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Phonics in the 21st Century
Major Phonics Findings
• Learning to Read: The Great Debate (Chall, 1967)
• Becoming a Nation of Readers (Anderson et al, 1985)
• Beginning to Read: Thinking and Learning About Print (Adams, 1990)
• Report of the National Reading Panel: Teaching Children to Read (2000)
Phonics instruction matters and
learning the alphabetic principle
is essential for learning to read.
Phonics instruction is best when
it is explicit and systematic.
Research Summary
PHONICS instruction
improves DECODING
improves WORD RECOGNITION
improves READING FLUENCY (automaticity)
improves READING COMPREHENSION
Phonics-Comprehension Link
87% of English words follow common and
consistent sound-spelling relationships
s = /s/
sh = /sh/
oa = long o
MYTH BUSTER:
Phonics Is More Regular
Than Its Reputation
The problem isn’t the
research evidence;
rather it is how that evidence
have been translated into
instructional practice.
Active
Engaging
Thought-provoking
Phonics
Characteristics
Instructional
Issues
Next Steps
English
Learners
#1 Readiness Skills
Characteristics
Rhyme (identify then produce)
Oddity Tasks
Oral Blending
Oral Segmentation
Phonemic Manipulation (sounds vs. letters)
Phonemic Awareness
sequence (syllables to sounds)
“own the alphabet”
Alphabet Recognition
1. Use a sensible sequence.
(not all letters created equal)
2. Need a continuous review of
previously-taught letters.
3. Focus on accuracy and rate.
4. Discuss how the sound is formed.
5. Use action rhymes and mnemonics.
Instructional
Issues
Syllables
pan-cake ta-ble
Onset/Rime
s-ad sl-ip sh-op
Phonemes (sound-by-sound, continuous)
s-a-d b-a-t
Oral Blendingsequence matters
use print as follow-up
Oral Segmentation Task
Mnemonics and Action Rhymes
b c d
Next Steps
Use skills for instructional transitions
Fine-tune instruction
Add technology (if available)
Instructional Transitions
Fine-Tune Instruction
English
Learners
Articulation
Articulation
/p/ vs. /b/
/f/ vs. /v/
Which Sound?
1
2
#2 Scope and Sequence
Characteristics
Scope/Sequence Characteristics
1. Start with high-utility consonants and
vowels.
2. Focus on making words as early as
possible.
3. Build from the simple to the complex.
4. Use a sequence that works for the
majority of students, but has built-in
differentiation.
s t d m n
ad
a
How Many Words Can You Make?
Instructional
Issues
Purposeful and Systematic Review and Repetition Cycle
Teach to mastery
rather than just exposure.
Next Steps
Look at this week’s phonics skill.
Mark every instance of formal teaching and
practice in upcoming 4 weeks.
Build in purposeful review-repetition cycleBlending Lines
Decodable Readers
Dictation/Spelling
Review and Repetition Cycle
1. After introducing a phonics skills, formally
review it for the next 4-6 weeks.
2. Add review words to decoding work (e.g.,
blending word lists, dictation/spelling words).
3. Do daily warm-up with taught sound-spellings.
4. Reread decodable stories from previous weeks
with partners. (e.g., story sheets)
5. Have cumulative assessments. (Look for
mastery vs. learning decay.)
Assessment Considerations
1. Monitor both accuracy and speed.
2. Create cumulative assessments.
ALPHABET ASSESSMENT
a h B i
F G c n
l m E p
t O j Q
W d k S
PHONICS
sat can
hop red
run lot
bit big
hen fun
# Correct ___________
Speed
____ fast
____ slow/labored
#3 Blending
Characteristics
Continuous Blending
s a t
Successive Blending
s
a
sa
t
sat
Two Types of Blending
Use early in year,
then during small
group intervention
Blending Lines
not hot lot dotlot log dot dogtop hot jog boxhot hat hit hut
Instructional
Issues
hat hit hot hut
hat hate hop hope
set seat mat meat
can candle rat rattle
happy unhappy happily happiness
Vowel
AvoidersMinimal Contrasts
Living Words
Next Steps
Add review skills to blending work each week.
Add transition to longer words work.
