Phonemic Awareness & Phonics

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Phonemic Awareness Phonics
ATE / RFTEN 2006

• Oglala Lakota College

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Phonemic Awareness

• What it is
• Understanding that spoken words are made up of
  individual sounds (phonemes)
• The skill of hearing and producing separate
  sounds in words
• The ability to focus on and manipulate phonemes
  in spoken words

• Most Effective when
• 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

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Phonological Awareness
Continuum
Activity Phonological Awareness
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The Alphabetic Principle

• Alphabetic Principle
• The ability to associate sounds with letters and
  use these sounds to form words
• Is the key to learning to read in many languages,
  including English and Lakota

• Composed of two parts
• Alphabetic Understanding
• Letter Recognition
• Letter-Sound Relationships
• 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)
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Letter-Sound Relationships

• What it is and Why
• Refers to the common sounds of letters and letter
  combinations in written words
• Predicts later reading success

• Effective Instruction
• 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
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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)

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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
• Teaches students to examine words and apply
  phonics elements and structural analysis to read
  and spell words

• Most Effective when
• Children receive early and systematic instruction
• Teachers provide explicit directions for learning
  new letter-sound relationships and phonic
  elements
• Used in a variety of grouping patterns
• Children have opportunities to apply their new
  skills in reading and writing

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Guidelines for Teaching Decoding

• Select words that
• Consist of previously taught letter-sound
  correspondences
• Progress from VC and CVC words to longer words
• Are frequently used and represent familiar
  vocabulary

• Sequence instruction
• 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

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Word Reading Strategies

• Identifying and blending together all of the
  letter-sound 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.
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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)

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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 non-phonetic, but reliable unit
  such as -tion

CLOVER
Handout Teaching the Six Syllable Types
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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

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Multisyllabic Word Identification

• 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)

• 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)

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Apply the HINTS Strategy to decode these words

• unknowingly
• rainy
• brightest
• untimely
• distrustful

• rebounding
• mislead
• preheated
• deeper
• reclaim

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Apply the HINTS Strategy to decode these words

• unknowingly
• rainy
• brightest
• untimely
• distrustful

• rebounding
• mislead
• preheated
• deeper
• reclaim

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Apply the SPLIT Strategy to decode these
pseudowords

• zimtle
• thipur
• exop
• erpetle
• roogir

• mikner
• pritho
• repote
• sebshir
• sarpyn

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Apply the SPLIT Strategy to decode these
pseudowords

• zim / tle
• C L
• thi / pur
• O R
• ex / op
• C C
• er / pe / tle
• R O L
• roo / gir
• V R

• mik / ner
• C R
• pri / tho
• O O
• re / pote
• O v-e
• seb / shir
• C R
• sar / pyn
• R C

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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)

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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?

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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

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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 cant read to learn until you first learn to
  read. Rod Paige, US Secretary of Education

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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

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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

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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

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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.ht
  ml

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Materials and Resources

• Word Study for Students with Learning
  Disabilities and English Language Learners
  http//www.texasreading.org/utcrla/materials/prima
  ry_word_study.asp
• Examining Phonics and Word Recognition
  Instruction in Early Reading Programs
  http//www.texasreading.org/utcrla/materials/prima
  ry_phonics.asp
• Word Analysis Principles for Instruction and
  Progress Monitoring http//www.texasreading.org/ut
  crla/materials/primary_word_analysis.asp
• Curriculum Maps Sequencing Alphabetic Principle
  Skills http//reading.uoregon.edu/au/au_sequence.p
  hp
• Guidelines for Examining Phonics Word
  Recognition Programs
• http//www.tea.state.tx.us/reading/practices/pract
  ices.html

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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