phonics guide - academic success for all learners

Texas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsCollege of Education, University of Texas at Austin •

Texas Education Agency • Region XIII Education Service Center

Examining Phonics and WordRecognition Instruction inEarly Reading Programs

ProfessionalDevelopment Guide

Professional Development GuideProfessional Development GuideProfessional Development GuideProfessional Development GuideProfessional Development Guide

Table of Contents:Table of Contents:Table of Contents:Table of Contents:Table of Contents:

1. IntroductionWhat is the Texas Center for Reading and Language Arts? ........................ 7Organization and Content of the Guide ....................................................... 8Center Staff and Other Contributors ............................................................ 9

2. Professional DevelopmentPreparing for the Workshop ....................................................................... 13Agenda........................................................................................................ 14Part I: Phonics and Decoding Instruction ................................................... 15

Alphabetic Knowledge ............................................................................ 16Phonological Awareness ......................................................................... 17Blending Onset and Rime ....................................................................... 18Sound-Letter Relationships .................................................................... 18Word Recognition.................................................................................... 21Spelling and Writing ................................................................................ 22Decodable Text ....................................................................................... 23Predictable Text....................................................................................... 23Reading Fluency ..................................................................................... 24

Part II: Other Critical Aspects of Beginning Reading ................................. 24Oral Language Development .................................................................. 25Print Awareness ...................................................................................... 25Reading Aloud ......................................................................................... 26Independent Wide Reading .................................................................... 26

3. OverheadsWorkshop TransparenciesTransparency Masters

4. HandoutsWorkshop NotesInstructional Examples

5. AppendicesReferences ................................................................................................. A1

Examining Phonics & WordExamining Phonics & WordExamining Phonics & WordExamining Phonics & WordExamining Phonics & WordRecognition Instruction in EarlyRecognition Instruction in EarlyRecognition Instruction in EarlyRecognition Instruction in EarlyRecognition Instruction in Early

Reading ProgramsReading ProgramsReading ProgramsReading ProgramsReading Programs

Paula Correa

Guide designer:

The Texas Center forReading and Language Arts,

College of Education,University of Texas at Austin

Guide prepared by:

1. . . . . IntroductionIntroductionIntroductionIntroductionIntroduction

Examining Phonics and Word Recognition Instruction in Early Reading Programs 77777

What is the Texas Center forWhat is the Texas Center forWhat is the Texas Center forWhat is the Texas Center forWhat is the Texas Center forReading and Language Arts ?Reading and Language Arts ?Reading and Language Arts ?Reading and Language Arts ?Reading and Language Arts ?

The Texas Center for Reading and Language Arts assists K–12educators in enhancing the Reading and Language Arts knowl-edge and skills of Texas students, through implementation ofthe Texas Essential Knowledge and Skills (TEKS).

Goal 1: Goal 1: Goal 1: Goal 1: Goal 1: To provide a cadre of school-level specialistswith expertise in phonological awareness, wordanalysis, fluency strategies, and comprehensionstrategies who are able to use documentedapproaches to reading and language artsinstruction to address TEKS objectives withstudents in grades K–3.

Goal 2:Goal 2:Goal 2:Goal 2:Goal 2: To enhance the knowledge, skills, andpractices teachers use to implement the TEKSreading and language arts objectives with secondlanguage learners.

Goal 3:Goal 3:Goal 3:Goal 3:Goal 3: To enhance the knowledge, skills, andpractices teachers use to implement the TEKSreading and language arts objectives withstudents in grades K–5 who are experiencingdifficulty in reading and language arts.

Goal 4:Goal 4:Goal 4:Goal 4:Goal 4: To enhance the knowledge, skills, andpractices teachers use to implement the TEKSreading and language arts objectives withstudents in grades 6–8, focusing on content areareading instruction.

Goal 5: Goal 5: Goal 5: Goal 5: Goal 5: To disseminate information generated by theTexas Center for Reading and Language Artsusing current technology and media.

Goal 6:Goal 6:Goal 6:Goal 6:Goal 6: To communicate the goals, activities, andaccomplishments of the Center to professionalsand other community members.

Texas CenterTexas CenterTexas CenterTexas CenterTexas Centerfor Readingfor Readingfor Readingfor Readingfor Readingand Language Artsand Language Artsand Language Artsand Language Artsand Language Arts

Literacy LabsLiteracy LabsLiteracy LabsLiteracy LabsLiteracy LabsBoth school-based and university-based labs served as models foruniversities and school districts.

Professional DevelopmentProfessional DevelopmentProfessional DevelopmentProfessional DevelopmentProfessional DevelopmentGuides and VideosGuides and VideosGuides and VideosGuides and VideosGuides and Videos

These guides are designed toprovide educators across the

state with materials and plans forprofessional development in

reading and language arts, and tointroduce the TEKS.

Reading LiaisonsReading LiaisonsReading LiaisonsReading LiaisonsReading LiaisonsEducation Service Center ReadingLiaisons work collaboratively with

Center personnel to engage in andprovide professional development

on the TEKS.

