Phonemic Awareness & Phonics
ATE / RFTEN 2006
Oglala Lakota College
Phonemic Awareness
What it is… Most Effective when…
• Understanding that spoken words are made up of individual sounds (phonemes)
• The skill of hearing and producing separate sounds in words
• 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
• The ability to focus on and manipulate phonemes in spoken words
Phonological Awareness Continuum
Phoneme Blending, Segmenting, and Manipulation
Onset-Rime Blending and Segmenting Syllable Blending and Segmentation Sentence Segmentation Rhyme / Alliteration
Activity: Phonological Awareness
The Alphabetic Principle
Alphabetic Principle • The ability to associate sounds with letters and use these sounds to form words Composed of two parts: • Alphabetic Understanding
• Letter Recognition • Letter-Sound Relationships
• Is the key to learning to read in many languages, including English and Lakota
• 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)
Letter-Sound Relationships
What it is and Why… Effective Instruction…
• Refers to the common sounds of letters and letter combinations in written words • Predicts later reading success
• 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
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)
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 Most Effective when… • • Children receive early and systematic instruction Teachers provide explicit directions for learning new lettersound relationships and phonic elements
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Teaches students to examine words and apply phonics elements and structural analysis to read and spell words
Used in a variety of grouping patterns Children have opportunities to apply their new skills in reading and writing
Guidelines for Teaching Decoding
Select words that: Sequence instruction:
• Consist of previously taught letter-sound correspondences • Progress from VC and CVC words to longer words • Are frequently used and represent familiar vocabulary
• 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
Word Reading Strategies
• Identifying and blending together all of the lettersound 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.
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)
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 nonphonetic, but reliable unit such as -tion
Handout: Teaching the Six Syllable Types
“CLOVER”
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
Multisyllabic Word Identification
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)
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)
Apply the HINTS Strategy to decode these words:
unknowingly rainy brightest untimely distrustful rebounding mislead preheated deeper reclaim
Apply the HINTS Strategy to decode these words:
unknowingly rainy brightest untimely distrustful rebounding mislead preheated deeper reclaim
Apply the SPLIT Strategy to decode these pseudowords:
zimtle thipur exop erpetle roogir mikner pritho repote sebshir sarpyn
Apply the SPLIT Strategy to decode these pseudowords:
zim / tle C L mik / ner C R
thi / pur O R ex / op C C
er / pe / tle R O L roo / gir V R
pri / tho O O re / pote O v-e
seb / shir C R sar / pyn R C
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)
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?”
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
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 can’t read to learn until you first learn to read.” – Rod Paige, US Secretary of Education
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
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
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
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.html
Materials and Resources
• Word Study for Students with Learning Disabilities and English Language Learners
http://www.texasreading.org/utcrla/materials/primary_word_study.asp
• Examining Phonics and Word Recognition Instruction in Early Reading Programs http://www.texasreading.org/utcrla/materials/primary_phonics.asp
• Word Analysis: Principles for Instruction and Progress Monitoring
http://www.texasreading.org/utcrla/materials/primary_word_analysis.asp
• Curriculum Maps: Sequencing Alphabetic Principle Skills
http://reading.uoregon.edu/au/au_sequence.php
• Guidelines for Examining Phonics & Word Recognition Programs
http://www.tea.state.tx.us/reading/practices/practices.html
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