Phonics

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Phonics Phonemic Awareness

• Dr. Peterson

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Four Cueing Systems

• English language is made up of four systems
  together these systems make communication
  possible.
• Children and adults use all four systems
  simultaneously as they read, write, listen, and
  talk.
• Priority and use can vary by person
• Beginning readers rely on phonological

• Four Cueing Systems
• Phonological sound system
• Syntactic structural system
• Semantic meaning system
• Pragmatic social or cultural use system

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Four Cueing Systems

• Phonological
• Phoneme smallest unit of sound
• Grapheme written expression of a phoneme using
  one or more letters
• Phonological awareness knowledge about the sound
  and structure of words phoneme, onset-rime,
  syllable level
• Phonemic awareness the ability to manipulate the
  sounds in words orally
• Phonics instruction about the phoneme-grapheme
  correspondence and spelling rules

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Four Cueing Systems

• Syntactic system
• Syntax structure or grammar of a sentence
• Morpheme smallest meaningful unit of language
  (i.e., base word or root word)
• Free morpheme a morpheme that can stand alone
  (e.g., color)
• Bound morpheme a morpheme that must be attached
  to a free morpheme (e.g., -ing, -ed, -er, and
  pre-. )
• color -less colorless
• Free bound word

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Four Cueing Systems

• Semantic System
• Semantics meaning
• Synonyms words that mean the same or nearly the
  same thing
• Antonyms words that are opposites
• Homonyms words that sound alike but are spelled
  differently

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Four Cueing Systems

• Pragmatic
• Function purpose for which a person uses
  language
• Standard English the form of English used in
  textbooks and television newscasters
• Nonstandard English other forms of English

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Phonemic Awareness

• Definition
• The ability to hear, identify, and manipulate
  individual sounds (phonemes) in spoken words.
• Phonemes
• Smallest part of spoken language that makes a
  difference in the meaning of words.
• 44 phonemes
• Examples
• If (has two phonemes /I/ /f/)
• Check (has three phonemes /ch/ /e/ /k/

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Phonemic Awareness Includes

• Sound Matching Recognizing which words in a set
  of words begin with the same sound.
• Bell, boy, bat
• Sound Isolation Isolating and saying the first
  or last sound in a word.
• Dog begins with the sound /d/
• Sound Blending Combining or blending the
  separate sounds in a word to say the word.
• /m/ /a/ /p/ map
• Segmentation Breaking or segmenting a word into
  its separate sounds.
• Up /u/ /p/
• Sound Addition Adding or changing sounds at the
  beginning, middle, or end of words.
• Row, row, row your boat
• Fow, fow, fow your boat

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Phonics

• Definition
• Teaches children the relationships between the
  letters (graphemes) of written language and the
  individual sounds (phonemes) of spoken language.

A
apple
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Approaches to Phonics Instruction

• Synthetic phonics
• Teaching students explicitly to convert letters
  into sounds (phonemes) and then blend the sounds
  to form recognizable words.
• Sounds and letters are taught in all positions of
  the words, but the emphasis is on
  all-through-the-word blending and segmenting from
  week one.

• Learning the phonemes and their representative
  sounds
• 44 phonemes
• Learning to read words using sound blending
• Reading stories featuring the words the students
  have learned to sound out

c
a
t



cat
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44 Phonemes

• Consonants (25)
• /b/ boy, rabbit
• /ks/gz/ box exist
• /c/k/ cat /key, duck, school
• /ch/ chip, watch
• /d/ dog, ladder
• /f/ fish, coffee, photo, tough
• /g/ gate, egg, ghost
• /h/ hat, whole
• /j/ jet, giant, cage, bridge
• /l/ lip, bell, sample
• /m/ man, hammer, comb
• /n/ nut, dinner, knee, gnat
• /ng/ ring, sink
• /p/ pan, happy
• /kw/ queen
• /r/ rat, cherry, write
• /s/ sun, dress, house, city, mice
• /sh/ ship, mission, station, chef

• Vowels (19)
• /a/ mat
• /ae/ ape, baby, rain, tray, they, eight
• /air/ square, bear
• /ar/ jar, fast
• /e/ peg, bread
• /ee/ sweet, me, beach, key, pony
• /i/ pig, wanted
• /ie/ kite, wild, light, fly
• /o/ log, want
• /oe/ bone, cold, boat, snow
• /oi/ coin, boy,
• /oo/ book, would, put
• /ow/ down, house
• /or/ fork, ball, sauce, law,
• /u/ plug, glove
• /ur/ burn, teacher, work, first
• /ue/ blue, moon, screw, tune
• /uh/ (schwa) button, computer, hidden, doctor

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Approaches to Phonics Instruction

• Analytic phonics
• Teaching students to analyze letter-sound
  relationships in previously learned words to
  avoid pronouncing sounds in isolation.

• Studying sounds within the context of the
  whole-word
• The /c/ /see/ is the sound heard at the beginning
  of /cat/.

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Approaches to Phonics Instruction

• Analogy-based phonics
• Teaching students unfamiliar words by analogy to
  known words (recognizing words with the same
  rime).

