Phonics Dr. Kristen Pennycuff Trent

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PhonicsDr. Kristen Pennycuff Trent

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Key Vocabulary

• Analytic approach to phonics instruction
• Cloze procedure
• Context clues
• Homographs
• Inflectional endings
• Onset
• Phonemic awareness
• phonics

• Rime
• Semantic clues
• Sight words
• Structural analysis
• Syntactic clues
• Synthetic approach to phonics instruction
• Word configuration

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Word Recognition Strategies

• Purpose Help readers recognize written words
• Development of a store of words that can be
  recognized immediately on sight and
• Word attack strategies and skills
• Ability to use context cues,
• Phonics,
• Structural analysis, and
• Dictionaries for word identification

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Word Recognition Strategies

• Sight Words
• The larger the store of words a reader has, the
  more rapidly and fluently he or she can read a
  selection.
• Comprehension and reading speed suffer when
  reader has difficulty with sight word
  application.
• The more mature and experienced readers have
  larger sight word vocabularies.

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Word Recognition Strategies

• Reasons for developing basic sight word
  knowledge
• Multitude of irregularly spelled wordsof,
  through, two, know, give, come, and once
• Gives children chance to have successful early
  reading experiences and promotes positive
  attitude about reading
• Presenting children with whole words at the
  beginning allows them to associate reading with
  meaning rather than with meaningless memorization
• Begin analytic phonics instruction after child
  has developed a small store of sight words

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Word Recognition Strategies

• Sight words to teach
• Irregularly spelled wordscome, to, two
• Frequently used wordsat, it, and, am, go
• Word familiesban, fan, tan
• Childs name
• Days of the week
• Months of the year
• Names of school subjects
• Sight Word Lists
• Dolch list
• Frys Instant Words

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Word Recognition Strategies

• How to teach sight words
• Children must look at the printed word when it is
  identified in order to associate the letter
  configuration with the spoken word or picture
• Children taught to pay attention to the details
  of words by
• Noticing ascending letters (b, d, h) and
  descending letters (p, g, q)
• Word length
• Particular letter combinations (double letters)
• Visual configuration cautiously used
• Compare and contrast new word with known word

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Word Recognition Strategies

• Repetitions
• Ashton-Warner Key Vocabulary approach
• Children pick out words that are meaningful to
  them
• Teacher has children say word, trace word, use
  words in stories, games, etc.
• Plan practice that is
• Varied and interesting (game format)
• Using words in context
• Pronunciation of words clearer (read, read)
• Understand meaning of words (thing, think)

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Word Recognition Strategies

• How to teach sight words continued
• Reading aloudmost natural and holistic approach
• Using highly predictable bookspictures,
  repetitive sentence structure
• Language experience approach (LEA)
• Connecting words with pictures or actual objects
• Constructing picture dictionaries
• Labels
• Physically active and passive games more
  effective than worksheets
• Flashcards

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Word Recognition Strategies

• Context clueswords, phrases, and sentences
  surrounding the words to be decoded
• Picture cluesearliest context clue children use
• As a teacher using picture clues
• Combine with the printed word not separately
• Do not overemphasize use of picture cues, become
  less useless with more advanced material read
• Semantic and syntactic cluesmeaning and grammar
  clues
• Teaching strategies
• Oral context
• Read before the unknown word, after the unknown
  word, and with the unknown word
• Cloze procedure
• Prefixes and suffixes and ending sounds
• Homographswords that look the same but have
  different meanings and sometimes pronounced
  differently (bow, wind, read, content, minute)

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Phonics

• Association of speech sounds (phonemes) with
  printed symbols (graphemes)
• Teaching sequence
• auditory discrimination
• visual discrimination
• work with words,
• sentences and short paragraphs,
• whole selections
• Predictable text and decodable text