School PartnershipsSchool PartnershipsSchool PartnershipsSchool PartnershipsSchool PartnershipsCollaborative relationships

with schools that assist in thedevelopment of materials,

curriculum guides, andproduct development.

How are the Center’s ActivitiesHow are the Center’s ActivitiesHow are the Center’s ActivitiesHow are the Center’s ActivitiesHow are the Center’s ActivitiesAccomplished?Accomplished?Accomplished?Accomplished?Accomplished?

88888 Examining Phonics and Word Recognition Instruction in Early Reading Programs

Organization & Content of the GuideOrganization & Content of the GuideOrganization & Content of the GuideOrganization & Content of the GuideOrganization & Content of the Guide

The guide contains four sections of materials for presenters toteach Phonics and word recognition. Section 2 (ProfessionalDevelopment), includes speaker’s notes and suggestions on howto guide participants through the workshop. Section 3(Overheads), contains transparencies containing key points andinstructinal examples to accompany your speaker’s notes;Section 4 (Handouts) includes “Workshop Notes” for participantsto take notes from the presentation, and “Instructional Examples;”Section 5 (Appendices) provides a list of references and furtherreadings on phonics and word recognition research.


Felipe AlanisDeputy Commissioner

Programs and Instruction

Ann SmiskoAssociate Commissioner,Curriculum, Assessment

and Technology

Robin GilchristAssistant Commissioner for

Statewide Reading Initiatives

Reading Liaisons and AdvisorsReading Liaisons and AdvisorsReading Liaisons and AdvisorsReading Liaisons and AdvisorsReading Liaisons and AdvisorsEducation Service CentersEducation Service CentersEducation Service CentersEducation Service CentersEducation Service Centers

Region I, Edinburg • Angie LehmannRegion II, Corpus Christi • Mary Kureska

Region III, Victoria • Lynne MummeRegion IV, Houston • Kathy HelmRegion V, Beaumont • Vicky GoreRegion VI, Huntsville • Gene JollyRegion VII, Kilgore • Alice Reader

Region VIII, Mt. Pleasant • Gwen SmithRegion IX, Wichita Falls • Kris Reid

Region X, Richardson • Nancy SlaughterRegion XI, Ft. Worth • Bettye Kuehler

Region XII, Waco • Joan BerryRegion XIII, Austin • Mari Lester

Region XIV, Abilene • Susan AndersonRegion XV, San Angelo • Susan KerbowRegion XV, San Angelo • Jody JohnsonRegion XV, San Angelo • Elaine HowardRegion XVI, Amarillo • Wanda DoughtenRegion XVII, Lubbock • Maria Gamble

Region XVIII, Midland • Carolyn JohnsonRegion XVIII, Midland • Perrie WhalenRegion XIX, El Paso • Michele Dawson

Region XX, San Antonio • Candace Anderson

Texas Center for ReadingTexas Center for ReadingTexas Center for ReadingTexas Center for ReadingTexas Center for Reading& Language Arts& Language Arts& Language Arts& Language Arts& Language Arts

Susan BarnesGeorge BlancoKatrina Blodgett

Diane BryantDavid Chard

Maggie ColemanPaula CorreaCathy Davis

Bonnie M. ElliottRobin GilchristPhilip B. Gough

Michael GuerreroAllison HamffDianne Hess

Peggy Hickman-DavisMarty Hougen

June JaapSharon Jackson

Cami JonesMarilyn KameenMarcel LeJeuneChris Lemons

Shari LevyRobert Linne

Sharon O’NealLorie Ochoa

Alba OrtizJean OsbornPaul Resta

Rita RicardoBobby Rigg

Phyllis RobertsonTerry Ross

Maria SeidnerKris Sloan

Martha SmithKathy Stewart

Sylvia Linnan-ThompsonBrenda Tyler

Sharon VaughnNicole Ugel

Cheryl WilkinsonJo Worthy

Terry Zimmerman

Texas Education AgencyTexas Education AgencyTexas Education AgencyTexas Education AgencyTexas Education Agency

David D. AndersonCoordinator, Curriculum andProfessional Development

Sharon O’NealDirector of English Language

Arts and Reading

Catherine DavisAssistant Director of Reading

Mike MosesCommissioner of Education


2. . . . . ProfessionalProfessionalProfessionalProfessionalProfessionalDevelopmentDevelopmentDevelopmentDevelopmentDevelopment


MaterialsMaterialsMaterialsMaterialsMaterials• Distribute the booklet “Suggestions for Examining Phon-

ics and Word Recognition Programs” to each partici-pant prior to the beginning of the workshop.

* Copies of the booklet are available from TEA.

• Distribute copies of the six instructional examples foundin Section 4 (Handouts) prior to the beginning of theworkshop.

MaterialsMaterialsMaterialsMaterialsMaterials• Overhead projector/marker• Pencils

Room ArrangementRoom ArrangementRoom ArrangementRoom ArrangementRoom Arrangement• Plan for small group discussion (3–4 persons). Group

members should vary by grade level if possible.• Participants should be able to view the screen.

