Phonics

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Phonics
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• In order to read well children need to have
  strong auditory skills and memory in order to
  learn phonics.

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Phonics Grades K-3 and for students not at grade
level.

• Phonics Instruction teaches children the
  relationship between the letters (graphemes) of
  the written language and the individual sounds
  (phonemes) of spoken language.
• Phonics teaches children to use these
  relationships to read and write. It is a tool,
  not an end of itself.
• Phonics helps children learn and use the
  alphabetic principle.
• Alphabetic principle is the ability to associate
  sounds with letters in print and use these sounds
  to form words.

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• Children learn much more than we teach them they
  often astound us with the creativity of their
  insights. One goal of our teaching is to help
  children become active examiners and analyzers of
  print. We want them always to be searching for
  connections and patterns, to form categories of
  knowledge, and to have a store of examples to
  which they can refer.
• (Pinnell Fountas, 2003)

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Research says

• When introduced in Kindergarten and First Grade,
  explicit systematic phonics instruction is
  significantly more effective than alternative
  programs that provide nonsystematic or no phonics
  instruction.
• Phonics improves word recognition, spelling and
  reading comprehension.
• This is not the old workbook and worksheets to
  just fill in a letter. It is making words and
  sorting them, finding patterns in books and using
  phonics patterns in writing.

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Active, Social, Reflective, These three words
best express the phonics instruction to strive
for in your classroom. Design a program that
makes children aware of what theyre doing, why
theyre doing it, and how they are progressing
Children need a basic understanding of the
alphabetic principal and never lose sight of goal
to read for pleasure and information.
(Blevins, 2006)
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Phonics Skills Chart
Task Competency Approximate Age of Mastery Examples
Child can recognize letters by name. Preschool Child can point to a letter A and call it an A.
Child can recognize a few letters by sound. Preschool Child can point to a P and say it makes the /p/ sound
Child can recognize rhyming sounds and alliterations in simple words. Kindergarten Ask child to name a word that sounds like cat. Child says, hat.
Child can identify when the first letter sound of a word is different from the first letter sound of another word. Kindergarten Show child a picture of a soak, a sun, and a boat and ask which picture name begins with a different sound. boat
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Phonics Skills Chart continued
Child can blend simple word parts together to form a word. Can distinguish a lower-case letter from an upper-case letter. Kindergarten Say /k/ /at/ and ask the child what word has been spelled. Child says, cat.
Child can blend individual letter sounds together to form a word. Kindergarten/ First Grade Ask the child what word is made when these sounds are put together-/k/ /a/ /t/ child responds cat.
Child can segment, or separate a word sound by sound. First Grade (Mid-to-late) Ask the child what sounds make up the word cat. Child responds, /k/ /a/ /t/
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Phonics Skills Chart continued
Child understands how changing letters in a word changes the sounds and the meaning. First Grade (Mid-to-late) Child spells cat and when asked is able to change the c to another letter to make a new word such as bat..
Child can sound out multisyllabic words. Grades 3-6 Child can sound out words sometimes, everything, customer, pilot, and remember.
Child can use prefixes, suffixes, and Greek and Latin roots to sound out and define new words. Grades 3-6 Child can sound out the words unhappy, repeating, telephone, and autograph.
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Assessments

• https//eprcontent.k12.com/placement/placement/pla
  cement_langarts_2.html
• http//www.ed.uiuc.edu/YLP/97-98/phonics_web_sites
  .htm
• http//www.dolorescounty.k12.co.us/cboyd/boyd/eci5
  99/phonics_assessment.htm
• http//www.jhasbrouck.com/index.html (Quick
  Phonics Screener)
• DIBELS
• Words Their Way Word Study for Phonics,
  Vocabulary, and Spelling Instruction by Bear,
  Invernizzi, Templeton and Johnson Fourth Edition

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Learning to Recognize Words

• Students need a cohesive sequence to word
  recognition development. If students miss a step
  they can struggle. Without instruction students
  become too dependent on context or pictures to
  recognize new words quickly and accurately.
  (Adams, 1990, Stanovich, 1980)
• Students need to be taught to be flexible
  and strategic in attacking new words.
  (National Reading Panel, 2000)

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Word Recognition continued

• As students experiences with text grows they move
  to clusters of letters and whole words and become
  fluent readers.
• (Chard Osborn, 1999)
• Letter-Sound Relationships
• Teach more useful letter-sound relationships
  first.
• Most common sounds first i,t,p,n,s,a,d,l,f,h,g
  and m.
• Separate letter-sound relationships that are
  potentially confusing.
• b and d, f and v, m and n
• Short vowel sounds of /a/, /e/ and /i/ should
  be taught separately.

