Word Identification Vacca, J., Vacca, R., Gove, M., Burkey, L. Lenhart, L., C. McKeon (2006). Reading and Learning to Read, 6th. Edition, Boston: Allyn and Bacon.

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Word IdentificationVacca, J., Vacca, R., Gove,
M., Burkey, L. Lenhart, L., C. McKeon (2006).
Reading and Learning to Read, 6th.
Edition, Boston Allyn and Bacon.

• By Dawn Cardenas

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Foniks Instrukshun Between the Lines
In this presentation, you will discover

• Phases of word identification.
• Guidelines and strategies for teaching phonics.
• Strategies for teaching words in context.
• Strategies for teaching rapid recognition of
  words.
• Guidelines for balancing word identification
  instruction.
• Vacca, J., Vacca, R., Gove, M., Burkey, L.
  Lenhart, L., C. McKeon (2006). Reading and
  Learning to
• Read, 6th. Edition, Boston Allyn and Bacon.

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Opening Questions

• What combination of strategies, or cueing
  systems, do children need to use for immediate
  word recognition?
• How can contemporary phonics guidelines inform
  your instruction?
• How can word identification be taught as a part
  of a balanced literacy program?

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Key Terms

• Analogy-based instruction
• Analytic phonics
• Cross-checking
• Decodable text
• Embedded phonics instruction
• High-frequency words
• Key words
• Linguistic instruction

• Onset
• Phonograms
• Rime
• Self-monitoring
• Spelling-based instruction
• Synthetic phonics
• Word banks
• Word walls

Vacca, J., Vacca, R., Gove, M., Burkey, L.
Lenhart, L., C. McKeon (2006). Reading and
Learning to Read, 6th. Edition, Boston
Allyn and Bacon.
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Vacca, J., Vacca, R., Gove, M., Burkey, L.
Lenhart, L., C. McKeon (2006). Reading and
Learning to Read, 6th. Edition, Boston
Allyn and Bacon.
6
Developmental Phases in Childrens Ability to
Read Words
Prealphabetic phase (Remembering a distinctive,
purely visual cue) yellow Example tall posts
Partial alphabetic phase KitteN (Remembering
limited matches between salient letter
sounds) Example matches between K and N only
k it n
Full alphabetic phase C L O CK (Remembering
matches between all letters and sounds) Example
4 letter units matched to 4 sound units k l
o k
Consolidated alphabetic phase CR
ATE (Remembering matches between multiletter
units kr at and symbolic
units) Example matching onset and rime units
Vacca, J., Vacca, R., Gove, M., Burkey, L.
Lenhart, L., C. McKeon (2006). Reading and
Learning to Read, 6th. Edition, Boston
Allyn and Bacon.
7
A Primer on the Content and Language of Phonics
Terms of Phonics Definitions of Terms Examples of Terms
Consonants All the sounds represented by letters of the alphabet except a, e, i, o, and u. Hard c cat, coaster, catatonic (c sounds like /k/) Soft c city, receive, cite (c sounds like /s/)
Consonant Blends Two or three consonants grouped together, but each consonant retains its original sound. l blends bl cl fl gl pl sl r blends br cr dr fr gr pr tr s blends sc sk sm sn sp st sw 3-letter blends scr spr str
Consonant Digraphs Two or more consonants are combined to produce a new sound. ch in chin ph in phone sh in shell gh in ghost th in think -nk in tank wh in whistle -ng in tang
Phonograms Letter patterns that help to form word families or rhyming words. ad in bad, dad, fad, sad at in cat, hat, mat, sat ack in back, hack, jack, pack
Vacca, J., Vacca, R., Gove, M., Burkey, L.
Lenhart, L., C. McKeon (2006). Reading and
Learning to Read, 6th. Edition, Boston
Allyn and Bacon.
8
Continued A Primer on the Content and Language of
Phonics
Terms of Phonics Definitions of Terms Examples of Terms
Vowels All the sounds represented by letters a, e, i, o, and u. Short Sounds Long Sounds /a/ in Pat /a/ in lake /e/ in bed /e/ in be /i/ in pit /i/ in ice /o/ in hot /o/ in go /u/ in hug /u/ in use
Vowel Digraphs Two vowels that are adjacent to one another. The first vowel is usually long the second vowel is silent. oa in boat ay in bay ee in beet oo in look ea in beat ew in flew ai in bait ea in read
Vowel Diphthongs Sounds that consist of a blend of two separate vowel sounds. /oi/ in oil /aw/ in saw /oy/ in toy /ou/ in out /au/ in taught /ow/ in how
Consonant-Influenced Vowels The letter a has a special sound when followed by an l. R-controlled vowels occur when any vowel letter is followed by an r. l in Albert or tallow r in star, her, fir, for, and purr