Preparing for the WorkshopPreparing for the WorkshopPreparing for the WorkshopPreparing for the WorkshopPreparing for the Workshop

This Guide is designed to offer staff development for Texasteachers, admininistrators, and parents who work with stu-dents in grades K-3. Because we recognize that the bestprofessional development is ongoing, participants shouldbe encouraged to continue their discussion of the topicsand relate them to the specific needs of their school. Thisguide can be used as a stand-alone presentation on exam-ining phonics and word recognition instruction or can beintegrated into a broader program about beginning read-ing.


Overhead #1Overhead #1Overhead #1Overhead #1Overhead #1

• Use Overhead #1 to com-municate the topic of thePhonics workshop.

• Distribute the PhonicsGuidelines booklet. Tellparticipants this is one ofa series of booklets relat-ed to the TEKS for Read-ing/Language Arts.

Note: The purpose of thisbooklet is to provide guid-ance for examining in-structional elements ofsupplementary phonicsprograms and to placephonics instruction in thebroader context of begin-ning reading.

IntroductionIntroductionIntroductionIntroductionIntroduction


• Use Overhead #2 to pro-vide an organized glanceof the Phonics workshopand the topics to be cov-ered.

Note: Tell participants thatthe workshop will followthe organization of thebooklet.

• Indicate that Part 2 iden-tifies four other criticalaspects of beginningreading instruction andarticulates ideas forteaching those effective-ly.

Overview of WorkshopOverview of WorkshopOverview of WorkshopOverview of WorkshopOverview of Workshop

Examining Examining

Phonics & Word

Phonics & Word

Recognition Recognition

Instruction in Early

Instruction in Early

Reading Programs

Reading Programs

Texas Centerfor Readingand Language Arts

1

Texas Center for Reading and Language Arts University of Texas, College of Education

Texas Education Agency • Region XIII Education Service Center


AgendaAgenda

Part 1: Phonics and Decoding InstructionPart 1: Phonics and Decoding Instruction• Alphabetic Knowledge

• Phonological Awareness• Sound-Letter Relationships

• Word Recognition Strategies

• Spelling and Writing Connections• Related Reading Practice

• Reading Fluency

• Oral Language Development• Print Awareness

• Reading Aloud• Independent Wide Reading

Part 2: Other Critical Aspects ofPart 2: Other Critical Aspects ofBeginning ReadingBeginning Reading

2


Overhead #3Overhead #3Overhead #3Overhead #3Overhead #3 Putting Phonics inPutting Phonics inPutting Phonics inPutting Phonics inPutting Phonics inPerspectivePerspectivePerspectivePerspectivePerspective

• Use Overhead #3 to ex-plain that the principlesused to design the book-let were articulated over adecade ago in Becominga Nation of Readers.

• Read each quote aloudand reinforce that phonicsis not the goal of beginninginstruction, but an impor-tant path to learning toread.


• Use Overhead #4 to intro-duce the 7 elements ofphonics and word recog-nition instruction.

• Indicate that each elementis described and severalsuggestions are providedfor examining each one ina supplementary readingprogram (some are illus-trated with authentic in-structional examples).

Note: The suggestions un-der each element are de-rived from empirical re-search, clinical practiceand observations, and log-ical analysis of informa-tion.

Part I: Phonics andPart I: Phonics andPart I: Phonics andPart I: Phonics andPart I: Phonics andDecoding InstructionDecoding InstructionDecoding InstructionDecoding InstructionDecoding Instruction

“The goal of phonics is not that children be able to state the ‘rules’ governing letter-sound relationships. Rather, the purpose is to get across the alphabetic principle, the principle that there are systematic relationships between letters and sounds.

...phonics instruction should aim to teach only the most important and regular of letter-to-sound relationships, because this is the sort of instruction that will most directly lay bare the alphabetic principle.

...the best way to get children to refine and extend their knowledge of letter-sound correspondences is through repeated opportunities to read.”

Becoming a Nation of Readers, Anderson et al., 1985, p. 38.

Putting Phonics Putting Phonics Into PerspectiveInto Perspective


3

Part 1Part 1

• Alphabetic Knowledge

• Phonological Awareness

• Sound-Letter Relationships

• Word Recognition Strategies

• Spelling and Writing Connections

• Related Reading Practice

• Reading Fluency

Phonics and Phonics and Decoding InstructionDecoding Instruction


4


• Use Overhead #6 topresent suggestions foralphabetic knowledge in-struction.

• After each suggestion, askparticipants for examplesof each suggestion.



• Use Overhead #5 to pointout that knowledge of thealphabet is intimately re-lated to success in begin-ning to read.

(Adams, 1990.)

Alphabetic KnowledgeAlphabetic KnowledgeAlphabetic KnowledgeAlphabetic KnowledgeAlphabetic Knowledge

Suggestions forSuggestions forSuggestions forSuggestions forSuggestions forAlphabetic KnowledgeAlphabetic KnowledgeAlphabetic KnowledgeAlphabetic KnowledgeAlphabetic KnowledgeInstructionInstructionInstructionInstructionInstruction

Alphabetic KnowledgeAlphabetic Knowledge

Children’s knowledge of letters is a strong predictor of their success in learning to read.