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Letter-Sound Correspondence

• Teach continuous sounds before stop sounds.

m march s sit f fall l lick n nod r ran v vacuum w walk y yawn z zip Vowels a cat e set i sit o hot u cut (Cunningham 1987) Stop Sounds b bounce c catch d dance g gallop h hop j jump k kick p pat q quiet t talk x x-ray
ch-cheer sh-shout th-think wh-whistle br-breathe bl-blink cr-cry cl-climb dr-drive fl-fly fr-frown gl-glare gr-grab pl-plant pr-print sw-swallow sk-skate sl-sleep Sm-smile Sp-spin St-stand Tr-trip Tw-twist Rasinski/Padak (2000)
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How Do I Do This?

• Introduce just a few letters at a time.
• Do not introduce letters with similar shapes and
  sounds at the same time.
• Introduce, Practice, Model, Guided Practice,
  release to Independence.
• Always connect instruction to reading and writing
  words.
• Highlight in daily morning message.
• Point out and highlight in your read aloud.

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Decoding

• Letter cards
• Keep a set of letters you are working on
  including letters for review.
• Blend individual sound together without stopping.
• Can be real words or nonsense words
• Progress from VC words and CVC words to longer
  words.
• Start with stop sounds only in the final
  position.
• Move from sounding out words to silently sounding
  out words.
• Sound out the word in your head not out loud.

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Decoding continued

• As students learn and can blend more letters and
  sounds make sure you start showing them how to
  use structural clues such as compound words, base
  words, affixes and inflections to decode words.
• Start with word family patterns.
• Compound words
• Base words and affixes
• Prefixes re-, un-, con-, in-, im-, dis
• Suffixes -ness, -full, -ion

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Syllable Patterns Six Types CLOVER

• Closed (vc) A closed syllable has only one
  vowel and ends in a consonant. The vowel is
  usually short pot, hat, cut, track.
• Consonant le (cle) also the final stable
  syllable. A consonant le syllable is a final
  syllable in which the e is silent thus it sounds
  like a consonant-l table, middle, simple. A
  final stable syllable that is non-phonetic, but a
  reliable unit such as,-tion.
• Open (cv) An open syllable ends in one vowel.
  
• The vowel is usually long he, go, baby,
  veto.

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CLOVER continued

• Double Vowel (vv) sometimes known as a vowel
  team. A double-vowel syllable has two vowels
  that together make one sound. This sound has to
  be learned, as it often takes on a sound
  different than either single vowel boat, meat,
  out, joy, south, beach, loyal, discount.
• Silent-e (vce) A silent-e syllable has one
  vowel followed by a consonant followed by an e.
  The e is silent and makes the preceding vowel
  long make, smile, stroke, reptile, disclose.
• r-Controlled (vr) sometimes known as the Bossy
  R. An r-controlled syllable has a vowel
  followed by an r, which modifies the vowel sound
• far, her, stir, for, hurt.

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Tips for CLOVER

• http//www.resourceroom.net/readspell/multisensory
  _carrker.asp

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Making Words by Patricia Cunningham

• Supporting Theory, Research, and Rationale.
  Research supports that there is a strong
  correlation between early spelling ability and
  the ability to decode words in reading. "Research
  suggests that invented spelling and decoding are
  mirror-like processes that make use of the same
  store of phonological knowledge" (Cunningham
  Cunningham, 1992, p. 216). Making Words is a
  guided spelling strategy which can be used in
  both individual and group instruction. "In
  addition to providing a window on the growth of
  childrenÌs phonetic knowledge, invented spelling
  during writing is increasingly seen as possessing
  reading instructional value as well..."(Cunningham
  Cunningham, 1992, p. 217).

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Why do Making Words?

• Making Words is a guided invented spelling
  activity which can be used at various levels to
  meet the needs of the readers.
• Invented Spelling aids in the development of
  children's phonological awareness.
• Making Words is a hands on manipulative strategy
  which actively engages the students and increases
  motivation. They love it and everyone can
  participate.
• "Having young students engage in invented
  spelling during writing not only helps them
  become better spellers but also facilitates their
  development of decoding ability in reading
  (Adams, 1990)",
  (Cunningham P. and Cunningham J. 1992, p.
  107).

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How to Conduct a Making Words Lesson

• Making Words is an activity in which children are
  individually given some letters that they use to
  make words. During the 15- minute activity,
  children make 12-15 words, beginning with
  two-letter words and continuing with
  three-letter, four-letter, five-letter, and
  longer words until the final big word is made.
  The final word ( a six-, seven-, or eight-letter
  word) always includes all the letters they have
  that day, and children are usually eager to
  figure out what word can be made from using all
  the letters. Making Words is an active, hands- on
  manipulative activity in which children discover
  sound-letter relationships and learn how to look
  for patterns in words. They also learn that
  changing just one letter or even the sequence of
  letters changes the whole word (p.107-109).

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Compiled by Debra Carlin largely from the work of
Patricia and James Cunningham. CENTER FOR
LITERACY AND READING INSTRUCTIONUniversity at
Buffalo
Cunningham Patricia Cunningham James (1992)
Making words Enhancing the invented
spelling-decoding connection. The Reading
Teacher, 46 (2), 106-116.
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• Lets Make Words!

