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Phonemic Awareness & Phonics

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Title: Phonemic Awareness & Phonics


1
Phonemic Awareness Phonics
ATE / RFTEN 2006
  • Oglala Lakota College

2
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

3
Phonological Awareness
Continuum
Activity Phonological Awareness
4
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)
5
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
6
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)

7
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

8
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

9
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.
10
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)

11
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
12
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

13
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)

14
Apply the HINTS Strategy to decode these words
  • unknowingly
  • rainy
  • brightest
  • untimely
  • distrustful
  • rebounding
  • mislead
  • preheated
  • deeper
  • reclaim

15
Apply the HINTS Strategy to decode these words
  • unknowingly
  • rainy
  • brightest
  • untimely
  • distrustful
  • rebounding
  • mislead
  • preheated
  • deeper
  • reclaim

16
Apply the SPLIT Strategy to decode these
pseudowords
  • zimtle
  • thipur
  • exop
  • erpetle
  • roogir
  • mikner
  • pritho
  • repote
  • sebshir
  • sarpyn

17
Apply the SPLIT Strategy to decode these
pseudowords
  • zim / tle
  • C L
  • thi / pur
  • O R
  • ex / op
  • C C
  • er / pe / tle
  • R 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

18
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)

19
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?

20
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

21
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 cant read to learn until you first learn to
    read. Rod Paige, US Secretary of Education

22
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

23
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

24
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

25
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.ht
    ml

26
Materials and Resources
  • Word Study for Students with Learning
    Disabilities and English Language Learners
    http//www.texasreading.org/utcrla/materials/prima
    ry_word_study.asp
  • Examining Phonics and Word Recognition
    Instruction in Early Reading Programs
    http//www.texasreading.org/utcrla/materials/prima
    ry_phonics.asp
  • Word Analysis Principles for Instruction and
    Progress Monitoring http//www.texasreading.org/ut
    crla/materials/primary_word_analysis.asp
  • Curriculum Maps Sequencing Alphabetic Principle
    Skills http//reading.uoregon.edu/au/au_sequence.p
    hp
  • Guidelines for Examining Phonics Word
    Recognition Programs
  • http//www.tea.state.tx.us/reading/practices/pract
    ices.html

27
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
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