Phonics and Decoding InstructionPhonics and Decoding Instruction


If children’s knowledge of letters is not well developed when they start school, sensibly organized practice will help them learn how to identify, name, and write letters.

5

Alphabetic knowledge Alphabetic knowledge instruction includes:instruction includes:

• Games, songs, and other activities that help children learn to name letters quickly.

• Writing activities that encourage children to practice the letters they are learning.

• A sequence of letter introduction that can be adjusted to the needs of the children.

Texas Centerfor Readingand Language Arts Alphabetic Alphabetic

Knowledge Knowledge (con’t.)(con’t.)


6



Suggestions forSuggestions forSuggestions forSuggestions forSuggestions forPhonolgical AwarenessPhonolgical AwarenessPhonolgical AwarenessPhonolgical AwarenessPhonolgical AwarenessInstructionInstructionInstructionInstructionInstruction

• Use Overhead #8 to famil-iarize participants with thesuggestions for phonolog-ical awareness instruction.

• Explain that clapping orcounting phonemes on fin-gers or blocks may helpsome children to manipu-late sounds.

• Demonstrate how to blendsounds of a word withoutstopping between thesounds.


PhonologicalPhonologicalPhonologicalPhonologicalPhonologicalAwareness ContinuumAwareness ContinuumAwareness ContinuumAwareness ContinuumAwareness Continuum

• Use Overhead #7 to re-mind participants of thelanguage skills that fall un-der the umbrella of phono-logical awareness.

Note: The most complexskills are blending andsegmenting of individualphonemes.

• Emphasize that success-ful demonstration of theseskills suggests that a childhas phonemic awareness.

(Adams, 1990.)

Phonological Phonological Awareness ContinuumAwareness Continuum

Less Less Complex Complex

ActivitiesActivities

More More Complex Complex

ActivitiesActivities

rhyming songs

sentence segmentation

syllable segmentation& blending

onset-rime, blending, &

segmentation

blending &segmenting individual phonemes


Phonological AwarenessPhonological AwarenessPhonics and Decoding InstructionPhonics and Decoding Instruction

7

A phonological awareness A phonological awareness instruction program should: instruction program should:

• progress from easier to more difficult tasks• progress from larger units to smaller units

• suggest the use of auditory and visual cues

• include the relationships of letters to sounds

in more advanced tasks

• start with continuous sounds that are easier

to hear and blend (e.g., /m/, /s/, /i/, /f/)

• advise teachers to stretch out and connect (or

“sing”) the sounds

Texas Centerfor Readingand Language Arts Phonological Phonological

Awareness Awareness (con’t.)(con’t.)


8


Sound Letter Relationship:Sound Letter Relationship:Sound Letter Relationship:Sound Letter Relationship:Sound Letter Relationship:Implicit and ExplicitImplicit and ExplicitImplicit and ExplicitImplicit and ExplicitImplicit and ExplicitPhonics InstructionPhonics InstructionPhonics InstructionPhonics InstructionPhonics Instruction


PhonologicalPhonologicalPhonologicalPhonologicalPhonologicalAwareness: BlendingAwareness: BlendingAwareness: BlendingAwareness: BlendingAwareness: BlendingOnset and RimeOnset and RimeOnset and RimeOnset and RimeOnset and Rime

• Use Overhead #9 as aninstructional example ofone type of phonologicalawareness activity.

• Ask participants for effec-tive and ineffective as-pects of this activity (e.g.,It is very explicit and clear-ly worded).


• Use Overhead #10 to de-fine implicit instruction (anactual example is provid-ed).

• Ask participants to pointout the features of this ex-ample that make it implic-it.

Blending Onset & RimeBlending Onset & Rime

Have children listen as you say Have children listen as you say the chant below:the chant below:

This word begins with /p/and it ends with /at/.Put the sounds togetherand it says:________

Repeat with the Repeat with the following:following:

/b/ /en//st/ /op//m/ /ap//f/ /ame//b/ /ike//s/ /un//k/ /im/

Texas Centerfor Readingand Language Arts Phonological Phonological

Awareness Awareness (con’t.)(con’t.)


9

Sound-Letter RelationshipSound-Letter Relationship

Implicit and Explicit Implicit and Explicit Phonics InstructionPhonics Instruction

Letter identification is taught in the context of whole words.

Read man on a big book and point out the letter m. Have the students say “man” and listen for the beginning sound.Elicit from the students that the letter m makes the sound /m/.


Example:Example:


Implicit instructionImplicit instruction

10


Implicit and ExplicitImplicit and ExplicitImplicit and ExplicitImplicit and ExplicitImplicit and ExplicitPhonics InstructionPhonics InstructionPhonics InstructionPhonics InstructionPhonics Instruction(con’t.)(con’t.)(con’t.)(con’t.)(con’t.)

Overhead #11 Overhead #11 Overhead #11 Overhead #11 Overhead #11

Overhead #12Overhead #12Overhead #12Overhead #12Overhead #12 Rate and Sequence ofRate and Sequence ofRate and Sequence ofRate and Sequence ofRate and Sequence ofSound-LetterSound-LetterSound-LetterSound-LetterSound-LetterIntroductionIntroductionIntroductionIntroductionIntroduction

• Use Overhead #12 to ex-plain that instruction insound-letter relationshipsis the cornerstone to phon-ics instruction.

