phonics presentation II

							                     Phonics
  Professional Development Module
             Office of Reading First
New Jersey Department of Education
                         Session II



                                       1
Approaches to
Phonics Instruction
   Synthetic- A part-to-whole approach in which the
    student learns the sounds represented by letters and
    letter combinations, blends these sounds to produce
    words, and finally identifies which phonic generalizations
    apply.
   Analytic- A whole-to-part approach in which the student
    is first taught a number of sight words and then relevant
    phonic generalizations, which are subsequently applied
    to other words.
   Analogy- Children learn to use parts of word families
    they know to identify words they don’t know that have
    similar parts.
                      (Harris & Hodges, 1995)

                                                                 2
Analogy Based Phonics
Children learn to use parts of word families they know to
  identify words they don’t know that have similar parts.
                  (The Partnership for Reading, 2001)


    This instructional strategy involves the use of onsets
     (all the letters before the vowel) and rimes (the vowel
     and what follows) to read unfamiliar words.
       s- at        h- and
       h- at        s- and
       m- at        b- and

                     (Adapted from Cunningham, 2005)

                                                               3
Reflection on Video
 What  standards did this lesson
  address?
 How could the teacher assess
  students’ understanding?
 What could the teacher’s next
  steps be in planning for future
  instruction?
                                    4
Phonics and Spelling
   Letter-sound connections promote reading
    and spelling ability.
   Take into account the developmental spelling
    progression.
   Repeated encounters with a word strengthen
    its retention in memory.



                                                   5
Phonics Centers
 Linking   letters
 Dice

 Word sorts
 Making words




                      6
Reflection on Video
   What standards did each center address?
   How would the teacher assess students’
    understanding?
   What would the teacher’s next steps be in
    planning for future instruction?




                                                7
Phonics Centers
 Multi-level

 Meaningful/connected

 Engaging

 Hands-on




                         8
         Differentiation
 Why   is differentiation important?

 Howdo I decide who needs
 what?



                                        9
How do I Differentiate
Phonics Centers?
 •        Color coded materials
 •        Baskets/ tubs
 •        Task cards

         An example of a possible color-coding system:

     •      Letter identification- green   •   Short vowel work- orange
     •      Beginning sound work-          •   Long vowel work- purple
            yellow                         •   Syllable work- pink
     •      Ending sound work- blue        •   Prefixes and suffixes-
     •      Blends and digraphs- red           brown


                                                                          10
Reflection on Video
 What standards did this lesson
  address?
 How would the teacher assess
  students’ understanding?
 What would the teacher’s next steps
  be in planning for future instruction?

                                           11
Considerations for Small
Group Activities

 Groups should be flexible.
 Grouping decisions should be based
  on assessment.
 Instructional focus should be based
  on assessment of students’ needs.

                                        12
Silent Reflection
 Reflect on your current phonics
  instruction. Are you doing whole
  group and small group instruction?
  Phonics centers?
 What first steps might you take to
  incorporate these instructional
  approaches?
                                       13
Reaching All Learners
   Motivation

   Model, Model, Model

   Guided Practice

   Provide Feedback

   Connect to Other Learning
                                14
English Language Learners
   Begin with commonalities.
   Use knowledge of the students’ home language to understand
    students’ developmental reading and writing.
   Identify areas of distinction and provide explicit support.
   Use developmental spelling tasks to assess students’ learning.
   Ensure that students understand foundational concepts.
   Include students in think-aloud processes comparing their home
    language and English.
   Provide opportunities for hands on learning and student
    interaction (Ortiz, 2002)




                                                                     15
Suggested Guidelines for
Learning and Teaching Phonics
   Teaching phonics is not synonymous with teaching reading.
   Reading and spelling require much more than phonics.
   Phonics is one of several strategies for spelling.
   Memorizing phonics rules does not ensure application of those rules.
   Learners need to see the relevance of phonics for themselves in their
    own reading and writing.
   Teaching students to use phonics is different from teaching them about
    phonics.
   Ongoing assessment should be used to inform phonics instruction.
   The best context for learning and applying phonics is actual reading
    and writing.
   Phonics is one of several enablers or cueing systems that help us read.

                      (Adapted from Strickland, 1998)


                                                                          16
What to do when phonics
isn’t enough:
Students need to be taught other decoding strategies:


       Early Strategies                Ongoing Strategies
 •Environmental   cues             •Graphophonic   (phonics) cues
 •Picturecues                      •Semantic (meaning) cues

 •Configuration (word form) cues   •Syntactic (grammar/sentence
                                   structure) cues
                                   •Structural analysis (root words;
                                   word parts)
                                   •Background knowledge


                                                                       17
Next Steps
   Assessment
   Study groups
   Class visitations
   ‘Make & Take’ PD for phonics centers
   Guest speaker
   Analyzing assessment
   Outside PD opportunities
   Demos by coach in classrooms

                                           18