How Now Brown Cow?
Published on Jun 20, 2017
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PRESENTATION OUTLINE
Betsy Fitzpatrick & Kelly Keenan, Instructional Coaches
Phonemic Awareness Assessments
- Reading A-Z (screening tool and lessons)
- Comprehensive Test of Phonological Processing (C-TOPP 2)- parental consent required
- LSF, LNF, PSF
- PALS
- PAST
Reading A-Z provides some screening for phonological awareness and also provides lessons.
Photo by Adam Mulligan
Break the Code to Reading
- Phonemic Awareness
- Phonics
- Text Comprehension
- Vocabulary
- Fluency
Think of a big umbrella over these 5 components of reading.
Phonemic Awareness and phonics is 2 out of the 5 components to a balanced approach to reading.
However, if one or both of these areas are deficit, it impacts them all.
Phonemic Awareness and phonics is 2 out of the 5 components to a balanced approach to reading.
However, if one or both of these areas are deficit, it impacts them all.
Photo by lakewentworth
I can describe the difference between phonics and phonemic awareness.
What can you expect to get out of today and tomorrow?
Photo by the justified sinner
I can justify when there is a need for instruction in phonics and/or phonemic awareness.
Photo by Simon Greig Photo
Terminology
- phonemic awareness
- phoneme
- phonics
Let's clarify some terms that are often confused. Let's not get stuck in the weeds, we will be constantly clarifying and making sense of these definitions throughout the next 2 days.
phonemic awareness-the ability to hear and manipulate individual sounds in words. You can do this with your eyes closed- no print/letters- sound only
phoneme- the smallest unit of spoken language (1 sound)- 44 phonemes
phonics-the knowledge of letter-sound relationships and how they are used in reading and writing. (print (letters/graphemes) is involved.
**phonemic skills are a pre-requisite to phonics skills**
**if students are still struggling with phonics skills, may need to assess phonemic awareness skills and back up your instruction to this level.**
Photo by surfneng
PHONEMIC AWARENESS
Phonemic awareness is the ability to hear and manipulate individual sounds in words.
Photo by sadmafioso
According to the National Reading Panel, children who cannot hear and manipulate the sounds of spoken words will have a hard time relating these sounds to the letters in the written words. The panel recommends phonemic awareness instruction and cites studies showing that phonemic awareness training improves students' reading and spelling.
-National Reading Panel Report, 7
This topic of phonemic awareness has come up lately in our district b/c some students are plateauing and phonemic awareness is a skills deficit that we are not always recognizing.
We want to recognize that is not always the root of the problem, however it is worth investigating when appropriate.
Kelly tlk abt students reaching level C in F&P but plateauing later.
We want to recognize that is not always the root of the problem, however it is worth investigating when appropriate.
Kelly tlk abt students reaching level C in F&P but plateauing later.
Photo by Nina Matthews Photography
Phonemic awareness has been called the "magic bullet" that could wipe out the obstacles to learning to read.
sometimes these deficits aren't obvious until later.
If you need to address these skills in 4th, 5th, 6th grade, do not address them without addressing the other components. Remember there are five components to balanced reading instruction. It is okay to address them as a portion of a balanced lesson.
You do not need a program.
If you need to address these skills in 4th, 5th, 6th grade, do not address them without addressing the other components. Remember there are five components to balanced reading instruction. It is okay to address them as a portion of a balanced lesson.
You do not need a program.
Photo by mhaithaca
Phonemic awareness has been called the "magic bullet" that could wipe out the obstacles to learning to read.
sometimes these deficits aren't obvious until later.
If you need to address these skills in 4th, 5th, 6th grade, do not address them without addressing the other components. Remember there are five components to balanced reading instruction. It is okay to address them as a portion of a balanced lesson.
You do not need a program.
If you need to address these skills in 4th, 5th, 6th grade, do not address them without addressing the other components. Remember there are five components to balanced reading instruction. It is okay to address them as a portion of a balanced lesson.
You do not need a program.
Photo by mhaithaca
Phonemic Awareness....
- improves word reading by supporting the learner's ability to "sound out" sequential syllable units to decode words.
- benefits overall reading comprehension and helps develop spelling skills.
- A child’s success with phonemic awareness is the best predictor of later reading success.
Photo by betmari
Phonemic Awareness Subskills
- Discrimination: Sound/Word
- Rhyming
- Syllable Knowledge
- Sound Manipulations
Here are the 4 subskills that fall under phonemic awareness. We will show you a few screening tools that will assist you to know where to spend your time with each student.
We will go through each next,
Tomorrow, plan to walk away with some good teaching tools.
We will go through each next,
Tomorrow, plan to walk away with some good teaching tools.