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Words Their Way

• Words Their Way Word Study for Phonics,
  Vocabulary, and Spelling Instruction by Donald
  Bear, Marcia Invernizzi, Shane Templeton, and
  Francine Johnson
• Fourth Edition

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Developmental Stages for Word Study

• Emergent -- Gr. Pre-K to mid 1
• Letter Name-- Gr. K-early 3
• Within Word-- Gr. 1- mid 4
• Syllables Affixes-- Gr. 3-8
• Derivational-- Gr.5-12

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AssessmentAppendix A

• Primary Spelling Inventory
• Use K-3
• Elementary Spelling Inventory
• Use Grades 1-6
• Upper-Level Spelling Inventory
• Use Grades 5-12

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Feature Guide

• Helps analyze students errors and helps determine
  appropriate stage to begin instruction.
• Two or more errors indicates the level where
  instruction should begin.

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Emergent StageChapter 4

• Concepts of Print and Word
• Oral language development
• Builds vocabulary
• Develops phonological awareness
• Enhances alphabetic knowledge

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Letter Name StageChapter 5

• Compares and contrasts initial and final
  consonant sounds
• Developing Sight Word vocabularies
• Short vowels and blends
• Consonant Vowel Consonant patterns CVC

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Within Word StageChapter 6

• Long and short vowels and long vowel patterns.
• Collect words in a word study notebook.
• Works with more complex features of grammar, and
  vowel patterns.
• R-controlled patterns

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Syllables and AffixesChapter 7

• Consonant doubling common suffixes and past tense
  endings
• Open and closed syllables
• Accents in words
• Common prefixes
• Studying word patterns and meanings.

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WTW Word Study Activities

• Word Study Activities from Words Their Way
• http//www.literacyconnections.com/WordsTheirWay.p
  hp

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Multisyllabic Words

• Using Structural Analysis
• H-highlight the prefix and/or suffix
• I- identify the sounds in the base word
• N-name the base word
• T-tie the parts together
• S-say the word
• (Archer, Gleason Vaughn 2000)
• Rewards and Language! Programs from Sopris
  West are excellent.

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Try these words

• distrustful
• mislead
• preheated
• unknowingly
• brightest
• untimely
• rebounding

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Sight WordsHigh Frequency Words

• Dolch Words
• Fry List Words
• High Frequency Words
• Red Words
• Ideally the basic 220 words should be known by
  the end of first grade

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Why Is It Important to Teach Sight Words?

• 50-75 of the top 300 words make up the majority
  of students reading and writing.
• Two reasons they are important
• Many of these words do not sound like their
  spellings suggest.
• Good readers cant afford the time to dwell on
  too many words or they may lose the speed and
  fluency necessary for determining the authors
  message.
• - Frank B. May 1993 Reading
  as Communication

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How to Teach These Words

• Assess students to know what words they already
  know.
• Have a review pile going at all times.
• Introduce only 5 words a week.
• See the word, say the word, chant the word, write
  the word, check the word.
• Use the words in context.

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Teaching Sight Words

• Make it FUN!
• Sheet of Chants and Songs
• Working With Words
• Helps children learn to automatically recognize
  and spell sight words
• Helps children learn to look for patterns in
  words to help decode and spell (Systematic
  Sequential Phonics They Use by Patricia
  Cunningham)

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Websites for Sight Words and Word Walls

• http//www.theschoolbell.com/Links/word_walls/word
  s.html
• http//www.melissaseaver.com/sightwords.html
• http//www.melissaseaver.com/wordwall.html
• http//www.quiz-tree.com/Sight-Words_main.html
• http//rbeaudoin333.homestead.com/sightvocab_1.htm
  lanchor_374

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Support for New Words

• Word Walls
• The Making Words and Word Sorts
• Dictation of words and sentences
• Lots and lots of reading
• Students must be given many opportunities to
  practice reading and writing words.

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Rating Scale for Dolch Word List
Score Reading Level Score Reading Level
0-20 1.1 172-175 2.1
21-40 1.2 176-180 2.2
41-60 1.3 181-185 2.3
61-75 186-190 2.4
76-80 1.4 191-195 2.5
81-100 1.5 196-199 2.6
101-120 1.6 200-202 2.7
121-140 1.7 203-206 2.8
141-160 1.8 207-210 2.9
161-170 1.9 211-220 3.0
170-171 2.0 Spache 1981
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Running Records

• Marie Clay first introduced the Oral Reading
  Record in 1972. Then in 1993 in the Running
  Record in her Observational Survey of Early
  Literacy Achievement. Also in 1972 Yetta Goodman
  and Carolyn Burke researched Miscue Analysis for
  oral reading records.
• The teacher uses the running record to calculate
  scores, analyze errors, and
• document strategies the child uses
  successfully to decode words and construct
  meaning.