Add Review Skills and
Challenge Skills
cat red bit leg
rip map fun bug
jog jogging hop hopping
not hot lot dotlot log dot dogtop hot jog boxhot hat hit hut
English
Learners
Focus on high-utility words that students
will encounter in reading, or use in writing
and speaking.
Address the 3 features of “knowing a word”
1. Sounds and spelling
2. Meaning
3. Context used
bat
rain
What is it?
What do you wear?
When does it rain?
#4 Dictation
Characteristics
Connecting Reading and Writing
s a t
Instructional
Issues
1. s t m f
2. am at
3. Sam sat.
Early Dictation
1. cut run luck
2. mop red big
3. A bug sat on the rug.
Later Dictation
Link to Spelling
Student 1 Student 2 Student 3
1. sad 1. sad 1. sd2. big 2. bag 2. bg3. rakce 3. rak 3. lk4. cote 4. kot 4. kt5. flowre 5. flar 5. fw
Student 4 Student 5
1. Seivrne 1. ePraH
2. Bog 2. PEBL
3. Rigvet 3. eHPLn
4. Tetvai 4. sieHgt
5. Levneia 5. cSeph
Next Steps
Add review skills to dictation work each week.
Add writing work to phonics
(e.g., writing work related to decodable texts)
Add technology (if available)
Add Writing Follow-Up Work
Clifford can _____ .
The rat _____ .
#5 Word Awareness
Activities
Characteristics
road
show
grow
boat
blow
coat
row
goat
Word Sorts
Word Sorts: It’s All About the Talk
Open Sorts Closed Sorts
Timed Sorts Find Your Family
Word Building
a ds
ex edhaustTOP 322
Syllables
Instructional
Issues
2 Types of Word Building
(Blending Focus)
(Word Awareness Focus)
a ds
a dm
Word Building List
sad
mad
map
mop
top
tap
map
mad
a ds m o p t
Next Steps
Add word chains/word ladders.
Add technology (if available)
Word Ladders/Chains
sat“Change one letter to name something
you wear on your head.”
Tim Rasinski’s
Daily Word Ladders
Word Ladder
#6 High-Frequency Words
Characteristics
How Important Are They?
Making Irregular English Words Really Stick
Did you know . . .
Only 13 words account for 25% of the words in print.
a, and, for, he, is, in, it, of, that, the, to, was, you
Only 100 words account for 50% of the words in print.
Traditional Teaching Routine
I see a cat.
Letters Stored
Sounds Stored
Meaning Stored
Brain Research
Read-Spell-Write Routine
STEP Introduce in ContextI see a cat.
STEP Read (discuss known sound-spellings)
/s/ = s 2 e’s
STEP Spells e e
STEP Writesee
STEP Extend (Connect to Known Words/Writing)(word wall, oral and written sentence frames)
Instructional
Issues
Not So Irregular!
therewhere
to come give coulddo some live shouldwho would
Pattern Detectors
Problem Wordson wasno saw
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
of for from_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Words with th and whthere wherethen whenthat whatthis withtheir werethem why
Cumulative Practice
Cumulative sentence
and phrase list
Next Steps
Upgrade practice—such as the
use of flashcards.
Add technology (if available)
Making Flash Cards Work
see
down
I am from . A slice of .
Can you see?
Sit down!
Not now.now
#7 Reading
Connected Text
Characteristics
Key Phonics Instructional Tool
Controlled Text
InstructiveComprehensible
Engaging
Let’s Read!
I
see▲ = a■ = t
I see ▲ c▲■.
Let’s Read!I
see▲ = a■ = t
√▲ c▲ see ▲
▲■.
Instructional
Issues
Decodable Text Studies
Juel and Roper-Schneider (1985) (effects of text vs. instruction)
Blevins (2000)
Blevins Study TextPhonics Group Control Group
Phonics Follow-Up
100% controlled for phonics and h-f words
Sam sat. Sam sat in the sand.Sam sat and sat and sat.
Phonics Follow-Up
Patterned/Predictable Text
Sam sees a sandwich. Sam sees a snake. Sam sees a sailor.Sam sees a lot!
