Download - Phonemic Awareness & Phonics
Phonemic Awareness
What it is…
• Understanding that spoken words are made up of individual sounds (phonemes)
• The skill of hearing and producing separate sounds in words
• The ability to focus on and manipulate phonemes in spoken words
Most Effective when…
• Presented early on
• Explicit instruction is used to focus on one or two phonemic awareness skills
• Small group instruction is utilized
• Letters accompany phonemic awareness instruction
• Connections are made to reading and writing
Phonological Awareness
Phoneme Blending, Segmenting, and ManipulationOnset-Rime
Blending and Segmenting
Syllable Blending and Segmentation
Sentence Segmentation
Rhyme / Alliteration
Continuum
Activity: Phonological Awareness
The Alphabetic Principle
Alphabetic Principle
• The ability to associate sounds with letters and use these sounds to form words
• Is the key to learning to read in many languages, including English and Lakota
Composed of two parts:
• Alphabetic Understanding• Letter Recognition• Letter-Sound Relationships
• Phonological Recording (Decoding)• Regular word reading• Irregular word reading• Advanced word analysis
(study)
“Students who acquire and apply the alphabetic principle early in their reading careers reap long-term benefits.” (Stanovich, 1986)
Letter-Sound Relationships
What it is and Why… • Refers to the common
sounds of letters and letter combinations in written words
• Predicts later reading success
Effective Instruction…
• Explicit and systematic
• Presents initial instruction of the common sounds associated with individual letters
• Progresses to blending sounds together to read words
Activity: First 11 Letter-Sound Correspondences
i, t, p, n, s, a d, l, f, h, g
Sequence for Introducing Letter-Sound Correspondences
• i, t, p, n, s, a, l, d, f, h, g, o, k, c, m, r, b, e, y, j, u, w, v, x, z, qu
• Introduce a few letters at a time• Separate similar shapes and sounds• Connect to reading and writing words
Adapted from: Neuhaus Education Center (1992)
Phonics Instruction
Phonics Instruction
• Teaches children the relationship between the individual sounds of spoken language and the letters of written language
• Progresses from letter-sounds relationships to using spelling patterns and understanding meaningful units in words
• Teaches students to examine words and apply phonics elements and structural analysis to read and spell words
Most Effective when…
• Children receive early and systematic instruction
• Teachers provide explicit directions for learning new letter-sound relationships and phonic elements
• Used in a variety of grouping patterns
• Children have opportunities to apply their new skills in reading and writing
Guidelines for Teaching Decoding
Select words that:
• Consist of previously taught letter-sound correspondences
• Progress from VC and CVC words to longer words
• Are frequently used and represent familiar vocabulary
Sequence instruction:
• Blend individual sounds without stopping between them
• Initially contain “stop” sounds in the final position
• Following sounding out of a word with its “fast” pronunciation
• Move from orally sounding out words to silently “sounding out” words
Word Reading Strategies
• Identifying and blending together all of the letter-sound correspondences in words
• Recognizing high frequency and irregular words
• Using common spelling and syllable patterns
• Using structural clues such as compound words, base words, affixes and inflections
• Using knowledge of syntax (word order) and semantics (context) to support pronunciation and confirm word meaning
Taught concurrently with new letter-sound correspondences.
