Phonemic Awareness & Phonics

Oglala Lakota College

ATE / RFTEN 2006

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