Major Reading
80% controlled for phonics and h-f words
-specially written and illustrated--some simple trade books “Cat on the Mat”, “Frog and Toad”, “Little Bear”
Major Reading
Simple, trade literature
-popular Grade 1 books and authors--13% decodable, 35% controlled (decodable and h-f words) according to Stein, Johnson, and Gutlohn study
1 Woodcock Reading Mastery Test
Students On-Level
September February
Phonics Group: 28% 72%
Control Group: 40% 54%
Four Important Findings
2 Phonics Assessment
Students Achieving Mastery
September February
Phonics Group: N/A 87%
Control Group: N/A 48%
3 Spelling Assessment
Students Achieving Mastery
September February
Phonics Group: 11% 92%
Control Group: 23% 66%
4 Affective Survey
Students Who Don’t Like Reading
September February
Phonics Group: 14% 3%
Control Group: 6% 11%
Focus on Decoding and
Comprehension
Next Steps
Use previously-read decodable texts as
part of your review and repetition cycle.
(e.g., numbered story sheets)
Add writing follow-up work.
Add technology (if available)
Analyze % of lesson focused on
application to real reading and writing
Analyze % of time students are talking,
thinking, and interacting during lesson
(e.g., every pupil response, turn-n-talk,
fast-paced)
Characteristics of
Strong Phonics Instruction
1. Readiness Skills
2. Scope and Sequence
3. Blending
4. Dictation
5. Word Awareness Activities
6. High-Frequency Words
7. Reading Connected Text
PLUS . . .
Don’t forget the teacher.
Teacher attitudesTeacher knowledge of phonics
Nonfiction
What Were the Last 3 Things You Read?
What Is Nonfiction?
What Is Nonfiction?
• It is also called expository or informational text.
• Its purpose is to explain, inform, or persuade.
• It surrounds us every day.
• The main purpose in reading nonfiction
is acquiring information. (rather than entertainment)
What Will You Read?
90%
Distribution of Literary and Informational Passages
by Grade in the 2009 NAEP Reading Framework
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Why Is Nonfiction Important?
1.The ability to understand and write nonfiction is
essential for school achievement.
2.High-stakes tests contain loads of nonfiction.
3.Reading nonfiction increases world knowledge
students don’t have access to in daily
conversations.
4.Understanding nonfiction helps to meet
increasing real-world literacy demands.
5.Nonfiction is the preferred reading material of
some children.
Classroom Books Matter
1.Primary classes spend an average of 3.6
minutes per day with informational text
(Duke, 2000)
2. In classrooms of the most effective literacy
teachers, 90% of the students were engaged
over 90% of the time. (Pressley et al, 2001)
Read Aloud MattersThe Facts
• Children learn language from nonfiction
read-alouds.
• Children learn content from nonfiction
read-alouds.
• Read-alouds must be interactive.
The Goal
• Increase nonfiction read-alouds each week.
• Make read-alouds interactive (instructional
conversations, text talk. Think-alouds, QuickWrites)
• Ask higher-level and lower-level questions
• Make connections (text-to-text, text-to-self, text-to-world)
Build Background for Decodable Texts
Springboards to Wider Reading
Independent Reading MattersThe Facts
• Parents/teachers attend more to vocabulary and
concepts when reading aloud informational text.
• Little nonfiction is sent home on a weekly basis.
The Goal
• Send home 1 nonfiction book a night
(rereadings, magazines)
• Tell parents your nonfiction goals
• Provide explicit, concrete activities for at-home use
• Increase amount of nonfiction independent reading
in class
Increase Nonfiction Reading
1.Read It Aloud
2.Provide It (books, magazines)
3.Display It
4.Rave About It (Book Talks)
5.Model Reading It
6.Have Students Share Learning
7.Rely on Recommendations
8.Link Specific Texts to Specific Children
9.Hold Students Accountable
10.Send It Home
New Yorkers bite 10 times more people than sharks do
worldwide.
Why Is Nonfiction Challenging?
1.Text Features
Fiction
Nonfiction
What Features?
Navigate the Text
Text Feature Focus
Apply
The average woman smiles 62 times a day. The average man smiles only 8 times.
Why Is Nonfiction Challenging?
