Word Recognition

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Word Recognition

• Review of High Frequency Words, Phonemic
  Awareness, and Phonics

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Stages in Reading Words

• Prealphabetic
• Usually around PK and K
• Environmental print
• Selective association
• Might use random letters to spell words
• May be able to spell their name bec/they have
  memorized the words.

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Stages in Reading Words

• Partial Alphabetic
• Letter-sound relationships used to read words.
• Words may be represented by using one letter.
• May begin to use vowels, but words will not be
  spelled correctly.

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Stages in Reading Words

• Full Alphabetic
• Sometimes also called letter-name stage.
• Begin to process all letters in words.
• Begin to apply their knowledge of letter-sound
  relationships.
• Cautious reading word-by-word.
• Vowel sounds are spelled although it may not be
  correct.

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Stages in Reading Words

• Consolidated Alphabetic
• Sometimes called within-word pattern stage.
• Longer and more sophisticated words are
  processed.
• Begin to recognize words instantaneously on sight
  without having to analyze letter by letter.

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Word Recognition

• What is word recognition?
• Strategies we use to identify the oral equivalent
  of a word.
• What are areas included in word recognition?
• Sight Words
• Phonemic Awareness
• Structural Analysis
• Phonics

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Sight Words

• High Frequency Words
• Dolch
• Fry
• Colors
• Numbers
• How can we teach this type of word recognition
  area?
• Examples of centersBINGO, Concentration, PIG,
  Cloze, Roll-Say-Keep, and Gameboards.

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Phonemic Awareness

• Awareness of Sounds in the Speech Stream
• How many sounds do you hear in cat, horse, and
  bath?
• Ways we can teach
• Blending
• Segmenting
• Substitutingmore advanced skill
• Lots of language play
• Rhymes
• Songs

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Examples of Phonemic AwarenessRhyming Word Sit
Down

• Children walk around the room in a big circle
  taking one step each time a rhyming word is said
  by the teacher.
• When the teacher says a word that does not rhyme
  with the other words, then the children sit down.
• Examplesshe, tree, flea, spree, key, bee, sea,
  went (children sit down)

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Examples of Phonemic AwarenessSyllable Clap

• Talk with students about why knowing about
  syllables can help them read and write words.
• Ask students to clap with you to identify the
  syllables they hear in each word.
• Examplesadapt according to level of student

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Examples of Phonemic AwarenessIdentification of
Sounds in Words

• Using a song format to isolate the sound heard in
  the wordssung to Old McDonald.
• Whats the sound that starts these wordsturtle
  and time and teeth?
• (Wait for response)
• /t/ is the sound that starts these wordsturtle,
  time, and teeth.
• With a /t/, /t/ here, and /t/, /t/ there, here a
  /t/, there a /t/, everywhere a /t/, /t/.
• /t/ is the sound that starts these wordsturtle
  and time and teeth.
• Repeat with also with middle sounds and ending
  sounds.

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Examples of Phonemic AwarenessTeaching Phonemic
BlendingI Say it Slowly, You Say it Fast Game

• Explain to students that you will say the words
  slowly. Students should repeat the word back to
  you.
• Example
• Teacher says /k/-/a/-/t/
• Child says cat.
• Example
• Teacher says /r/-/o/-/k/
• Child says rock.

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Examples of Phonemic AwarenessSound boxes

• Show students how to make sound boxes on their
  paper or lap boards.
• As the student says a word, then she stretches it
  out, while sliding a marker into each box as the
  sound, or phoneme, is heard.
• Example
• dog
• horse
• Lamp
• teeth

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Examples of Phonemic Awareness Phonemic
Segmentation

• This activity teaches phonemic segmentation using
  a song formatTwinkle, Twinkle, Little Star (sort
  of)
• Listen, listen to my word,
• Then tell me all the sounds you heard
• race
• /r/ is one sound
• /a/ is two
• /s/ is last in race, its true.
• Thanks for listening to my word,
• And telling all the sounds you heard.

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Examples of Phonemic Awareness Consonant
Substitution

• The most difficult task to dosubstitutionrequire
  s multiple levels of processing.
• Children listen to a given word, then substitute
  a new sound in the word.
• Example
• What rhymes with pig and starts with /d/--dig.
• What rhymes with book and starts with /k/--cook.
• What rhymes with sing and starts with /r/--ring.
• What rhymes with dog and starts with /fr/--frog.

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Structural Analysis

• Looking at parts of the words, or chunks.
• Knowledge of syllables.
• Includes compound words, contractions,
  multisyllable words, inflectional endings,
  prefixes, suffixes.
• Teach by analogy by focusing on onset and rime
• Onsetpart of the syllable prior to the vowel
• Rimevowel to the end of the syllable
• Examplecat c is onset, -at is rime
• If I can spell cat, then I can spell bat, fat,
  hat, mat, pat, rat, sat, and vat.
• Examplehith is onset, -it is rime
• If I can spell hit, then I can spell bit, fit,
  kit, lit, sit, wit, and zit.

