seen as possessing reading instructional value as well..."(Cunningham & Cunningham, 1992, p. 217).

22. Why do Making Words? • Making Words is a guided invented spelling activity which can be used at various levels to meet the needs of the readers. • Invented Spelling aids in the development of children's phonological awareness. • Making Words is a hands on manipulative strategy which actively engages the students and increases motivation. They love it and everyone can participate. • "Having young students engage in invented spelling during writing not only helps them become better spellers but also facilitates their development of decoding ability in reading (Adams, 1990)", (Cunningham P. and Cunningham J. 1992, p. 107).

23. How to Conduct a Making Words Lesson • Making Words is an activity in which children are individually given some letters that they use to make words. During the 15- minute activity, children make 12-15 words, beginning with two-letter words and continuing with three-letter, four-letter, five-letter, and longer words until the final big word is made. The final word ( a six-, seven-, or eight-letter word) always includes all the letters they have that day, and children are usually eager to figure out what word can be made from using all the letters. Making Words is an active, hands- on manipulative activity in which children discover sound-letter relationships and learn how to look for patterns in words. They also learn that changing just one letter or even the sequence of letters changes the whole word (p.107-109).

24. Compiled by Debra Carlin largely from the work of Patricia and James Cunningham. CENTER FOR LITERACY AND READING INSTRUCTIONUniversity at Buffalo Cunningham Patricia & Cunningham James (1992) Making words: Enhancing the invented spelling-decoding connection. The Reading Teacher, 46 (2), 106-116.

25. Let’s Make Words!

26. Words Their Way • Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnson • Fourth Edition

28. Developmental Stages for Word Study • Emergent -- Gr. Pre-K to mid 1 • Letter Name-- Gr. K-early 3 • Within Word-- Gr. 1- mid 4 • Syllables & Affixes-- Gr. 3-8 • Derivational-- Gr.5-12

29. AssessmentAppendix A • Primary Spelling Inventory • Use K-3 • Elementary Spelling Inventory • Use Grades 1-6 • Upper-Level Spelling Inventory • Use Grades 5-12

30. Feature Guide • Helps analyze students errors and helps determine appropriate stage to begin instruction. • Two or more errors indicates the level where instruction should begin.

33. Emergent StageChapter 4 • Concepts of Print and Word • Oral language development • Builds vocabulary • Develops phonological awareness • Enhances alphabetic knowledge

34. Letter Name StageChapter 5 • Compares and contrasts initial and final consonant sounds • Developing Sight Word vocabularies • Short vowels and blends • Consonant Vowel Consonant patterns CVC

35. Within Word StageChapter 6 • Long and short vowels and long vowel patterns. • Collect words in a word study notebook. • Works with more complex features of grammar, and vowel patterns. • R-controlled patterns

36. Syllables and AffixesChapter 7 • Consonant doubling common suffixes and past tense endings • Open and closed syllables • Accents in words • Common prefixes • Studying word patterns and meanings.

37. Now It’s Your Turn • I have given you a spelling test. I want you to correct it and fill in the feature guide. • What does it tell you?

38. WTW Word Study Activities • Word Study Activities from Words Their Way • http://www.literacyconnections.com/WordsTheirWay.php

39. Multisyllabic Words • Using Structural Analysis H-highlight the prefix and/or suffix I- identify the sounds in the base word N-name the base word T-tie the parts together S-say the word (Archer, Gleason & Vaughn 2000) Rewards and Language! Programs from Sopris West are excellent.

40. Try these words distrustful mislead preheated unknowingly brightest untimely rebounding

41. Sight WordsHigh Frequency Words • Dolch Words • Fry List Words • High Frequency Words • Red Words • Ideally the basic 220 words should be known by the end of first grade

42. Why Is It Important to Teach Sight Words? • 50-75% of the top 300 words make up the majority of students reading and writing. • Two reasons they are important: • Many of these words do not sound like their spellings suggest. • Good readers can’t afford the time to dwell on too many words or they may lose the speed and fluency necessary for determining the author’s message. - Frank B. May 1993 Reading as Communication

43. How to Teach These Words • Assess students to know what words they already know. • Have a review pile going at all times. • Introduce only 5 words a week. • See the word, say the word, chant the word, write the word, check the word. • Use the words in context.

44. Teaching Sight Words • Make it FUN! • Sheet of Chants and Songs • Working With Words • Helps children learn to automatically recognize and spell sight words • Helps children learn to look for patterns in words to help decode and spell (Systematic Sequential Phonics They Use by Patricia Cunningham)

45. Websites for Sight Words and Word Walls • http://www.theschoolbell.com/Links/word_walls/words.html • http://www.melissaseaver.com/sightwords.html • http://www.melissaseaver.com/wordwall.html • http://www.quiz-tree.com/Sight-Words_main.html • http://rbeaudoin333.homestead.com/sightvocab_1.html#anchor_374

46. Support for New Words • Word Walls • The Making Words and Word Sorts • Dictation of words and sentences • Lots and lots of reading Students must be given many opportunities to practice reading and writing words

47. Rating Scale for Dolch Word List

48. Running Records • Marie Clay first introduced the Oral Reading Record in 1972. Then in 1993 in the Running Record in her Observational Survey of Early Literacy Achievement. Also in 1972 Yetta Goodman and Carolyn Burke researched Miscue Analysis for oral reading records. • The teacher uses the running record to calculate scores, analyze errors, and document strategies the child uses successfully to decode words and construct meaning.