• Indicate that as they lookthrough their booklet theywill see that there are nu-merous suggestions un-der this element and thatonly a few selected sug-gestions will be discussed.

• Use Overhead #11 to de-fine and illustrate an ex-ample of explicit instruc-tion.

• Ask participants to pointout the features of this ex-ample that make it explic-it.

• Point out that many sup-plementary phonics andword recognition pro-grams use an explicit ap-proach to phonics.

Sounds associated with letters are identified in isolation and later blended

together to form words.


Example:Example:Show the letter l. Point to the letter.“The letter l makes the sound /lll/.”

Implicit and Explicit Implicit and Explicit Phonics Instruction Phonics Instruction (con’t.)(con’t.)

Explicit instructionExplicit instruction

11

Sound-Letter RelationshipSound-Letter RelationshipPhonics and Decoding InstructionPhonics and Decoding Instruction

Example:Example:

Introduce sound-letter relationships so that children can read words as soon as possible; sounds introduced first should

have high utility.

m, a, t and th are of high utility, whereas gh as in through, ey as in they, and a as in want are of lower utility.

Rate and Sequence of Rate and Sequence of Sound-Letter IntroductionSound-Letter Introduction


12




Rate and Sequence ofRate and Sequence ofRate and Sequence ofRate and Sequence ofRate and Sequence ofSound-LetterSound-LetterSound-LetterSound-LetterSound-LetterIntroductionIntroductionIntroductionIntroductionIntroduction (con’t.) (con’t.) (con’t.) (con’t.) (con’t.)


Sound-LetterSound-LetterSound-LetterSound-LetterSound-LetterRelationshipRelationshipRelationshipRelationshipRelationshipInstructional ExampleInstructional ExampleInstructional ExampleInstructional ExampleInstructional Example

• Use Overhead #13 to ex-plain that new sound-let-ter relationships should beused in words so that chil-dren can see the links be-tween the sounds and let-ters and can practice us-ing the new knowledgeimmediately.

• Use Overhead #14 as anexample of sound-letterrelationship instruction.

• Ask participants for themore and less effectiveaspects of this instructionin relation to the listed sug-gestions in the booklet onpages 12-13.

Note: For example, theteacher’s wording lacksclarity (i.e., name theblend sw); children areasked to find words in theclassroom that begin withsw, yet few common ob-jects begin this way.

Example:Example:

As each new sound-letter relationship is introduced, children read words

spelled with those letters.

If the relationships for a, f, n, s, t, are presented first, the children can work with the words fan, an, at, ant, fast, fat


13

Rate and Sequence of Rate and Sequence of Sound-Letter Introduction Sound-Letter Introduction (con’t.)(con’t.)


Write the following phrase on the Write the following phrase on the chalkboard:chalkboard:

Tommy needed a new sweater.

• Read the phrase, emphasizing the /sw/ in sweater.• Name the blend sw.• Ask children to identify both letters and the

sound they stand for.• Ask children to look around the classroom for

examples of words with the same beginning sound as sweater.

• List children’s suggestions on the chalkboard.

InstructionalInstructionalExampleExample


14



Word RecognitionWord RecognitionWord RecognitionWord RecognitionWord RecognitionStrategiesStrategiesStrategiesStrategiesStrategies


Overhead #16Overhead #16Overhead #16Overhead #16Overhead #16 Word RecognitionWord RecognitionWord RecognitionWord RecognitionWord RecognitionStrategies: Strategies: Strategies: Strategies: Strategies: InstructionalInstructionalInstructionalInstructionalInstructionalExampleExampleExampleExampleExample

• Use Overhead #15 to pro-vide a brief overview offeatures of effective wordrecognition strategies.

Note: Clarify that current re-search is conclusive thatthe primary approach tolearning to read words isthrough a sequential de-coding strategy (i.e., read-ing letter by letter). Syntaxand semantics are used toconfirm the accuracy ofthe reader’s decoding.

(National Academy of Sci-ence, 1998; Adams, 1998)

• Use Overhead #16, as anexample of word recogni-tion strategy instruction.

Note: If the child thinks of aword that rhymes, butdoes not fit the spellingpattern (e.g. maim), put itin a separate column andtalk about exceptionwords after you talk aboutthe words that fit the rule.

Allowing students to dis-cover the pattern (implic-it) rather than teaching therule first (explicit) can bean effective instructionalstrategy.

• Write the word name on chart paper.• Ask the children to think of other words that

rhyme with name.• Support their growing list until you have at

least four or five words (e.g., same, came, lame, fame, game, tame, blame).

• Ask the children to notice similaritites in the words (all have an /e/ at the end, have the long /a/ sound, have an /m/ between the vowels).

• Help the children apply the rule that says in one-syllable words with a consonant/vowel/consonant/e pattern the vowel is usually long.

