A+ SUPER PHONICS to the Rescue! Reading Strategies

1. A+ SUPER PHONICS to the Rescue! Reading Strategies Kids Who Read Succeed Linda Tognoni, M.Ed.

2. PATTERNS IN READING GOOD phonemic/phonics instruction produces GOOD readers: “…teaching children to manipulate phonemes in words was highly effective under a variety of teaching conditions with a variety of learners across a range of grade and age levels." -National Reading Panel Report, 2000 the National Reading Panel Report provides analysis and discussion in five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Our brains are pattern seeking, system organizing, and meaning making!

3. “Predication vs. Guessing Strategies: • David Boulton: We've got a lot of people out there that are still teaching guessing strategies, too. • Dr. Marilyn Jager Adams: Oh, no, you can't — no. No, no, no, no, no. • “Only through the redundancy…(of phonological patterns) does the visual system…make sure that all of your brain has to do is focus on meaning rather than on the mechanics.” Adams, M. J. (1990). • Dr. Marilyn Jager Adams: …”Good • readers see whole spelling patterns.” • http://www.childrenofthecode.org/interviews/adams.htm

4. Phonemic Awareness and Phonics - BOTH! Phonemic Awareness is recognizing the sounds of spoken language. Phonics links the sounds of spoken language to printed letters. It’s Graphophonemic-involving print. Reading has a kinesthetic component –writing and speaking. Use editing markings, highlighters, clay, wiki sticks, highlighter tape, flashcards, games, to practice spelling/phoneme patterns to the point of mastery! Creative chanting, singing, rhymes, role-play, names, MULTISENSORY, “play”, art, physical cues, meaningful logic, and WRITING anchors reading.

5. WHY Do We Need Patterns? “The meta-analysis revealed that systematic phonics instruction produces significant benefits for students in kindergarten through 6th grade and for children having difficulty learning to read. The ability to read and spell words was enhanced in kindergartners who received systematic beginning phonics instruction. First graders who were taught phonics systematically were better able to decode and spell, and they showed significant improvement in their ability to comprehend text. Older children receiving phonics instruction were better able to decode and spell words and to read text orally.” (NRP, 2000)

6. Children Learn to Read Naturally? Along with high-frequency words teach essential phonemic PATTERNS. Silent e or Magic e? bake, cake, fake, lake, make, rake, sake, take give, dove, done, have, love, glove, move, none ea – eat, ea – bread, ea – great “Eat great bread!”

7. Speaking is Natural, Reading is NOT! The human brain is wired for language. (Chomsky, 1975) There is a language area of the brain, but not a specific area in the brain for reading written language. The written code must be taught. (Temple, et al 2003)

8. Dyslexia/Learning Differences “The right brain hemisphere is where the mind connects written words to their meanings, and that it is where creative and imaginative thought takes place. Multisensory practice can help build the mental (neural) pathways that brain scan evidence shows to be crucial for reading development among dyslexic students.” International Dyslexia Association (2000)

9. Experience with Language Gives Meaning Comprehension is natural, based on experience with word meaning, context, language and vocabulary meaning. Bergin, B.K.,Louder Than Words: The New Science of How the Mind Makes Meaning, (2013) ”Time flies like an arrow; fruit flies like a banana.” Use concrete meaningful creative activities that anchor the learning.

10. Comprehension “Comprehension could be predicted by two measures; nonsense word decoding accuracy and speed. Accuracy was found to be more important than speed.” “Fluency and speed follows accuracy in decoding.” Byrne, Byron; Freebody, P.; Gates, A. (1992) (Research involving 159 students in grades 2 and 3 for a year) Longitudinal data on the relations of word-reading strategies to comprehension, reading time, and phonemic awareness. In: Reading Research Quarterly (Newark, Del.) 27, 140-151 Connie Juel – “Listening comprehension and vocabulary were not as predictive of comprehension as accuracy in decoding.” Juel, Connie, (1988) Learning to read and write; A longitudinal study of 54 children from first through 4th grades. Journal of Educational Psychology, vol. 80 437-447

11. Recall and Critical Thinking 1 run 2 shoe 3 tree 4 door 5 hive 6 sticks 7 heaven 1.Who? (Characters) 2. Where? (setting) 3. Main Idea? 4. What happens? 5. Critical Thinking 6. Underline answers 7. Conclusion

12. Marzano's High Yield Strategies Information from Classroom Instruction that Works, Marzano, Pickering and Pollock, 2001. 

13. Teach Phonetic Patterns ★Also teach the High-Frequency Words that are used in 65% of words found in print, but let’s organize them. ★More than 80% of the words we have previously been told were sight words can be logically explained with phonetic patterns and etymology! ★We need to teach 73 phonograms and basic spelling patterns. ★Understanding basic Latin/Greek roots explains 90% of multi-syllable words. Shall we memorize 100,000 to 200,000 words or learn the patterns? VOLUNTEER?

14. Unfamiliar VocabularyRead it faster? Or Accurately? “The collenchymatouschloroticcolchicum was redolent of a fructous rue anemone. So it’s fushsinophillic epidermis was masticated by frugivorous fritillary who mistook it for schizocarp.” McGuinness, Dianne,(1999) “Why Our Children Can’t Read: What We Can Do About It: A Scientific Revolution in Reading Pronunciation use: www.howsay.com

15. English is 87% Consistent! • The English language is known for its inconsistencies (13%), but it also has many consistencies (87%) as well. • The consistencies make teaching phonics of great value as they help with spelling, reading, and writing. • Instruction must be explicit, systematic, rigorous, and practiced DAILY. • Rigorous can be FUN!