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Implications for Instruction in Syllabic Analysis

• Ss should be taught to process all of the
  syllables in words.
• Ss need to be taught to see patterns in words.
• Ss need to be flexible in their decoding of
  words-they should be prepared to try another
  pronunciation if one way does not work.
• Ss should integrate context and syllabic
  analysis.
• Ss need to be reminded to use orthographic
  aspects of phonics (awareness of sequence of
  letters when spelling the word).
• Ss should be aware that an element in a
  multisyllabic word may not be read in the same
  way as it is represented in a single syllable
  word (carrots, car).
• Elements such as tion and ture as in mention
  and future, which only occur in multisyllabic
  words, need a careful introduction, frequent
  review, and a great deal of practice.

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Generalization Approach to Teaching Syllabic
Analysis

• Ask students to sort a group of words.
• Teach a generalization (general rule) for
  dividing words, such as
• Easy affixes-most form a separate syllable (ex.
  help-ful, re-build)
• Compound words-usually are two separate words
  (ex. sun-set, night-fall)
• Two consonants between two vowels-usually divide
  between the two consonants (ex. win-ter,
  con-cept)
• The ending le-usually combined with a preceding
  consonant to create a separate syllable (ex.
  cra-dle, ma-ple)
• Two vowels together-a limited number of words
  split between the two vowels (ex. i-de-a, di-al).
• The idea behind teaching Ss an awareness of
  syllabic analysis is that it helps students to
  decode an unfamiliar by separating the word into
  its syllabic parts, then recombining the parts
  into a whole.

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Pattern Approach to Syllabic Analysis

• Introduce the syllabic pattern-introduce the
  pattern in a single syllable word
• Present the pattern along with a model word
• Formulate a generalization.
• Guided Practice
• Application
• Assessment and Review
• Extension

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Multisyllabic Patterns

• In order of difficulty
• Easy affixes play-ing
• Compound words base-ball
• Closed syllable words rab-bit
• Open syllable words ba-by
• Final e markers es-cape
• Vowel digraphs a-gree
• Other patterns cir-cle
• See also pp. 250-252 for major syllable patterns.

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Finally, we get to Phonics!

• Phonics, graphophonics, graphophonemicsall the
  same thing.
• Breakdown
• Graphmeans written
• Phonicmeans sound
• Study of letter-sound relationships
• How does this differ from phonemic awareness?
• If you know that there are 3 sounds in cat, then
  you are phonemically aware.
• If you know that the first sound /k/ is made by
  the letter c, then that is phonics.
• Phonics is all about teaching the codehow
  students can break down words to figure out how
  to say the word or how to spell the word.

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Key Terms to Remember

• Phoneme
• Individual speech sounds
• How many phonemes are in bath? (3)
• Grapheme
• Refers to the letter that corresponds to a
  specific phoneme
• What graphemes represent the phonemes you heard
  in bath-- /b/, /a/, /th/.

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Key Terms to Remember

• Morpheme
• Smallest unit of meaning--could be a word, a
  prefix, a suffix, or a root.
• How many morphemes are in these words?
• Unladylike
• un- 'not'
• lady '(well behaved) female adult human'
• like 'having the characteristics of'
• Dogs
• Dog- animal
• s-plural marker on nouns
• Technique
• One morphemetechnique consists of only one
  meaningful word part, however it does have two
  syllables.

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Basic Principles of Phonics Instruction

• Must be Functional
• It must teach skills necessary for decoding
  words.
• Must be Useful
• The skills should be ones that students do not
  already know.
• Must be Contextual
• The skills being taught should be related to
  reading tasks in which students are currently
  engaged or will soon be engaged.

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Consonants

• There are 25 sounds in English.
• Some are spelled with two letters that represent
  one sound.
• Digraphch, sh, th
• Some are groups of consonants that represent two
  or three letter sounds.
• Clustersmost are composed of l, r, or s with
  another consonant sound.

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Vowels

• There are 16 vowels sounds in the English
  language.
• This number can vary by dialect.
• Types of vowel sounds
• Short vowel sounds--/a/, /e/, /i/, /o/, /u/
• Long vowel sounds--/a/, /e/, /i/, /o/, /u/

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More Vowel Sounds

• Other vowel sounds
• /aw/--daughter, law, walk
• /oi/--noise, toy
• /oo/--wood, should, push
• / oo/--soon, new, prove, group
• /ow/--tower, south
• /?/--above, operation, similar
• R-controlled vowel sounds
• /ar/--far
• /air/--hair
• /i(?)r/--steer, clear, here
• /?r/--her, sir, fur
• /or/--horse, door, tour

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Onset and Rimes

• Onset-the consonant or consonant cluster
  preceding the rime
• Rime-vowel, vowels, or consonants that follow the
  onset
• Cat
• C-onset
• At-rime
• That
• Th-onset
• At-rime
• Refer to pp. 216-218 for a list of major word
  patterns that can be taught using the idea of
  onset and rime.