• Use parts of word families they know to identify
  words they dont know that have similar parts.
• Example
• ick brick, sick, tick
• ump stump, dump, lump

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Approaches to Phonics Instruction

• Phonics through spelling
• Teaching students to segment words into phonemes
  and to select letters for those phonemes.
• Teaching students to spell phonemically

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Approaches to Phonics Instruction

• Embedded phonics
• Teaching students phonics skills by embedding
  phonics instruction in text reading, a more
  implicit approach that relies to some extent on
  incidental learning
• Whole-language approach
• Letter sound relationships taught during the
  reading of text.

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Approaches to Phonics Instruction

• Onset-rime phonics instruction
• Synonymous with analogy phonics (recognizing
  words with the same rime and changing the onset)
• Identify the sound of the letter or letters
  before the first vowel (onset) in a one-syllable
  word and the sound of the remaining part of the
  word (rime).

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Onsets and Rimes

• Onsets
• Definition the consonant sound, if any, that
  precedes the rime.
• Rime
• Definition vowel and consonants that follow the
  onset.
• Example
• /b/ /-at/

Onset
Rime
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Consonants

• Phonemes are classified as either consonants or
  vowels.
• Consonants

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Vowels

• Remaining five letters
• A, E, I, O, U,
• Sometimes y
• Happy
• Baby
• Sometimes w (vowel combination)
• Bow
• Snow

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Phonics Generalizations Rules
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Phonics Generalizations

• Hard G
• Game
• Soft G
• Giant

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Phonics Generalizations
car

• ar
• er
• ir
• or
• ur

sir
paper
turn
for
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Phonics Generalizations

• -igh
• When /gh/ follows /i/ the /i/ is long and the
  /gh/ is silent.
• Kn- and Wr-
• In words beginning with kn-
• and wr- the first letter is
• pronounced.

SHHH! Quiet!
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Phonics Generalizations

• CV these words have a long vowel sound.
• CVC these words have a short vowel sound.
• CVVC these words have the long vowel sound of
  the first vowel.
• CVCe these words have the long vowel sound of
  the middle vowel and the e is silent.

seat
so
met
me
take
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Vowel Digraph

• Combination of two or three vowels in the same
  syllable that make one single sound.
• Mail
• Heal
• Caught
• Drew
• Few

• Boot
• Cook
• Cough
• Rough

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Vowel Diphthong

• Represented by two vowels in the same syllable
  that combine to make a sliding sound.
• Boil
• Boy
• Cow
• Couch

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Schwa Uh

• In multi-syllable words, often the unaccented
  syllable, contains a vowel sound that sounds like
  uh.
• Ability
• America
• Indelibly
• Medium

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Consonant Digraph

• Combination of consonants that make a new
  consonant sound.
• th
• wh
• sh
• ch
• ph

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Consonant Blends

• Combination of consonants in which you hear both
  consonants.
• bl
• cl
• str
• dr

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Irregular

• Word that looks like it ought to fit a phonetic
  pattern, but sounds like something else.
• head
• have

• Which phonics generalizations purely by sight
  would you say that these two words should fit?
• CV
• CVC
• CVVC
• CVCe

High Crime Words
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Syllabic Generalizations

• Most prefixes and suffixes form separate
  syllables (-ing, -er, re-, un-)
• Compound words are usually separate syllables
• When two consonants appear between two vowels,
  the word generally divides between them win-ter,
  con-cept. Digraphs are not split broth-er,
  with-er

• When one consonant appears between two vowels, it
  often becomes a part of the syllable on the
  right ma-jor, e-vil. Some exceptions sev-en,
  wag-on.
• The letters le at the end of a word are usually
  combined with a preceding consonant to create a
  separate syllable crad-le, ma-ple
• A limited number of words split between two
  vowels i-de-a, di-al

It is not necessary for students to divide the
word exactly right, which is a highly technical
process. All that matters is whether the
students are able to arrive at the approximate
pronunciation by decoding an unfamiliar word into
its syllabic parts and then combining the parts
into a whole.
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Multisyllabic Patterns

• Easy affixes play-ing, quick-ly
• Compound words base-ball, any-one
• Closed-syllable words rab-bit, let-ter
• Open-syllable words ba-by, ti-ny
• e marker words es-cape, do-nate
• Vowel digraph words a-gree, sea-son
• Other patterns cir-cle, sir-loin

Refer to Table 4.12 page 221-223 Gunning text for
other patterns and examples.
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Teaching Phonics to ELL

• Be Aware of Similarities Differences Between
  English Native Language
• Determine Degree of Literacy in Native Language
• Help with Sounds Not Present in Native Language
• Enlist Help of ESL Teacher
• Build on What Students Know

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Scope and Sequence

• High-Frequency Initial Consonants
• High-Frequency Short Vowel Patterns
• Consonant Digraphs
• More Short Vowel Patterns
• Consonant Clusters
• Long Vowels
• Final e
• Digraphs
• Other Vowels and R Vowels

What do you teach first?
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How Words Are Read

• Predicted
• Sounded Out
• Chunked
• Read by Analogy
• Recognized Immediately

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Reinforcement

• Childrens Books
• Sorting
• Games
• Software
• Rhymes
• Word Wall
• Word Building