Looking at Word Study

1. Looking at Word Study Sharing What We Know and Learned

2. From Readings – What did you learn that you want to remember?

3. Phonemic Awareness What is it? “Phonemic awareness refers to a child’s understanding and conscious awareness that speech is composed of identifiable units, such as spoken words, syllables, and sounds.” From International Reading Association and the National Association for the Education of Young Children1999). Learning to Read and Write: Developmentally Appropriate Practice for Young Children (p. 10).

4. A Great Resource • IRA’ s Position Statement on Phonemic Awareness http://www.reading.org/General/AboutIRA/PositionStatements/PhonemicAwarenessPosition.aspx

5. Phonemic Substitution Teaching phonemic awareness centers on just the teaching of sounds. For a demonstration of phonemic awareness instruction, go to http://video.google.com/videoplay?docid=8184985641242774020

6. Underlining Literacy Principle in Learning Phonics • To have many experiences working with written symbols so they can learn how to look at letters and use this information to read and write. • To explore words and learn how words work so they can use this information to read and write. From Words Matter (page 12) by G. S. Pinnell and I. Fountas

7. Phonics Instruction Important Terms: • Synthetic Phonics – Going from sounds and letters to words – The Open Court Reading Program is an example of this type of phonics instruction. • Analytical Phonics – Learning phonics through associations such as onset and rhyme (If c-a-t is cat, the b-a-t would be bat.) or looking for little words in big words – Making Words by Pat Cunningham is an example of this type of phonics instruction. (I will demonstrate this next week in class). • Embedded Phonics – Going from a piece of text to a generalization that can be taught by using it. For example, you may have a piece of text with a lot of short a words in it so you teach short a. All types were included in the National Reading Panel Report and research did not indicate one being more effective than another.

8. Systematic Instruction: Definitions from Different Perspectives • “Lessons as involving direct instruction (often in teacher-scripted, whole-class lessons) and learner practice in materials crafted to emphasize specific phonics concepts” (Adams & Bruck, 1995; Beck & Juel, 1995; Chall, 1967/1983; Ehri, 1991; Foorman, Francis, Fletcher, Schatschneider & Mehta, 1998) • “Instruction is systematic when it is planned, deliberate in application, and proceeds in an orderly manner. This does not mean a rigid progression of ‘one size fits all’ instruction” (Strickland, 1998) From Building a Knowledge Base in Reading, 2nd Edition By Jane Braunger & Jan Patricia Lewis

9. Analytical Phonics • “ They know the skills. They just don’t use them.” These words express the frustration felt by many teachers who spend endless hours teaching phonics only to find that the skills that are demonstrated on a worksheet or a mastery test often don’t get used where they matter – in reading and writing” (page 1). From Phonics They Use by Patricia Cunningham

10. Analytical Phonics – Some Strategies • Looking at small words in big words • Onset and rhyme • Building words using rhyming patterns • Sorting • Looking at what you know

11. Embedded Phonics • Going from reading material to word analysis • Teaching what children need at the time – letting the story or poem come first and then the phonics instruction

12. Materials for Embedded Phonics Approach • Anthologies • Poetry • Trade Books “…providing children with the opportunities to reconstruct the functions and uses of written language without the intrusion of prepackaged training programs” (p. 34). From a Child’s Point of View By Denny Taylor

13. Factors for Why Children Don’t Get It • Ear Infections – If children have ear infections, they have problem hearing pure sounds for at least six months afterwards. For these children, analytical phonics is the most appropriate choice. • Learning Disabilities – These children need a multisensory, combination approach. • Learning Strengths (not considered in instruction) – Children with auditory strengths do well in an synthetic phonics program and children with visual strengths do much better in an analytical approach. • Moving In and Out of programs – Unfortunately programs have a different scope and sequence in how phonics skills are taught. Therefore, students who move from school to school often have problems with missing important skills. These children need to be tested with an assessment like the El Paso (taught in REED 609) which will show where the deficits are and what needs to be taught.

14. See It! Say It! Move It! Touch It! Always make sure to consider the following multi-sensory strategies which are very important to phonics instruction: • Can they visually make a connection? • If a student needs auditory reinforcement, is it available? • If they need it, can they manipulate something to reinforce learning? • Can they move with it? Moving around is crucial for learning for some students especially those who are hyperactive. In the next class, some examples of these different types of reinforcements will be shared.

15. Important Considerations Learned by All Approaches for Phonics Instruction • Explicit, direct, and sequential instruction • Syllabication • Morphology – breaking words into meaningful parts Don’t forget – sight words and applying generalizations in real contexts

16. Orton Gillingham Approach • Systematic • Rules Introduced and Reinforced • Multi-sensory • Combines analytical approach with synthetic orientation (put sounds together but often in chunks) • Resources

17. Using Orton Gillingham, You would: • Slowly teach each phoneme (small chunk such ot, it, em, oa, etc.) and give students an opportunity to see it, say it, feel it and write it • For more information about this approach, go to the following website: http://www.everyone-can-read.com/index.php?id=61

18. 5 Word Attack Strategies Blank It Frame It Blend It Break It Ask It From the University of Maryland Reading Clinic

19. Blank It! • Read to the end of the sentence. Or • Start the sentence again. • What word makes sense in the sentence? (Cloze procedure?)

20. The Role Invented Spelling Plays in Word Study Often parents ask questions about invented spelling. This video may help answer those questions: http://video.google.com/videoplay?docid=7547026574733408588&q=readingrockets+teach

21. Cloze Procedure Route to Using Context Clues • Choose short passage with a challenging word in the first sentence. Type the passage on a transparency or a Powerpoint slide. • Cover the challenging word. • Reveal the first sentence with the challenging word covered. • Have the students try to guess the correct word. Record the guesses. • Reveal the next second sentence and record guesses again. • Uncover the first letter and record guesses again. • If they still haven't gotten the word, highlight some of the hints in the passage. • Once they get the word, create a chart with all of the different clues to the word. • Adapted from The Vocabulary Enriched Classroom, Block & Mangieri, 2005.

22. Frame It! • Look back at the word. • Look at the beginning sound. • Use the sounds you know. In the TU Reading Clinic we have found that teaching children to track (sweeping their fingers under the text when they are reading) improves focusing their attention on the letters within the word.

23. Blend It! Still don’t know it (notice this is not first) Use your strategy for sounding out. Caution: You don’t want students to do this for every word. Teaching children only this strategy causes fluency problems.

24. Break It! • Is it a big word? • How can you break it up? • Look for prefixes, suffixes, root words (The analytical approach)

25. If all else fails … Look at the following strategies in your Course Handbook: • What To Do When I Am Stuck (Reading Recovery) • VAKT • Erase the Word • Concentration

26. What Do Our Books Tell Us In your books, examine our texts for recommended phonics instruction and share examples of the following in your blog response: • Synthetic Phonics • Analytical Phonics • Embedded Phonics Also, share any unique features that you saw in your book which could be very helpful for teachers. If after doing the reading and this PowerPoint, you have some word study questions, post them in your blog response.

27. Blog for Word Study • On the blog for word study, share some of your new learning about phonics that you have after reading your book. Additionally, share any questions that you still may have. If there is something in your book that you really liked, share that. Make sure to state in your blog response what book you read.