21 st centuries literacy and reading instruction session 2

2121stst Centuries Literacy Centuries Literacy and Reading Instructionand Reading Instruction

Session 2Session 2

Questions from Questions from Session ISession I

WCPSS Reading Model

1. Basic Phonics

2. Structural Analysis

3. Contextual Analysis

READING PRACTICEREADING PRACTICEREADING PRACTICEREADING PRACTICE__nc__ __p__n __ t__m__ th__r__

w__s __ h__nds__m__ y__ __ng w__lf

n__m__d L__b__. L__b__ l__v__d

w__th h__s m__th__r __nd f__th__r

__t th__ __dg__ __f __ d__ __p,

d__rk w__ __ds. __v__r__ d__ __

L__b__ w__nt t__ h__nt __t th__

n__rth __dg__ __f th__ w__ __ds,

n__ __r th__ l__ttl__ v__ll__g__ __f

C__l__ __s.

READING PRACTICEREADING PRACTICEREADING PRACTICEREADING PRACTICEOnce upon a time there

was a handsome young wolf

named Lobo. Lobo lived

with his mother and father

at the edge of a deep,

dark woods. Every day

Lobo went to hunt at the

north of the woods,

near the little village of

Calais.

The best differentiator between The best differentiator between good and poor readers is good and poor readers is repeatedly found to be their repeatedly found to be their knowledge of spelling patterns knowledge of spelling patterns and their proficiency with and their proficiency with spelling-sound translations.spelling-sound translations.

Adams, 1998 Adams, 1998

Phonics instruction teaches Phonics instruction teaches students the relationships students the relationships between the letters (graphemes) between the letters (graphemes) of written language and the of written language and the individual sounds (phonemes) of individual sounds (phonemes) of spoken language.spoken language.

letters

If a teacher teachers 10 words by sight, the students learn 10 words. But if students are taught 10 sounds and blending, they read:

and over 21,000 5-sound words.

4,320 4-sound words,

720 3-sound words,

rush

brush

brushing

Why Teach Phonics?

Good phonics instruction should…

Teach the relationship

between letters and sounds

Teach children how to blend and

segment sounds

Teach children how to connect

letters and sounds

Help children to apply what they learn about sounds and letters to read words, sentences, and text

Help children to apply what they learn about sounds and letters to their writing

Strong activation Strong activation patternpattern

Weak activation Weak activation patternpattern

Decreased activity Decreased activity in right hemispherein right hemisphere

Increased activity in Increased activity in left hemisphereleft hemisphere

The research says . . .The research says . . .

Phonics instruction should bePhonics instruction should be : :

SYSTEMATICSYSTEMATIC&&

EXPLICITEXPLICIT

Types of Phonics Types of Phonics InstructionInstruction

Systematic

and Explicit•Direct teaching

•Letter-sound relationships taught in a specifically selected sequence

•Includes significant practice

•Use decodable text

Non-systematic•No specific sequence used

•Informal

•Embedded in text

•Not directly taught

What is systematic, explicit What is systematic, explicit phonics instructionphonics instruction??

• Sound/spellings are introduced Sound/spellings are introduced systematically and sequentiallysystematically and sequentially..

• Sound/spellings are directly taught in isolation.

• Sound/spellings are blended into whole words.

• Sound/spellings are initially practiced in decodable text.

Poems for Word-Family Poems for Word-Family Practice Practice

By: Laureen ReynoldsBy: Laureen Reynolds

What comes first?What comes first?

Blends

Consonants

Short Vowels

CVCWords

L V

o o

n w

g e

l

s

Consonant Digraphs

Vowel Digraphs

Final

Consonant

Blends

Prefixes

Suffixes

Steps of Steps of Suggested Suggested

Phonics Phonics InstructionInstruction

Consonants

Short Vowels

CVC Words

Consonant Digraphs

Blends

Long Vowels

Vowel DigraphsFinal Consonant Blends

PrefixesSuffixes

Phonics Instruction Phonics Instruction for 3for 3rdrd Grade and Above Grade and Above

Structural analysisStructural analysis is an is an advanced decoding skill that advanced decoding skill that allows students to analyze words allows students to analyze words based on their parts.based on their parts.

Structural Analysis SkillsStructural Analysis Skills

Compound wordsCompound words ContractionsContractions Affixes and word stemsAffixes and word stems

- Prefixes- Prefixes

- Inflectional endings- Inflectional endings

- Derivational suffixes- Derivational suffixes SyllabicationSyllabication

What’s the What’s the

compound wordcompound word for…? for…?

1.1. A small, boxlike passenger A small, boxlike passenger vehicle that came on the vehicle that came on the market in the 1980s and is market in the 1980s and is associated with soccer associated with soccer momsmoms

2.2. An Internet location An Internet location sponsored by organi-sponsored by organi-zations, companies, zations, companies, educational institutions, educational institutions, governments, or individualsgovernments, or individuals

minivanminivan

websitewebsite

For example, if a student For example, if a student knows the wordknows the word clearclear andand

affixes, he or she also knows:affixes, he or she also knows:

ununclearclear

clearclearss clearclearerer

clearcleareded clearclearestest

clearclearinging clearclearlyly

clearclearableable clearclearnessness

AnalyzingAnalyzing Word-Part Clues Word-Part Clues

(Adapted from Baumann, Font, Edwards and Boland, 2005)(Adapted from Baumann, Font, Edwards and Boland, 2005)

1.1. Look for theLook for the WORD STEMWORD STEM and see and see if you know what it means.if you know what it means.

2.2. Look for aLook for a PREFIXPREFIX and see if you and see if you know what it means.know what it means.

3.3. Look for a Look for a SUFFIXSUFFIX and see if you and see if you know what it means.know what it means.

4.4. Put the meanings of the parts Put the meanings of the parts togethertogether and see if you can build and see if you can build the meaning of the word.the meaning of the word.

Using Word-Part Using Word-Part Clues: Clues: Modeling Modeling

My mom said she thought My mom said she thought the winner of the reality TV the winner of the reality TV show was show was predeterminedpredetermined. .

predetermined

decide + past tensebefore +

Using Word-Part CluesUsing Word-Part Clues:: Guided Practice Guided Practice

polysemous

PolysemousPolysemous words can be words can be confusing.confusing.

Suffixes: Suffixes: InflectionalInflectional

2121stst Century Literacy Century Literacy ConnectionsConnections

For Next Time …For Next Time …

Create a powerpoint activity or game Create a powerpoint activity or game that will facilitate word recognition that will facilitate word recognition skills for studentsskills for students

Post it to the WikkiPost it to the Wikki