CVCeCVCe

Texas Centerfor Readingand Language Arts Word Recognition Word Recognition

Strategy Strategy (con’t.)(con’t.)


Instructional Instructional ExampleExample

16

A good program provides:A good program provides:

• Opportunities to practice decoding• Opportunities to use word order (syntax) and

word meaning (semantics) to confirm decoding accuracy

• Opportunities to review irregular words in text

• Opportunities to incorporate irregular words into written work

• Opportunities to learn a limited set of high frequency sight words in the beginning

• Opportunities to decode words and access their meanings

• Strategies for decoding multisyllabic words

Word Recognition StrategiesWord Recognition Strategies

Texas Centerfor Readingand Language Arts Phonics and Decoding InstructionPhonics and Decoding Instruction

15


Overhead #18Overhead #18Overhead #18Overhead #18Overhead #18Spelling: InstructionalSpelling: InstructionalSpelling: InstructionalSpelling: InstructionalSpelling: InstructionalExampleExampleExampleExampleExample

Overhead #17Overhead #17Overhead #17Overhead #17Overhead #17Spelling and WritingSpelling and WritingSpelling and WritingSpelling and WritingSpelling and Writing

• Use Overhead #17 toidentify features of a pro-gram that effectively inte-grate spelling and writinginstruction.

• Emphasize that explicit in-struction in conventionalspelling should begin inmid-first grade.

Note: Young children usetheir phonological knowl-edge and their knowledgeof sound-letter relation-ships to approximate theconventional spelling ofwords. Encouraging tem-porary spelling of wordsprovides teachers an op-portunity to assess chil-dren’s knowledge ofsound-letter associations.

• Use Overhead #18 as anexample of spelling in-struction.

• Ask participants to pointout the more and less ef-fective aspects of this in-struction in relation to thefeatures listed on Over-head #17.

Note: For example, the ac-tivity requires very littlethinking on the part of thestudents. They might justcopy the teacher or theirneighbors’ work and thenrepeat the pattern.

• Spelling activities related to words that children are reading and writing

• Instruction that moves children from temporary spellings to standard spellings

• Coordinated spelling and reading instruction• Lessons that help children learn spelling

patterns• Writing activities that are purposeful yet

permit creativity

Spelling and WritingSpelling and Writing

Texas Centerfor Readingand Language Arts Phonics and Decoding InstructionPhonics and Decoding Instruction


17

Spelling words /a/ -ay :

• Children are given five index cards and write the five spelling words (away, anyway, day, may, say) that contain the phonogram -ay.

• They are asked to identify what is the same in each word by circling the letters with a colored crayon.

SpellingSpelling



Instructional Instructional ExampleExample

18



Related Reading Practice:Related Reading Practice:Related Reading Practice:Related Reading Practice:Related Reading Practice:

Predictable TextPredictable TextPredictable TextPredictable TextPredictable Text

• Use Overhead #20 to con-trast the decodable text onOverhead #19 with pre-dictable text.

Note: It is important forteachers to understandthat predictable text is veryuseful to teach printawareness and conceptsabout print (e.g., how tohold a book, left-to-rightdirectionality, use of printto communicate a story).It may not be as effectivefor teaching children initialreading and providing chil-dren opportunities to usenewly learned sound-letterknowledge.


Related ReadingRelated ReadingRelated ReadingRelated ReadingRelated ReadingPractice: DecodablePractice: DecodablePractice: DecodablePractice: DecodablePractice: DecodableTextTextTextTextText

• Use Overhead #19 to de-scribe an example of de-codable text.

Decodable text is useful for practicing accurate and fluent reading.

If children know m /m/, s /s/, t /t/, p /p/, e /e/, and a /a/, and the words the, elephant, said, no, and thank you, then they can read:

Pat met the elephant.The elephant met Pat.Pat sat.The elephant sat.The elephant sat on the mats.The elephant sat and sat.Pat sat and sat.Pat said, “Elephant, pat the pets.”The pets said, “No, thank you, Elephant.”

Related Reading PracticeRelated Reading Practice


Example:Example:


19

Predictable TextsPredictable Texts

Example:Example:

This is a sunny day.This is a cloudy day.This is a rainy day.This is a foggy day.This is a snowy day.This is a windy day.This is a good day to play together.



Related Reading Related Reading Practice Practice (con’t.)(con’t.)

Predictable text is useful to teach print awareness and concepts about print (e.g., how to hold a book,

left-to-right directionality, use of print to communicate a story).

20



Reading FluencyReading FluencyReading FluencyReading FluencyReading Fluency Overhead #21Overhead #21Overhead #21Overhead #21Overhead #21

• Use Overhead #22 to de-scribe the features of aprogram with well-de-signed fluency instruction.

Part 2: Other CriticalPart 2: Other CriticalPart 2: Other CriticalPart 2: Other CriticalPart 2: Other CriticalAspects of BeginningAspects of BeginningAspects of BeginningAspects of BeginningAspects of BeginningReadingReadingReadingReadingReading

• Use Overhead #22 to pre-view the additional as-pects of beginning readingthat must be consideredwhen reviewing the in-structional effectiveness ofan early reading program.