1.Text Features
2.Text Structures
Fiction: Story Map
Title ____________________________________
Setting __________________________________
Characters ______________________________
Beginning
Middle
Ending
NonfictionText Structures
Organize Thinking While ReadingImprove Comprehension
Text Structures
1.Organizational Patterns
2.Signal Words
3.Graphic Organizer
Text Structure Focus
Graphic Organizer
TemporaryScaffold
Writing Frame
SpeakingFrame
Writing Frames
Signal Words
FirstSecondThirdNext
After thatIn June
BecauseThereforeAs a resultThis led to
Consequently
For exampleMost important
To begin withFor instance
(a list provided)
Sequence Problem/Solution Cause/Effect
Description Compare/Contrast
What’s the Structure?
Sequence Problem/Solution Cause/Effect
Description Compare/Contrast
No matter how bad your day is going . . . remember, you’re not stuck in a fence
being laughed at by a cow.
Why Is Nonfiction Challenging?
1.Text Features
2.Text Structures
3.Content
Build Mental Models
4th Grade Slump
Why Is Nonfiction Challenging?
1.Text Features
2.Text Structures
3.Content
4.Vocabulary
26 letters
44 sounds
75,000 words
I understand all the words.It was just how they were put together
that baffled me.
Which Words Do I Preteach?
Which Words Do I Preteach?
Tier 1: Everyday Wordscat
table
teacher
tree
Tier 2: Academic Words
enormous
optimistic
regulate
Tier 3: Content-Specific Words
lava
pollen
Andes Mountains
Depends on selection and English level of students
Words to Focus On
In 1776, the United States declared its
independence from Britain. Americans longed to
have their own government. They were tired of
Britain telling them what to do. They knew they
would have to fight a lengthy battle to become
independent. The Declaration of Independence
signaled the beginning of the American
Revolutionary War.
In 1776, the United States declared its
independence from Britain. Americans longed to
have their own government. They were tired of
Britain telling them what to do. They knew they
would have to fight a lengthy battle to become
independent. The Declaration of Independence
signaled the beginning of the American
Revolutionary War.
Define: Student-friendly definition
Example: Relate to students’ lives and experiences
Ask: Question that gets students to use word in context
enormous
Context Definition While ReadingText: An enormous house was built near the river.
What You Read: An enormous, OR VERY BIG, house was built near the river
Vocabulary Instruction
If I say something that is enormous, say “enormous.”
elephantcatantskyscraper
enormousFollow-up
Why Is Nonfiction Challenging?
1.Text Features
2.Text Structures
3.Content
4.Vocabulary
Increase Nonfiction Reading
Independent Reading System
Drop Everything and Read (D.E.A.R.)
Sustained Silent Reading
Million Minutes
Silent Reading
Student Self-Selection of Books
Student Engagement and Time on Task
Accountability
Interactions Among Teachers and Students
Silent Reading
Increasing Student Motivation to Readand
Developing Real-Reader Behaviors
1.Students Read Independently (10-20 min.)
While . . . Teacher Conferences With Students and
Students Fill In Reading Strategy Form
Classrooms stocked with variety of books—
both print and electronic
Guidance in helping students select
appropriate books (5 Finger Rule, color-coding or leveling,
genre baskets)
Student Reading Record Sheet
Date: ____________________
Book: ____________________
Strategy: ____________________
(Teacher reviews in mini conferences with students.)
Set-Up for Success
Reading Genre Wheel
Create a More-Balanced Reading Diet
1.Students Read Independently (10-20 min.)
While . . . Teacher Conferences With Students and
Students Fill In Reading Strategy Form
2.Student Pairs Share What They Read (5 min.)
(Partner is responsible for sharing with class—increases listening
and questioning skills.)
1.Students Read Independently (10-20 min.)
While . . . Teacher Conferences With Students and
Students Fill In Reading Strategy Form
2.Student Pairs Share What They Read (5 min.)
3.Students Share With the Whole Class What
Their Partner Read (Book Talk) (5 min.)
(Creates book craze in classroom—mini “Book Club”)
1. Visualize2. Summarize 3. Make Inferences4. Ask Questions5. Predict6. Clarify (use fix-up strategies)
Strategies