Spelling Patterns
• Letter sequences of vowel and consonant letters that are learned and produced as a unit
• Also known as phonograms or rimes
• Words containing the same rime for word families (/all/: fall, ball, tall, call, mall)
Syllable Patterns
• Closed: ends in at least one consonant; the vowel is short
• Open: ends in one vowel; the vowel is long
• Vowel-Consonant-e: ends in one vowel, a consonant and a final e; the final e is silent and the vowel is long
• R-Controlled: has an r after the vowel; the vowel makes an unexpected sound
• Vowel Teams: has two adjacent vowels; each vowel combination must be learned individually
• Final Stable Syllable: has a final consonant –le combination or a non-phonetic, but reliable unit such as -tion
“CLOVER”Handout: Teaching the Six Syllable Types
Structural Analysis
• Compound words
• Inflectional endings: -s, -es, -ing, -ed
• Base words and common affixes• Prefixes: re-, un-, con-, in-, im-, ir-, il-, dis-• Suffixes: -ness, -full, -ion
Multisyllabic Word Identification
Using Syllable Patterns
• S - see the syllable patters
• P – place a line between the syllables
• L – look at each syllable• I – identify the syllable
sounds• T – try to say the word
(adapted from Durkin, 1993)
Using Structural Analysis
• H – highlight the prefix and/or suffix parts
• I – identify the sounds in the base word
• N – name the base word• T – tie the parts together• S – say the word
(adapted from Archer, Gleason & Vaughn, 2000)
Apply the HINTS Strategy to decode these words:
unknowingly
rainy
brightest
untimely
distrustful
rebounding
mislead
preheated
deeper
reclaim
Apply the HINTS Strategy to decode these words:
unknowingly
rainy
brightest
untimely
distrustful
rebounding
mislead
preheated
deeper
reclaim
Apply the SPLIT Strategy to decode these pseudowords:
zimtle
thipur
exop
erpetle
roogir
mikner
pritho
repote
sebshir
sarpyn
Apply the SPLIT Strategy to decode these pseudowords:
zim / tle C L
thi / pur O R
ex / op C C
er / pe / tleR O L
roo / gir V R
mik / ner C R
pri / tho O O
re / pote O v-e
seb / shir C R
sar / pyn R C
Multisyllabic chunking
When skilled readers encounter multisyllabic, unfamiliar words, they divide or chunk them into manageable units• Word families of phonograms: -ade, -ick, -ill• Inflectional endings: -s, -es, -ing, -ed• Prefixes and Suffixes: fore-, dis-, -ity, -ency• Known words:
• to read (woman)• to remember spelling (conscience)
Syntax and Context
• Used to:• Support word identification• Confirm word meaning
• Questions students might ask themselves:• “Does that sound right here?”• “Does that make sense?”
Supporting New Words
• Provide multiple opportunities for practicing new words:• Word Walls• Making and Sorting Words• Word and Sentence Dictation• Broad Reading• Writing for a Purpose
A Primary Goal of Reading Instruction
• To prepare student to read stories and informational texts fluently so that they are able to understand what they read
“You can’t read to learn until you first learn to read.” – Rod Paige, US Secretary of Education
Implementing Word Study Instruction Tomorrow
• Work as a group to consider how you might implement word study instruction using a selected story or text
Handout: Instructional Planning Chart
Assessing Alphabetic Principle
• DIBELS Nonsense Word Fluency (NWF)
• A standardized, individually administered test of the alphabetic principle - including letter-sound correspondence and of the ability to blend letters into words in which letters represent their most common sounds.
• Given in Winter (optional) and Spring of Kindergarten, and Fall, Winter, and Spring of First Grade.
• http://dibels.uoregon.edu/measures/nwf.php
Assessing Alphabetic Principle
Test of Word Reading Efficiency (TOWRE)
• A nationally normed measure of word reading accuracy and fluency
• Provides an efficient means of monitoring the growth of two kinds of word reading skills • the ability to accurately recognize familiar
words as whole units or “sight words” • the ability to “sound out” words quickly
• Ages: 6-0 to 24-11
• http://www.proedinc.com
Assessing Phonics Skills
• The Quick Phonics Screener (QPS)• An ongoing progress monitoring tool to
monitor word study knowledge, identify needs and inform your instruction
• For use in grades K-6
• Author Contact: http://www.jhasbrouck.com/index.html
Materials and Resources
• Word Study for Students with Learning Disabilities and English Language Learners http://www.texasreading.org/utcrla/materials/primary_word_study.asp
• Examining Phonics and Word Recognition Instruction in Early Reading Programs http://www.texasreading.org/utcrla/materials/primary_phonics.asp
• Word Analysis: Principles for Instruction and Progress Monitoring http://www.texasreading.org/utcrla/materials/primary_word_analysis.asp
• Curriculum Maps: Sequencing Alphabetic Principle Skills http://reading.uoregon.edu/au/au_sequence.php
• Guidelines for Examining Phonics & Word Recognition Programshttp://www.tea.state.tx.us/reading/practices/practices.html
Credits
• Online Teacher Reading Academies, University of Texas, Vaughn Gross Center for Reading and Language Arts
• Big Ideas in Beginning Reading, University of Oregon, Institute for the Development of Educational Achievement
• Research-Based Methods of Reading Instruction, Vaughn & Linan-Thompson
• Increasing Student Spelling Achievement: Not Just on Tests, But In Daily Writing Across the Curriculum, Rebecca Sitton