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Continued A Primer on the Content and Language of
Phonics
Syllable Patterns Types of Syllable Patterns Examples of Syllable Patterns
Long Vowels CV Cve CVVC be like rote paid boat
Short Vowels VC or CVC it hot
R-controlled Vr CVr art car, her
Digraph/Diphthong Variations VV saw, book boil, out
Vacca, J., Vacca, R., Gove, M., Burkey, L.
Lenhart, L., C. McKeon (2006). Reading and
Learning to Read, 6th. Edition, Boston
Allyn and Bacon.
10
Traditional Approaches to Phonics

• Analytic Phonics Instruction
• Synthetic Phonics Instruction
• Linguistic Phonics Instruction

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Contemporary Approachesto Phonics

• Analogy Based Instruction
• Spelling Based Instruction
• Embedded Based Instruction

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Guidelines for Contemporary Phonics Instruction

• Needs to build on foundation of phonemic
  awareness
• Must be integrated into a total reading program
• Should focus on reading print rather than
  learning rules
• Needs to include teaching of onsets and rimes
• Needs to include spelling based strategies.

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Strategies

• Consonant Based Strategies
• Favorites Foods
• Flip Books
• Digraph Tongue Twisters
• Analogy Based Strategies
• Rimes and Nursery Rhymes
• Hink Pinks, Hinky Pinkies
• Word Building
• Spelling Based Strategies
• Word Banks
• Word Walls
• Have-A-Go

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Word-Building Strategy
The word-building strategy begins with the
identification of the specific rime pattern to
be studied. If the rime ine was the focus, it
would be presented in the following manner.

• 1. Building words by adding the onset.
• Write ine on large chart paper or on the
  overhead. Ask students to supply different
  consonants to create the words mine, nine, line,
  and dine. As each word is written, carefully
  enunciate the beginning consonant and the rime
  and then the whole word. For example, mine would
  be m-, -ine, mine. Repeat the procedure for each
  new word formed. Attention may then be paid to
  the ine rime. Discussion may clarify the
  relationship between the long i and silent e.
• 2. Building words by adding the rime.
• To ensure that students have a clear
  understanding of the onset and rime, present the
  onset and have the students supply the rime.
  Write m and have the children tell what would be
  added to create the word mine. After adding the
  ine, say the word in parts, m-, -ine, and then as
  a whole. Point to each letter pattern as it is
  said.
• 3. Selecting a model word.
• Choose a common word that easily illustrates the
  specific letter pattern. The ine rime can be
  shown with a picture of the number 9.
  Illustrations can be added to the childrens
  personal dictionaries or anyplace else that can
  be easily referenced.

Vacca, J., Vacca, R., Gove, M., Burkey, L.
Lenhart, L., C. McKeon (2006). Reading and
Learning to Read, 6th. Edition, Boston
Allyn and Bacon.
15
Word-Building Strategy

• Guided practice.
• Provide many opportunities for the students to
  practice using the letter pattern. Possibilities
  include sharing big books with the pattern, using
  magnetic letters on cookie sheets, writing words
  on mini-chalkboards, tumbling letter blocks to
  form words, or making flip books with the rime
  pattern.
• Application.
• Provide opportunities for students to read
  stories, poems, chants, and rhymes with the
  specific letter pattern. It may be helpful to
  keep a list of appropriate titles or copies of
  poems and rhymes in a binder or folder marked
  with rimes and letter patterns.

Vacca, J., Vacca, R., Gove, M., Burkey, L.
Lenhart, L., C. McKeon (2006). Reading and
Learning to Read, 6th. Edition, Boston
Allyn and Bacon.
16
How do we use meaning and letter-sound
information to identify words?

