phonics
Published on Nov 22, 2015
Ideas for teaching phonics in small groups or independent stations.
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PRESENTATION OUTLINE
Overview
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Phonemic Awareness vs.
Phonics
Ph. Awareness: small segments that can be combined to form words.
Phonics: system of correspondence between phonemes and graphemes.
In other words: print patterns that represent sounds
r=/r/ + a=/a/ + n=/n/ = ran
Phonics: system of correspondence between phonemes and graphemes.
In other words: print patterns that represent sounds
r=/r/ + a=/a/ + n=/n/ = ran
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3 uses of the term
- Sound-symbol mapping system
- Skill necessary for recognizing words in writing
- Component of reading
Components of reading are:
Phonemic Awareness, Phonics, Fluency, Comprehension, Vocabulary
From the The National Reading Panel
The phonics portion of a lesson teaches sound-symbol correspondences and their application to reading and spelling. (LETRS training)
A phonics-emphasis program organizes lessons and progression of instruction around a preplanned sequence of word-recognition concepts and skills.
Phonemic Awareness, Phonics, Fluency, Comprehension, Vocabulary
From the The National Reading Panel
The phonics portion of a lesson teaches sound-symbol correspondences and their application to reading and spelling. (LETRS training)
A phonics-emphasis program organizes lessons and progression of instruction around a preplanned sequence of word-recognition concepts and skills.
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Best predictors of reading
- Vocabulary
- Nonsense Word Fluency
- LN Speed
- Sound Blending/Segmentation
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How does it fit into reading?
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Untitled Slide
Findings include that sight word learning is facilitated by phonic knowledge. (Ehri, 2004)
Students better at phonics are better at recognizing word chunks and recognizing familiar words quickly and easily.
Students better at phonics are better at recognizing word chunks and recognizing familiar words quickly and easily.
Advanced Phonics: word families, syllable types, and analogies
Take the word enable. Have them divide it into syllables.
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Who needs extra phonics instruction?
- Hesitate or guess when reading unfamiliar words
- Lack accuracy and fluency
- Struggle with blending
- Spell poorly
- Struggle with nonsense words
- Struggle with words out of context
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Kindergarten
at least half of instruction time
According to Foorman and Schatschneider (2003), K should spend at least 1/2 of reading instruction time on the alphabet, alphabetic principle, phonological awareness, and early phonics to overcome gaps in readiness.
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1st grade
30-40 % of instruction
Spent of literacy block on word work. (phonological awareness, phonics, decoding, sight words)
Teachers who spent 20% or less and heavily emphasized reading comprehension in 1st grade had students less proficient in basic reading and spelling skills. (Foorman & Schatschneider, 2003)
Teachers who spent 20% or less and heavily emphasized reading comprehension in 1st grade had students less proficient in basic reading and spelling skills. (Foorman & Schatschneider, 2003)
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Phonics Explicit and Non-Explicit Approaches
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Instructional sequence
- Explanation & modeling of skill
- Teacher & student work an example
- Guided practice with immediate feedback
- Extended practice and application of skill to reading words and books
- Evaluation of student learning
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Explicit approach example
- "Today we will study a new way to spell words that have a long vowel sound. This pattern is called the long vowel, silent -e pattern."
Go on to say-
"When a long vowel sound is spelled with one vowel letter, single consonant, and an e at teh end, it is called a long vowel, silent-e. Let's count the # of sounds in the word late. You finger-tap and say the sounds while I move the counter into each box: /l/ /a/ /t/ (3 boxes are used) Teacher writes word on board. "Look at the word late. How many letters are there? (4) How many sound boxes? Since there are 4 letters but 3 boxes, the e is silent. It's the final e. Let's write the letters. What is the first sound?......
There is a silent e at the end of the word. Does it go in a separate box? (no) Why? (no sound) The e is silent but it has an important job. It works with the a to spell the long a sound.
"When a long vowel sound is spelled with one vowel letter, single consonant, and an e at teh end, it is called a long vowel, silent-e. Let's count the # of sounds in the word late. You finger-tap and say the sounds while I move the counter into each box: /l/ /a/ /t/ (3 boxes are used) Teacher writes word on board. "Look at the word late. How many letters are there? (4) How many sound boxes? Since there are 4 letters but 3 boxes, the e is silent. It's the final e. Let's write the letters. What is the first sound?......
There is a silent e at the end of the word. Does it go in a separate box? (no) Why? (no sound) The e is silent but it has an important job. It works with the a to spell the long a sound.
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Non-explicit instruction
- While chorally reading a passage aloud, students stop at the word late and look up at the teacher for help.
Teacher asks students to sound it out. They still struggle. Teacher asks, "What's the first sound?" Students say "/l/". "/l/ is correct. So what's the word?" Students misread the word late as lat with a short a sound. "Would the word lat make sense in this sentence? No this is about a person who is behind schedule and is not going to arrive on time." Teacher supplies the word. "The word is late. Teacher writes the following list: late, fate, Kate, mate, Nate. "Look at all these words. See how they look alike? They are all part of a word family. Now that you know how to read late, you can also read all these other words.
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"I do"=model
"We do"= lead
"You do"= practice
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Station activities
- Sand
- 3D letter magnets
- Timer station
- Lattice trace
- Typing on keyboard
- Write words on white board
- Highlight words
- Write words with markers/highlighter
Effective Lesson PLan
- Purpose of lesson
- New Concept
- Word Reading
- Word Practice
- Dictation
- Word Meaning
- Text Reading
Purpose: expectations of learning
New Concept: phoneme-grapheme correspondence, phoneme-grapheme mapping, blending
Word Reading: Word sorts, word chains, word families
Word Practice: drills
Dictation: writing dictated words and sentences
Word meaning: vocabulary
Text Reading: Reading decodable words, sentences, and books.