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Scope and Sequence

• Consonants usually presented first.
• Fewer spelling options for consonants.
• Initial letters, which are usually consonants,
  are best taught first.
• Skills taught in one grade are usually addressed
  again in another grade.
• Use major word patterns.
• Using decodable texts.
• Look at SS on page 214.

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Teaching Initial Consonants

• Phonics instruction usually begins with initial
  consonants.
• Being the first sound in a word makes it easier
  for students to hear..
• Beginning sounds are also usually the first sound
  to appear in students invented spelling.
• Begin phonics lesson with emphasis on phonemic
  awareness.

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Teaching Final Consonants

• Handle the teaching of final consonants in the
  same way as initial consonants.
• Final consonants are significant aid in the
  decoding of printed words, so be sure to not
  neglect them.
• You can teach the final sound as you also teach
  word patterns that use them.
• /d/ in -ad

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Teaching Consonant Clusters

• Sometimes called blends
• Combination of consonants
• sp- in spot
• str- in straw
• It can be difficult for students to separate the
  sounds (especially for l and r clusters.
• Begin with s clusters. Introduce a word with
  the cluster, then also a word with one part of
  the cluster missing (ex. stick-sick stand-sand
  stink, sink). Ask students what the second word
  is missing that was present in the first word.
• Slowly say the word and have students count the
  sounds (ex. stick).

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Teaching Vowel Correspondences

• Vowels can be taught in the same way as
  consonants.
• The main difference is that the vowels can be
  spoken in isolation without distorting the sound.
• Vowels can be taught in isolation or as part of
  patterns.

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Approaches to Teaching Phonics

• Analytic
• Studying sounds within the context of the whole
  word.
• Example--/w/ is the sound heard at the beginning
  of the word wagon.
• Synthetic
• Saying a word sound by sound then synthesizing
  the sounds into words.
• Example--/k/ /a/ /t/ equals cat.

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Analytic PhonicsSteps

• Analytic Phonics provides students with
  opportunities to analyze whole words and break
  the words down into smaller, manageable parts.
• Identify a list of words that share a common
  letter-sound relationship.
• Say each word aloud to students and pause to let
  students repeat the word back. Move through each
  word in the list.
• Ask students what they notice about the words,
  such as how the words look or sound alike or
  different.
• Through this discussion, lead students into a
  recognition of the common letter-sound
  relationship.
• Help students to identify a generalization about
  the letter-sound relationship.

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Synthetic PhonicsSteps

• Synthetic phonics first teaches students
  letter/sounds, then students practice blending
  the sounds together to make words.
• Introduce each letter name to students.
• Teach the sound that each letter makes.
• As each letter is written on the board or chart
  paper then point to the letter, and say the sound
  that each letter makes.
• Make a hand motion to indicate blending the
  sounds together.
• Continue this process until students can easily
  recognize the letter and the corresponding sound.

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Steps for Teaching-Analytic/Synthetic Combination

• Phonemic awareness-introduce sound (ex. /m/, talk
  about position of mouth when forming the sound
  (lips are pressed together), call attention to
  words in a poem or other text that have that
  sound
• Letter-sound integration-write the words with
  that sound on the board-ex. man, moon, milk
  discuss with students that these words all have
  the /m/ sound that is represented by the letter
  m
• Guided practice-read a story that has this sound,
  sing a song, read or poem, and/or compose
  sentences
• Application-students read selections that contain
  that sound
• Writing and spelling-review the formation of the
  letter m, dictate some easy words with this
  letter/sound.
• Assessment and reteaching-note whether students
  are able to apply their knowledge of m while
  reading or writing, review and reteach as
  necessary

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Examples of Centers

• This next section provides examples of different
  centers as each is related to a stage of reading.