• Strategies for teaching context
• Cloze with or without choice given
• Guessing Games
• Reader-selected miscue strategy
• Cross Checking and Self-Monitoring Strategies

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Monitoring an Unknown Word
What do you do when you come to a word you dont
know?
If you cant figure it out, Dont let the word
bug you. Maybe you can understand the
selection without it.
1. Try to sound it out. If you cant . . . 2.
Say blank and skip it. 3. Read at least to the
end of the sentence. 4. Go back and look at the
word and see if you can think of a word
that makes sense and has these letters.
Vacca, J., Vacca, R., Gove, M., Burkey, L.
Lenhart, L., C. McKeon (2006). Reading and
Learning to Read, 6th. Edition, Boston
Allyn and Bacon.
18
What are some strategies for teaching rapid
recognition of words?

• Strategies for Teaching High Frequency or
  Function Words
• Language Experience Strategy
• Word Walls
• Environmental Print
• Teaching Key Words
• Classifying Words
• Relating Words
• Acting out words

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What are some guidelines for balancing word
identification instruction?

• No one-size-fits-all approach
• Unlimited experiences with words in authentic
  texts
• On-going, systematic, explicit phonics
  instruction using meaningful texts
• Early development of sight word knowledge
• Instruction in use of context clues

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A SMART Goal

• Using a thesaurus and a worksheet, children
  will read, make inferences, and draw conclusions
  from riddles with 80 or greater accuracy.

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Related Web Sites

• Starfall
• www.starfall.com.
• Where children have fun learning to read
• Summary of the International Reading Association
  Position Statement on Phonics
• www.reading.org/resources/issues/positions_phonic
  s.html
• This bulleted summary synthesizes the position
  statement and provides a link for accessing the
  entire statement.
• Multnomah County Library
• www.multcolib.org/kids/fun.html
• This Web site has links to numerous games and
  activities about word study for all ages.
• The Dolch Kit
• www.theschoolbell.com/Links/Dolch/Dolch.html
• This Web site has links to online alphabet
  activities including a site for each letter of
  the alphabet for primary-age children.
• Four Blocks Literacy Framework Word Wall Cheers
• k111.k12.il.us/lafayette/fourblocks/word_wall_cha
  nts.htm

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References

• Florida Education Standards Commission (nd).
  Accomplished Competencies for Teachers of the
  Twenty-First Century. Retrieved July 2, 2007 from
  Florida Atlantic University, Blackboard Web site
  http//blackboard.fau.edu/webapps/portal/frameset.
  jsp?tabcoursesurl/bin/common/course.pl?course_i
  d_60465_1
• Vacca, J., Vacca, R., Gove, M., Burkey, L.
  Lenhart, L., C. McKeon (2006). Reading and
  Learning to Read, 6th. Edition, Boston Allyn and
  Bacon.

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Answers to Questions Key Terms

• Questions
• Children should be able to automatically identify
  words by using a combination of phonics, sight
  recognition, structural analysis and context
  strategies.
• Children should be taught to identify words
  through explicit, systematic phonics instruction
  including onset and rime recognition as part of a
  total reading program.
• By using an integrated approach to literacy
  including the early development of sight word
  knowledge and instruction in how to use context
  clues in a variety of texts.
• Key Terms
• Onset- The initial part of a word (a consonant,
  consonant blend, or digraph) that precedes the
  word.
• Rime- The part of a letter pattern in a word
  that includes the vowel and any consonants that
  follow also called a phonogram or a word family.
• High frequency words- Words that appear often in
  printed material.

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Education Accomplished Practices

• 1. ASSESSMENT
• Assesses individual and group performance to
  design instruction that meets students' current
  needs in the cognitive, social, linguistic,
  cultural, emotional, and physical domains.
• 2. COMMUNICATION
• Motivates, encourages, and supports individual
  and group inquiry.
• 4. CRITICAL THINKING
• Analyzes student performance standards to
  identify associated higher-order thinking skills,
  and designs learning and performance strategies
  to evoke these higher-order skills.
• Poses problems, dilemmas, and questions in
  lessons that involve value knowledge and that
  require evaluative thinking.
• Monitors students work and adjusts strategies in
  response to learners needs and successes in
  creative thinking activities.
• 7. HUMAN DEVELOPMENT LEARNING
• Makes appropriate provisions for individual
  students based upon their learning styles based
  on needs and developmental levels.
• 8. KNOWLEDGE OF SUBJECT MATTER
• Communicates accurate knowledge of subject matter
  in a comprehensible manner using language and
  style appropriate to the learner.