Photo by Tim Green aka atoach
Discrimination: Sound/Word
- Tell whether words or sounds are the same or different
- Identify which word is different
- Identify first, middle, last sounds in words
Photo by Niccolò Caranti
Rhyming
- Rhyme Judgement
- Rhyme Matching
- Odd-One-Out
- Making Rhymes
rhyme judgement: discriminating rhyming vs non-rhyming word pairs
rhyme matching: selecting a rhyming word pair from an array of 3 or 4 words
odd-one-out: determine which word out of 3 or 4 does NOT rhyme
making rhymes: generate a rhyming word when given a word
**when we are working on rhyming, too often we skip directly to word families and the visual similarities in words (ex "at family") before we teach how to listen to rhymes.
key-tree
(bear-chair hink-pink)
it is okay and necessary to talk about visual word patterns and word families- but only if your lesson target is phonics.
rhyme matching: selecting a rhyming word pair from an array of 3 or 4 words
odd-one-out: determine which word out of 3 or 4 does NOT rhyme
making rhymes: generate a rhyming word when given a word
**when we are working on rhyming, too often we skip directly to word families and the visual similarities in words (ex "at family") before we teach how to listen to rhymes.
key-tree
(bear-chair hink-pink)
it is okay and necessary to talk about visual word patterns and word families- but only if your lesson target is phonics.
Photo by samhsloan@gmail.com
Syllable Knowledge
- Identifying how many "beats" are in a word (tap, drum, stomp)
- Hunting for syllables
- Blending syllables
- Deleting syllables
Hunting for syllables: beginning of train and end of train
snowflake- where is flake?
blending syllables- snow----man=
snowman
deleting syllables- say the word hotdog without the hot
can use colored block manipulatives but NO PRINT
snowflake- where is flake?
blending syllables- snow----man=
snowman
deleting syllables- say the word hotdog without the hot
can use colored block manipulatives but NO PRINT
Photo by garryknight
Sound Manipulation
- Sound Deletion
- Sound Addition
- Sound Substitution
- Sound Blending
- Phoneme Segmentation
- Sound Matching
Sound Manipulation is the understanding that separate sounds will make up words when put together and that one can play with sounds to alter the word.
Start with initial
then final
then medial
Start with initial
then final
then medial
Photo by robynneblume
Untitled Slide
***Pass out hard copy of Reading A-Z screening tool for phonemic skills.***
Counting Phonemes
Photo by Don McCullough
What words can you make using all 4 of these phonemes?
/a/ /k/ /s/ /t/
Use back of folded counting phonemes to jot answers.
Photo by jovike
cast, caste, tacks, tax, sacked, task, scat, skat, stack, asked, axed, acts, cats
Photo by stephenjohnbryde
Hink Pinks
purpose for their use: there is a purpose for phonemic skills:
recalling 1 syllable words (syllable knowledge) (hinkity-pinkity)
making rhymes
Photo by -=Kip=-
The fun is done but
Do not fret
Our goals are not met.
For now we will adjourn,
We will see you in the morn!
**please bring back your notes tomorrow**
Photo by gnuckx
Phonics is the knowledge of letter-sound relationships and how they are used in reading and writing.
Photo by Enid H. W.
Print based
If there is no print (letters, words) in front of the student, you are not working on phonics.
Photo by sweetjessie
Phonics skills improves
- word recognition (decoding)
- spelling
- reading comprehension
Photo by woodleywonderworks
POEM
Any volunteers to read this?
This is why phonics is important. If our students didn't get solid phonics instruction, this is what their written language might look like.
This is why phonics is important. If our students didn't get solid phonics instruction, this is what their written language might look like.
Prerequisites to phonics
- Word Recognition
- Print Awareness
- Alphabetic Knowledge
- Phonemic Awareness
Word Recognition is the ability to recognize written words correctly an virtually effortlessly.
Print Awareness is
-an understanding that what is written can also be spoken (vs versa) and it carries a message (meaning).
-print is left from right (directionality)
Alphabetic Knowledge involves knowing sounds, shapes and names of letters.
Print Awareness is
-an understanding that what is written can also be spoken (vs versa) and it carries a message (meaning).
-print is left from right (directionality)
Alphabetic Knowledge involves knowing sounds, shapes and names of letters.
Photo by tanakawho
Phonics subskills
- Letter-Sound Knowledge
- Regular Word Spelling & Reading
- Irregular Word Spelling & Reading
- Reading in Decodable Text
Photo by Ciccio Pizzettaro
1. Sound-Letter Knowledge
- Initial consonants
- Short vowel and consonant combinations (-at, -in, -et)
- Consonant blends (bl-, dr-, -st)
- Digraphs (th, sh, ch)
- Long Vowels (oat, eat)
- Final -e (bike, dime)
- Variant vowels and dipthongs (oi, ou)
- Silent letters and inflectional endings
Initial Consonants- ex mmmmat- what is the first sound you hear? What letter goes with that sound? Write that letter.
