Title: Phonemic Awareness & Phonics
1Phonemic Awareness Phonics
ATE / RFTEN 2006
2Phonemic 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
3Phonological Awareness
Continuum
Activity Phonological Awareness
4The 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)
5Letter-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
6Sequence 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)
7Phonics 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
8Guidelines 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
9Word 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.
10Spelling 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)
11Syllable 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
12Structural 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
13Multisyllabic 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)
14Apply the HINTS Strategy to decode these words
- unknowingly
- rainy
- brightest
- untimely
- distrustful
- rebounding
- mislead
- preheated
- deeper
- reclaim
15Apply the HINTS Strategy to decode these words
- unknowingly
- rainy
- brightest
- untimely
- distrustful
- rebounding
- mislead
- preheated
- deeper
- reclaim
16Apply the SPLIT Strategy to decode these
pseudowords
- zimtle
- thipur
- exop
- erpetle
- roogir
- mikner
- pritho
- repote
- sebshir
- sarpyn
17Apply 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
18Multisyllabic 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)
19Syntax and Context
- Used to
- Support word identification
- Confirm word meaning
- Questions students might ask themselves
- Does that sound right here?
- Does that make sense?
20Supporting 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
21A 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
22Implementing 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
23Assessing 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
24Assessing 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
25Assessing 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
26Materials 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
27Credits
- 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