• Opportunities to read and reread familiar stories

• Practice with new words prior to reading text• Occasional timing of students’ reading to record

rate and progress• Opportunities to have text read to students by

others• Ideas for developing a home-school connection

RRRReeeeaaaaddddiiiinnnngggg FFFFlllluuuueeeennnnccccyyyy

21


Part 2Part 2

1. Oral Language Development

2. Print Awareness

3. Reading Aloud

4. Independent Wide Reading


Other Critical Aspects of Other Critical Aspects of

Beginning ReadingBeginning Reading

22




Oral LanguageOral LanguageOral LanguageOral LanguageOral LanguageDevelopment: Listening,Development: Listening,Development: Listening,Development: Listening,Development: Listening,Speaking, &Speaking, &Speaking, &Speaking, &Speaking, &UnderstandingUnderstandingUnderstandingUnderstandingUnderstanding

• Use Overhead #23 to enu-merate activities thatshould be a part of all K–3classrooms to enhancestudents’ oral language.

Note: Oral language may beone of the most over-looked and underestimat-ed areas of early languagearts instruction.

Oral Language Oral Language DevelopmentDevelopment

• discussion, explanation, demonstration

• giving and following directions, storybook

reading, games

• songs, chants, poems

• concept development and vocabulary-

building activities

Listening, Speaking, Listening, Speaking, and Understandingand Understanding

Ideas for developing oral Ideas for developing oral language include:language include:


23

Print AwarenessPrint Awareness

Ideas for instruction that promoteIdeas for instruction that promote

print awareness:print awareness:

• print represents spoken language

• meanings and uses of print (signs, labels,

posters, calendars, directions)

• print conventions (directionality,

punctuation, capital letters)

• correct book handling

• word awareness

• predictable and patterned language stories


24

Print AwarenessPrint AwarenessPrint AwarenessPrint AwarenessPrint Awareness

• Use Overhead #24 to dis-cuss suggestions forteaching print awareness.

Note: In addition to thoselisted on the overhead,you may want to askteachers for other ideas.You may want to referback to Overhead #20 fora good source.



Reading AloudReading AloudReading AloudReading AloudReading Aloud Overhead #25Overhead #25Overhead #25Overhead #25Overhead #25

Independent WideIndependent WideIndependent WideIndependent WideIndependent WideReadingReadingReadingReadingReading

• Use Overhead #25 to illus-trate selected ideas forreading aloud to students.

• Point out there are manyother suggestions in thebooklet.

Note: Books that are readaloud to children shouldbe challenging to stretchchildren’s vocabulariesand imaginations.

• Use Overhead #27 topoint out the importance ofgiving students the oppor-tunity to read often and invaried materials.

Reading AloudReading Aloud

For reading to For reading to children:children:

• Choose books that expand the imagination and their knowledge of the world

• Include a variety of genres (narratives, nursery rhymes, poems, information books)

• Good discussions about the text• Rereading favorites (but remember to add new

stories)• Reading to the entire class or small groups

Good read alouds include:Good read alouds include:


25

Independent Wide Independent Wide ReadingReading

• enlarges vocabulary• contributes to fluency• advances reading

repertoire through many different genres

• builds knowledge

• provide a broad range of materials (catalogues, magazines, books, etc.)

• provide a daily time for reading aloud• provide access to books in the classroom and the

school library, as well as books that can be taken home

• cover a range of reading levels


Program/teacher should:Program/teacher should:

Wide reading:Wide reading:

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Overhead #27Overhead #27Overhead #27Overhead #27Overhead #27 Group Activity 1Group Activity 1Group Activity 1Group Activity 1Group Activity 1

• Guide participants in Group Activity 1Note: Refer participants to the instructional examples.

Activity InstructionsActivity InstructionsActivity InstructionsActivity InstructionsActivity Instructions

• Use Overhead #28 to ex-plain that this activity pro-vides 6 instructional ex-amples based on actualsupplementary programs.

• Point out that responsesmay be written in thespaces provided on eachhandout.

• Encourage participants todiscuss and identify themore and less effectiveaspects of each instruc-tional example.

Note: A brief comment foreach example is provided.

Example 1: Segmenting Onset and RimeExample 1: Segmenting Onset and RimeExample 1: Segmenting Onset and RimeExample 1: Segmenting Onset and RimeExample 1: Segmenting Onset and Rime

More effective: This example is explicit and clearly worded.

Less effective: This example is probably misidentified as seg-mentation. It may be more accurately called “phoneme de-letion.” There are only two examples provided which plac-es a burden of generating more examples on the teacher.

Example 2: Sound-Letter RelationshipsExample 2: Sound-Letter RelationshipsExample 2: Sound-Letter RelationshipsExample 2: Sound-Letter RelationshipsExample 2: Sound-Letter Relationships

More effective: This example is very explicit with the sound-letter relationship taught in isolation and represented by apicture card to help remind children of the relationship.

Positive and Negative Aspects of ExamplesPositive and Negative Aspects of ExamplesPositive and Negative Aspects of ExamplesPositive and Negative Aspects of ExamplesPositive and Negative Aspects of Examples

Activity 1Activity 1 Instructional Instructional AnalysisAnalysis

• Read the six instructional examples in the handouts.