16. When Teaching be Consistent! • Use consistent terminology between classrooms/grade levels. • Short, long, broad, schwa vowel choices. • Rooster sounds: er, ir, ur, ear, wor. • Same hand signals for short vowels! • Syllabication Patterns. • Phonograms dictated.

17. Systematic Instruction Lesson One: OBJECTIVE- IDENTIFY VOWELS AND CONSONANTS Everyone clapon the vowels and point to the consonants.” abcdefghijkl mnopqrstuvwxyz AaBb Cc DdEeFf Gg HhIiJjKkLl Mm Nn OoPp QqRr Ss TtUu(or oo) VvWw Xx YyZz

18. Tricky Consonants: c, g, h, w, q, y 1. When c is followed by e, i, or y it is soft /s/. This pattern explains 6,000+ words when c=s and 10,000+ words circus centcityfancy 2. When g is followed by e, i, or y it MAY be soft j. This pattern for /g/ is not consistent! get or gem gift or giraffe gym or buggy 3. h - hippo (h can also be silent or change a letter’s sound) 4. w - worm wh - who 5. qu - queen (also may have a /k/ sound) 6. y - consonant at the beginning of a word or syllable.

19. Y is Positional (Lesson 23) 1. Y at the beginning of a word or syllable has the consonant sound as in yellow, yo-yo… 2. Y at the end of a one-syllable (short) word says a long I sound as in by, cry, dry, fly, my, try, shy… 3. Y at the end of a two-syllable word (longer) word has a long ē sound as in happy, funny, daddy, mommy… 4. Y in the middle of a word has a short ĭ sound as in gym, myth, hymn… (Greek origin)

20. ORGANIZE INSTRUCTION The letter “y” has four sounds: Anchor and organizer: My daddy bought yellow yo-yos for my gym.

21. Story Titles for Application of Word Analysis Use Word Build-ups:

22. Short Vowel Hand Signals apple elephant itch octopus up Make instruction memorable and meaningful! Add physical - hand signals, visual cues, daily auditory dictation, spelling, writing and practice daily!

23. Teach ALL the Vowel Sounds • Short: use hand signals 2. Long – Open, Silent e AND Magic e, Vowel Teams 3. Word Family Build-ups: ang, igh, ind, ing, old, oll, oo, oo, ow, ou… 4. Broad: al, all, aw, au, ought, wa, a/ah 5. Schwa: all the vowels can be unstressed - a lazy vowel – its easier to pronounce.

24. Vowel Choices!

25. Syllabication Patterns

26. Provide opportunities for student to practise and apply their phonic skills through the wider curriculum For example, by: • Drawing attention to phonic patterns such as grate, bake, slice, dice. • Holding a word race to compile words with a specific spelling or word build-up, for example, igh. • Collecting themed lists of words with a particular spelling, for example, gale, wave, whale, shipmate. • Categories: Asking children to name words from home that represent particular graphemes, for example, spoon, bedroom.

27. When using investigations and word sorts think about… • Sorting objects, photographs or pictures with the same phoneme (sound) but different graphemes (spelling). For example: phone, soap, snow, cold, open, door, etc. in order to check whether children know the correct choice.

28. When using investigations and word sorts, think about… • Collecting and sorting words with particular graphemes, for example,aiaya-e. • Ai is not found at the end of English words. Ay is found at the end at the end of English words. • Oi is not found at the end of English words. Oy is found at the end of English words. Exception: “You and I are very special so they don’t follow this rule.”

29. Open Syllable (Lonely Vowel) This is the most common reason for a vowel to be long or to say its own name. me, he, we, she, no, go, so The vowels a, e, i, o, u, may says its own name at the end of a syllable. cāble mēter diagonal locate cūpid

30. Rooster and Mosquito SoundsMake it fun! Different spellings, same sounds: erirur ear wor “The early bird will jerk and hurt the worm.” Same spelling, different sounds: OU Ow! Oh! OO! oo (look) Uh! And wash your hands aw! “I thought you could rough it out in the country even though you are young.”

31. When teaching phonic patterns… Usechildren’s names or Titles of Reading Street Stories for exampoles. Examples: 1. The schwa vowel is found at the end of Selena, Sarah, Linda, Isaiah. 2. Y = ē at the end of Sully, Sammy, Lilly, Amy 3. “My Lucky Day”

32. Make Reading/Spelling Logical! muscle? muscular bomb? bombard, bombastic limb? limber sign? signal, signature two? twin, twice, twelve, twenty answer? And swear (Old English) move, dove, love? “English words do not end with u, v, i, or j.” onion, genius, union? ni = /nya/ move, prove, do, to? 3rd sound of o = 1.ŏ 2.ō 3.oo 4.ô=û

33. Understand Suffixes To Explain Spelling. Hard or Soft C? • Picnic becomes picnicking • Panic becomes panicky • Garlic becomes garlicky • Critic becomes criticism • Toxic becomes toxicity • Service becomes serviceable • Courage becomes courageous

34. Latin Influences Our Spelling Ti, ci, si, tu, are Latin spellings of sh Look at the root or base word to help you with spelling: expectbecomes expectation facebecomes facial expressbecomes expression factbecomes factual

35. How do we improve reading and support the direct, explicit, systematic instruction of phonic patterns/vowel choices? IDEAS: • Consistency between classes, grade levels, Grandparents, Educational Assistants… • Lunchroom posters, playground games/phonograms, • Reading Incentives for all grades • Internet, computer time for all grades – all computers functioning, eh? Thanks Lena and Rebecca! • Teacher resources for teaching phonograms and phonogram dictation Collaboration Creative Ideas – What works in your classroom?

36. A+ SUPER PHONICS to the Rescue! • Hand signals • Vowel Choices • Spelling Patterns/Word Build-ups • Syllabication Patterns • 73 Phonograms with Daily Dictation • Recall & Critical Thinking