New Concept: phoneme-grapheme correspondence, phoneme-grapheme mapping, blending
Word Reading: Word sorts, word chains, word families
Word Practice: drills
Dictation: writing dictated words and sentences
Word meaning: vocabulary
Text Reading: Reading decodable words, sentences, and books.
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Phoneme-grapheme mapping
LETRS activity
Use mapping grids and chips or other markers
Shows how sounds map to letters and letter groups. From original idea of Elkonin boxes.
1. Students orally segment each sound in a word and move a chip into a box as they say each phoneme.
2. Write each grapheme that corresponds to the phoneme in sequential boxes.
Example: cash= c a sh (3 boxes)
Can ask "What sounds do you hear?" or "What letters do you write?"
Consonant digraphs are always in one box.
Consonant blends are place din 2 or 3 boxes.
qu is written in 2 boxes but letters may be placed close together.
X is written across 2 boxes.
Vowel teams and vowel -r combos are in one box.
VCe is written with the letter e written small in the same box as the final consonant. It does not get it's own box.
Use mapping grids and chips or other markers
Shows how sounds map to letters and letter groups. From original idea of Elkonin boxes.
1. Students orally segment each sound in a word and move a chip into a box as they say each phoneme.
2. Write each grapheme that corresponds to the phoneme in sequential boxes.
Example: cash= c a sh (3 boxes)
Can ask "What sounds do you hear?" or "What letters do you write?"
Consonant digraphs are always in one box.
Consonant blends are place din 2 or 3 boxes.
qu is written in 2 boxes but letters may be placed close together.
X is written across 2 boxes.
Vowel teams and vowel -r combos are in one box.
VCe is written with the letter e written small in the same box as the final consonant. It does not get it's own box.
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Word CHains
LETRS activity
Items: magnetic tiles and boards
Focus: showing students how to apply sound-symbol correspondences. Easiest to hear in (1) initial; (2) final position; (3) medial position.
Ex: Short 0
mom pom pop mop
More advanced: chain could focus on contrasting pairs of words such as bead-bed.
This is a teacher directed activity.
Hand out exercise 4.4
1. Teacher-made word chain on a paper of 8 one syllable words in which a the words only differ by the initial sound.
2. Give students sticky notes or tiles with the spellings they will need to make the words.
3. Dictate each word.
4. Student writes the word, says the word, says how the new word is different from previous word, spells new word with tiles, says new word again.
Items: magnetic tiles and boards
Focus: showing students how to apply sound-symbol correspondences. Easiest to hear in (1) initial; (2) final position; (3) medial position.
Ex: Short 0
mom pom pop mop
More advanced: chain could focus on contrasting pairs of words such as bead-bed.
This is a teacher directed activity.
Hand out exercise 4.4
1. Teacher-made word chain on a paper of 8 one syllable words in which a the words only differ by the initial sound.
2. Give students sticky notes or tiles with the spellings they will need to make the words.
3. Dictate each word.
4. Student writes the word, says the word, says how the new word is different from previous word, spells new word with tiles, says new word again.
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ID pattern with chips
95%
Using chips and sound-spelling mapping mat
Using words from the text.
Slide a chip into a box for each sound heard in the word. Once word is completed, sweep finger from left to right under the word.
Once student has the concept, move to using letter tiles in boxes. Then use letter tiles on desk without boxes. Then find word in text.
Using chips and sound-spelling mapping mat
Using words from the text.
Slide a chip into a box for each sound heard in the word. Once word is completed, sweep finger from left to right under the word.
Once student has the concept, move to using letter tiles in boxes. Then use letter tiles on desk without boxes. Then find word in text.
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Lesson Plan example 2
- State purpose (30 sec.)
- Teach new concept (5 min.)
- Word reading (5 min.)
- Word building (5 min.)
- Dictation (3 min.)
- Word Meanings (5 min.)
- Text reading practice (10 min.)
Teach new lesson includes; listen for sound/word, pronunciation, grapheme correspondence, chunk or syllable pattern, suffix.
Word reading includes: blend and read new words, sort words. Use I do, we do, you do.
Word practice includes: word chaining, word building, phoneme-grapheme mapping, speed drill.
Word meanings: Vocabulary
Give 5.5 example lesson plan from 95%
Word reading includes: blend and read new words, sort words. Use I do, we do, you do.
Word practice includes: word chaining, word building, phoneme-grapheme mapping, speed drill.
Word meanings: Vocabulary
Give 5.5 example lesson plan from 95%
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Lesson Plan example 3
- Word building (5 min)
- Decoding reading (10 min)
- Prereading (5 min)
- Reading (15 min)
- Sound dictation (2 min)
- Spelling (5 min)
- Sentence dictation (5 min)
From S.P.I.R.E.
Word building-use magnet board and phoneme-grapheme sheeet
Decoding: words on a sheet, intro new sight words
Prereading: Phoneme-grapheme analysis. Write fast on the board. Look at the word. The word is fast. What letter says /a/? What letter says /f/?, etc....
Reading: Word find. What letter do you see in the center of your sheet? What sound does it make? Look at all the words on this page. Find words with the vowel _ and color the _ green. Then read each word and circle it. See how many you can find in 5 minutes. Have them take turns reading their words aloud.
Word building-use magnet board and phoneme-grapheme sheeet
Decoding: words on a sheet, intro new sight words
Prereading: Phoneme-grapheme analysis. Write fast on the board. Look at the word. The word is fast. What letter says /a/? What letter says /f/?, etc....
Reading: Word find. What letter do you see in the center of your sheet? What sound does it make? Look at all the words on this page. Find words with the vowel _ and color the _ green. Then read each word and circle it. See how many you can find in 5 minutes. Have them take turns reading their words aloud.
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