Short Vowel and consonant combinations- think word families- they hear that these words rhyme and all end in -at....need to recognize this spelling pattern is "at"
***Hand out list of word families/phonograms***
Short Vowel and consonant combinations- think word families- they hear that these words rhyme and all end in -at....need to recognize this spelling pattern is "at"
***Hand out list of word families/phonograms***
Photo by Kathy Cassidy
2. Regular Word Spelling and Reading
Regular Word Reading
Once children know three or four letter-sound associations, teachers should begin regular word reading and building activities. For example, students who have learned the letter-sound correspondences for i, t, p, n, and s can begin applying them to reading words such as it, in, pit, pin, sit, sip, and tip. Teaching them the short sound for a can more than double the number of words they can read and write.
Students need opportunities to practice regular word reading. Once they learn enough letter-sound correspondences to form words, teachers should integrate regular word reading into the instruction. Here is a basic regular word reading lesson that teaches students to blend sounds:
Sound out words without stopping between sounds. Use words with letters that begin with continuous sounds, like sit, to make this step easier.
After students sound out the word, ask them to first read each sound without stopping (“ssssiiit”), and then to say the whole word fast.
Teach students to sound words silently first before sounding them aloud.
The following are general guidelines for planning and teaching regular word reading:
During initial instruction, begin with short vowel-consonant and consonant-short vowel-consonant words (it to sit and pit, in to pin and tin) before moving on to patterns that include blends and digraphs (CCVC [stop], CVCC [mast], CVCE [bike], and CCVCC [truck]). Progress from simple to more complex sound spellings.
Teach consonant sounds (/b/, /m/, /s/) before blends (br, cl, sn) or digraphs (sh, ch).
Teach short vowel sounds, then long vowel sounds, then variant vowels (ea, oa) and dipthongs (oi, oy).
Select words that end with stop sounds.
Select words that are familiar to students and that they are likely to encounter in their reading. (Blevins, 1998; Chard & Osborn, 1999)
Students who are taught to apply their lettersound knowledge and given opportunities to do so will be able to read and write sentences even before learning all the letter-sound correspondences.
Since about a quarter of the most frequently used words in children's writing and texts are irregular (Moats, 2000), they should learn to read irregular as well as regular words. Figure 3.2 includes a list of irregular words; because students can't apply their knowledge of letter-sound relationships to these words, they will have to learn them as whole words.
**revisit "count the phonemes folded page". Note that phonemes often have several graphemes.**
Once children know three or four letter-sound associations, teachers should begin regular word reading and building activities. For example, students who have learned the letter-sound correspondences for i, t, p, n, and s can begin applying them to reading words such as it, in, pit, pin, sit, sip, and tip. Teaching them the short sound for a can more than double the number of words they can read and write.
Students need opportunities to practice regular word reading. Once they learn enough letter-sound correspondences to form words, teachers should integrate regular word reading into the instruction. Here is a basic regular word reading lesson that teaches students to blend sounds:
Sound out words without stopping between sounds. Use words with letters that begin with continuous sounds, like sit, to make this step easier.
After students sound out the word, ask them to first read each sound without stopping (“ssssiiit”), and then to say the whole word fast.
Teach students to sound words silently first before sounding them aloud.
The following are general guidelines for planning and teaching regular word reading:
During initial instruction, begin with short vowel-consonant and consonant-short vowel-consonant words (it to sit and pit, in to pin and tin) before moving on to patterns that include blends and digraphs (CCVC [stop], CVCC [mast], CVCE [bike], and CCVCC [truck]). Progress from simple to more complex sound spellings.
Teach consonant sounds (/b/, /m/, /s/) before blends (br, cl, sn) or digraphs (sh, ch).
Teach short vowel sounds, then long vowel sounds, then variant vowels (ea, oa) and dipthongs (oi, oy).
Select words that end with stop sounds.
Select words that are familiar to students and that they are likely to encounter in their reading. (Blevins, 1998; Chard & Osborn, 1999)
Students who are taught to apply their lettersound knowledge and given opportunities to do so will be able to read and write sentences even before learning all the letter-sound correspondences.
Since about a quarter of the most frequently used words in children's writing and texts are irregular (Moats, 2000), they should learn to read irregular as well as regular words. Figure 3.2 includes a list of irregular words; because students can't apply their knowledge of letter-sound relationships to these words, they will have to learn them as whole words.
**revisit "count the phonemes folded page". Note that phonemes often have several graphemes.**
Photo by Travis Nicholson!
3. Irregular Word Spelling & Reading
Words you cannot sound out and must know by sight
Here are some guidelines for teaching irregular words:
Select and teach words that appear frequently in stories and informational texts.
The number of words taught in each lesson will depend on the student.