• List the more or less effective aspects of each example (write your answers on the handouts provided for each example).

• As a group, talk about each example.

1. 1. Segmenting Onset & Rime2. 2. Sound-Letter Relationships3. 3. Sounding Out Words4.4. Word Recognition Strategy Think Aloud5. 5. Word Recognition Strategy6. 6. Spelling

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Instructional Instructional ExamplesExamples


Example 3: Sounding Out WordsExample 3: Sounding Out WordsExample 3: Sounding Out WordsExample 3: Sounding Out WordsExample 3: Sounding Out Words

More effective: This example is carefully structured to pro-vide children with multiple opportunities to sound outwords using sound-letter knowledge and controlledwords. Many examples are provided taking the burdenoff the teacher to create them.

Less effective: This example could provide a clearer mod-el of the teacher’s role in demonstrating the process ofsounding out words.

Example 4: Word Recognition Strategy: Think AloudExample 4: Word Recognition Strategy: Think AloudExample 4: Word Recognition Strategy: Think AloudExample 4: Word Recognition Strategy: Think AloudExample 4: Word Recognition Strategy: Think Aloud

More effective: The strategy outlined in this Think Aloud isappropriate for previewing a story or informational text.

Less effective: This example does not provide a reliablestrategy for reading words.

Example 5: Word Recognition StrategyExample 5: Word Recognition StrategyExample 5: Word Recognition StrategyExample 5: Word Recognition StrategyExample 5: Word Recognition Strategy

Less effective: This example does not provide a reliablestrategy for reading words. It assumes that children canread.

Example 6: SpellingExample 6: SpellingExample 6: SpellingExample 6: SpellingExample 6: Spelling

More effective: This example provides a clever way forchildren to build words and reinforce the spelling of wordsin the /ay/ word family. Despite the initial time investmentto make the letter cube, it could be used repeatedly forreinforcing practice.

Less effective: This use of “aw” and “anyw” as letter com-binations to attach to the /ay/ word part are not reason-able for very early readers. The directions for the teacherdo not explain what students are expected to do in thisactivity. Do they write down the words they roll? Do theyread the words?

Activity InstructionsActivity InstructionsActivity InstructionsActivity InstructionsActivity Instructions(con’t.)(con’t.)(con’t.)(con’t.)(con’t.)

Positive and Negative Aspects of Examples (con’t.)Positive and Negative Aspects of Examples (con’t.)Positive and Negative Aspects of Examples (con’t.)Positive and Negative Aspects of Examples (con’t.)Positive and Negative Aspects of Examples (con’t.)


3. . . . . OverheadsOverheadsOverheadsOverheadsOverheads


4. . . . . HandoutsHandoutsHandoutsHandoutsHandouts


5. . . . . AppendicesAppendicesAppendicesAppendicesAppendices


ReferencesReferencesReferencesReferencesReferences

Adams, M. J. (1990). Beginning to read: Thinking and learningabout print. Cambridge, MA: MIT Press.

Adams, M. J. (1998). The three-cueing system. In J. Osbornand F. Lehr (Eds.), Literacy for all issues in teaching leaners.New York: Guildford.

Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G.(1985). Becoming a nation of readers: The report of the com-mission on reading. Washington, D. C.: National Institute ofEducation.

Beck, I. L. (1998). Understanding beginning reading: A journeythrough teaching and research. In F. Lehr and J. Osborn,(Eds.), Literacy for all: Issues in teaching and learning. NewYork: Guilford Press.

Ehri, L. C. (1998). Research on learning to read and spell: Apersonal-historical perspective. Scientific Studies of Read-ing, 2, 97-114.

Liberman, I. Y., Shankweiler, D., & Liberman, A. M. (1991). Thealphabetic principle and learning to read. In Phonology andreading disability: Solving the reading puzzle. Washington,D. C.: National Institutes of Health.

Pikulski, J. J. (1994). Preventing reading failure: A review of fiveeffective programs. The Reading Teacher, 48 (1), 30-39.

Shefelbine, J. (1995). Learning and using phonics in beginningreading. Thrust for Educational Leadership, 25, 8-9.

Simmons, D. C., & Kameenui, E. J. (Eds.). (1998). What read-ing research tells us about children with diverse learningneeds: Bases and basics. Mahwah, NJ: Lawrence ErlbaumAssociates.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Prevent-ing reading difficulties in young children. Washington, DC:National Academy Press.

Stahl, S. A., Osborn, J., Lehr, J. (1990). Beginning to read: Think-ing and learning about print: A summary. Urbana-Champaign,IL: Center for the Study of Reading.

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Stanovich, K. (1994). Romance and reality. The Reading Teacher,47 (4), 280-290.

Stein, M., Johnson, B., Gutlohn, L. (1998). Analyzing beginningreading programs: The relationship between decoding in-struction and text. Manuscript submitted for publication.

Texas Education Agency. (1997). Beginning reading instruction:Components and features of a research-based reading pro-gram. Austin, TX: Author.

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