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Emergent Stage

• Age Level
• Usually around prekindergarten or kindergarten.
• Reading Words
• Do not understand that letters in written words
  have sounds.
• Limited to reading words from memorysight word
  reading.
• Guess words from context.
• Will pretend to read text.
• Writing Words
• Scribbles, letter-like forms, or random letters
  that probably do not correspond to a matching
  letter-sound relationship.
• Corresponding WTW Spelling Stage Emergent

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Developing Fluency

• Fluencythe ability to read text accurately and
  quickly.
• Two components
• Automaticityrecognize words rapidly
• Accuracybeing able to identify the word
• Repeated Readings
• Shared Reading
• Guided Reading
• Choral Readings
• Read Aloud

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Example of Phonics Centers

• Emergent Stage
• BINGO
• BRS Sort
• PTM Sort
• Follow the Path GameBRSPTM
• CFD Sort
• 3-Cat Sort
• 5-Cat Sort
• From WTW Spelling Stage Emergent Stage

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Beginning Stage

• Age Level
• Usually begins around kindergarten or first
  grade.
• Reading Words
• Begin to detect letters in words to some of the
  sounds they correspond to.
• May use partial letter cues to identify
  unfamiliar words.
• May misread words with similar lettersman for
  men, this for that, horse for house.
• May sometimes read words backward as they learn
  directionalitywas for saw.
• Sight word vocabulary continues to grow.
• Learn the sounds that correspond to basic
  consonantsb, d, f, j, k, l, m, n, p, r, s, t, v,
  zbut not soft sounds of c (/s/) and g (/j/) or
  hard sounds of c (/k/) and g (/g/).
• Will finger-point (point to words as they are
  read) and read aloud slowly word by word.

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Beginning Stage Continued

• Writing Words
• Beginning and ending sounds will be represented.
• Letter names used to spell vowel sounds.
• Begin to spell phonetically.
• Most silent letters are omitted.
• Corresponding WTW Spelling Stage Letter
  Name-Alphabetic Stage

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Examples of Phonics Centers

• Beginning Stage
• LRS sortl-blends, r-blends, s-blends
• ch and th sortdigraphs ch and sh
• Shopping Gamech and sh
• Gruff Drops Troll at the Bridger-blend words
• Corresponding WTW Spelling Stage Letter
  Name-Alphabetic Stage

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Transitional Stage

• Age Level
• Usually around Second Grade and can continue
  through Fourth Grade.
• Reading Words
• Begin to learn chunks of words, such as onset,
  rime, syllables, affixes, and root words, and how
  these chunks occur in different words.
• Begin to recognize spelling patterns that occur
  frequently in words -it, -at, -in, -an, -and,
  -all.
• Sight word vocabulary continues to grow as they
  begin to store longer words in their memory.
• Reading words by analogy becomes easier as they
  begin to recognize spelling patterns in words.
• Children begin to read with more expression as
  they develop fluency and ease with reading.
• Writing Words
• Practice dividing written words into onset-rime.
• Practice reading and spelling words by analogy.
• Corresponding WTW Spelling Stage Within Word
  Pattern Stage

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Examples of Phonics Centers

• Transitional Stage
• Flip-Itlong and short vowel patterns, featuring
  CVCe
• Treasurer-controlled vowel patterns
• Turkey Featherslong vowel sound patterns
• Corresponding WTW Spelling Stage Within Word
  Pattern Stage

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Intermediate Level

• Age Level
• Also can begin around Second, Third, or Fourth
  Grade and can continue through eighth grade.
• Reading
• Focus at this level is on broader elements of
  words represented by syllables.
• Continue to develop fluency and read with
  expression.
• Preferred way of reading is probably silent
  versus oral.
• May begin to experiment with different types of
  genres in reading, as they explore which one they
  like the best.
• Writing
• Look at words that represent more complex phonic
  generalizations, such as adding inflectional
  endings, prefixes/suffixes, and how and when to
  do consonant doubling.
• Help explore vocabulary words by looking at
  relationships between words.
• Corresponding WTW Spelling Stage Syllables and
  Affixes Stage

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Examples of Phonics Centers

• Intermediate Stage
• Freddy, the Hopping, Diving, Jumping Frogdouble,
  do nothing, drop the e
• The Apple and the Busheldifferentiate between
  el and le endings
• Homograph Concentrationusing context
• Corresponding WTW Spelling Stage Syllables and
  Affixes Stage

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Advanced Stage

• Age Level
• Can begin around fifth grade and continue into
  high school.
• Reading Words
• Readers have highly developed automaticity and
  speed in reading familiar and unfamiliar words.
• Most words they read are already in their sight
  word vocabulary.
• Readers have multiple strategies they can use
  when they come across a word they do not know.
• Recognition of words is so automatic that the
  major focus shifts to finding meaning from text.
• Writing Words
• Look at words with prefixes and suffixes that are
  not as common in words, and explore how to know
  word meaning based on the prefix, suffix, or
  context the word is used.
• Explore etymology of words.
• Corresponding WTW Spelling Stage Derivational
  Relations

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Examples of Phonics Centers with Vocabulary
Connection

• Advanced Stagealso known as Derivational
  Relations
• Word Sort -tion or -sion
• Word Trees
• Jeopardy
• Semantic Feature Analysis
• Combining roots and affixes
• Corresponding WTW Spelling Stage Derivational
  Relations Stage