Teach new irregular words before they appear in a story. Discuss the words and any special features, and point out parts of the words that are regular.
Review previously taught words on a daily basis.
Provide students with opportunities to use the words in their reading and writing activities. (Blevins, 1998; Chard & Osborn, 1999)
****pass out list the BCSD uses****
Select and teach words that appear frequently in stories and informational texts.
The number of words taught in each lesson will depend on the student.
Teach new irregular words before they appear in a story. Discuss the words and any special features, and point out parts of the words that are regular.
Review previously taught words on a daily basis.
Provide students with opportunities to use the words in their reading and writing activities. (Blevins, 1998; Chard & Osborn, 1999)
****pass out list the BCSD uses****
Photo by John-Morgan
4. Reading in Decodable Text
Learning letter-sound relationships in isolation is necessary, but not enough. Students must know how to apply their knowledge to reading text. They should begin by reading decodable text comprised largely of words containing previously taught letter-sound relationships and gradually move to less controlled text as their ability and confidence grow. Because most decodable texts contain irregular words, be sure to teach these in advance if students do not know them. Once the class has read a book as a group, teachers should provide opportunities for the students to reread the text. Many publishers have decodable book series, and 1st grade basal programs often include decodable texts.
Hink Pinks
purpose for their use: there is a purpose for phonics skills:
different sounds have different spellings (bee key)
***pass out Hink Pink answer key and extra blank copies of hinkpinks.
Photo by -=Kip=-
Hold Up
Phonics or Phonemic Awareness
Explain the hold up-
We are going to give you student scenarios. We want you to think about where you would focus your instruction.
Luke is a second grader and is beginning to show his frustration during reading time by disrupting the lesson, complaining, and roaming around the room. His teacher has noticed that he has difficulty identifying initial and final sounds in spoken words;
(what is the first sound you hear in the word /bat/)
Sara is third grader and enjoys writing time. Her teacher noticed that when Sara writes, she omits the second sound in most blends (fog for frog and sim for swim).
Jamie struggles to read print. Reading for him is a slow and laborious problem. He often decodes words incorrectly such as lake=lakee and book=boke. In writing, his misspellings are typically with irregular word patterns (much like in the poem "Plane English").
We are going to give you student scenarios. We want you to think about where you would focus your instruction.
Luke is a second grader and is beginning to show his frustration during reading time by disrupting the lesson, complaining, and roaming around the room. His teacher has noticed that he has difficulty identifying initial and final sounds in spoken words;
(what is the first sound you hear in the word /bat/)
Sara is third grader and enjoys writing time. Her teacher noticed that when Sara writes, she omits the second sound in most blends (fog for frog and sim for swim).
Jamie struggles to read print. Reading for him is a slow and laborious problem. He often decodes words incorrectly such as lake=lakee and book=boke. In writing, his misspellings are typically with irregular word patterns (much like in the poem "Plane English").
Photo by Ikhlasul Amal
I can describe the difference between phonics and phonemic awareness.
Quick draw in partners (or as a table)....
a visual representation of phonics and phonemic awareness. Don't forget the HOTS- you will need to describe why you chose those representations.
a visual representation of phonics and phonemic awareness. Don't forget the HOTS- you will need to describe why you chose those representations.
Photo by the justified sinner
"Why Phonics Teaching Must Change"
Jeannine Herron
A-Z wrap up- What resonated with you, what was an ah-ha?
Elkonin Boxes (sound boxes)- simple, no prep involved, invaluable
NOT a letter in each box, it is a SOUND
model with the word cat
Elkonin Boxes (sound boxes)- simple, no prep involved, invaluable
NOT a letter in each box, it is a SOUND
model with the word cat
Photo by SidPix
Sign Up For Materials
Photo by JD Hancock
Untitled Slide
I met a dragon face to face - Poem by Jack Prelutsky
I met a dragon face to face
the year when I was ten,
I took a trip to outer space,
I braved a pirate's den,
I wrestled with a wicked troll,
and fought a great white shark,
I trailed a rabbit down a hole,
I hunted for a snark.
I stowed (stoed) aboard a submarine,
I opened magic doors,
I traveled in a time machine,
and searched for dinosaurs,
I climbed atop a giant's head,
I found a pot of gold,
I did all this in books I read
when I was ten years old.
Jack Prelutsky
I met a dragon face to face
the year when I was ten,
I took a trip to outer space,
I braved a pirate's den,
I wrestled with a wicked troll,
and fought a great white shark,
I trailed a rabbit down a hole,
I hunted for a snark.
I stowed (stoed) aboard a submarine,
I opened magic doors,
I traveled in a time machine,
and searched for dinosaurs,
I climbed atop a giant's head,
I found a pot of gold,
I did all this in books I read
when I was ten years old.
Jack Prelutsky