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Phonics Terminology

• Phonemesmallest unit of sound in a language
• Graphemewritten symbol for a phoneme
• Vowelsa ,e, i, o, and u. w and y take on
  characteristics of vowels when they appear in the
  final position in a word or syllable. Letter y
  also has characteristics of a vowel when in the
  middle position in a word or syllable
• Consonantsletters other than a, e, i, o, u.
  Letters w and y have the characteristics of a
  consonant when they appear in the initial
  position in a word or syllable
• Consonant blends (or clusters)two or more
  adjacent consonant letters whose sounds are
  blended together with each individual sound
  retaining its identity strikestr, framefr,
  clickcl, breadbr
• Consonant digraph two or more adjacent
  consonants that represent a single speech sound
  shoresh, (p. 93)
• Vowel digraph two adjacent letters that
  represent a single speech sound footoo
• Dipthongsvowel sounds closely blended and
  treated like one vowel unit out ou

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Word Recognition Strategies

• Phonics
• Prerequisites for Phonics Instruction
• Visual discriminationability to distinguish
  likenesses and differences among forms
• Understand difference between like and different
• Auditory discriminationability to distinguish
  likenesses and differences among sounds
• Understand difference between like and different
• Phonemic awarenessawareness that speech is
  composed of separate sounds (phonemes)

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Phonics Generalizations

• Should be used taught as guides to better guesses
  rather than as unvarying rules
• Some of the most useful found on page 154-155
• Cautions in teaching generalizations
• Requiring verbalization of the generalization
• Teach only one generalization at a time
• Generalizations have temporary value

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Phonics Generalizations

• 1. C and G rules
• When the letters c and g are followed by e, i, or
  y, they generally have a soft sound the s sound
  for c and the j sound for g.
• Cent, city, cycle, gem, ginger, gypsy
• When the letters c and g are followed by o, a, or
  u, they generally have a hard sound the k sound
  for c and a special g sound.
• Cat, cake, cut, go, game, gum

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Phonics Generalizations

• 2. When two consonants are next to each other,
  only one is sounded.
• Hall, glass
• Ch usually has the sound heard in church,
  although sometimes it sounds like sh or k.
• Child, chill, china
• Chef, chevron
• Chemistry, chord

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Phonics Generalizations

• 4. When kn are the first two letter in a word,
  the k is not sounded.
• Know, knight, knife
• When wr are the first two letters in a word, the
  w is not sounded.
• Write, wrong
• When ck are the last two letters in a word, the
  sound of k is given.
• Check, brick

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Phonics Generalizations

• The sound of a vowel preceding r is usually
  neither long nor short.
• Car, fir, her
• In the vowel combinations oa, ee, ai, and ay, the
  first vowel is generally long and the second one
  is not sounded.
• Boat, feet, rain, play
• This may also apply to other double vowel
  combinations.

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Phonics Generalizations

• The double vowels oi, oy, and ou usually form
  diphthongs. The ow combination may also form a
  diphthong, although it frequently stands for the
  long o sound.
• Boil, boy, out, now

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Phonics Generalizations

• If a word has only one vowel, and that vowel is
  at the end of the word, the vowel sound is
  usually long.
• Me, go
• If a word has only one vowel and that vowel is
  not at the end of the word, the vowel usually
  represents the short sound.
• Set, man, cut, hop, list

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Phonics Generalizations

• If a word has two vowels and one is a final e,
  the first vowel is usually long and the final e
  is not sounded.
• Cape, cute, cove, kite

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Two Types of Phonics Instruction

• Synthetic
• teacher first instructs children in the speech
  sounds that are associated with individual
  letters. There is no connection between sound and
  symbol associations
• Blending occurs next usually using two and three
  letter words and progressing to longer words
• Successful only if direct instruction used to
  transfer skills taught into unknown words
• Nonsense words used

• Analytic
• Teaching some sight words first followed by
  teaching the sounds of the letters within those
  words
• To avoid distortion have children isolate vowel
  sound and produce it, then blend the remaining
  consonant blends with the vowel sound, next blend
  the remaining consonants at the end of the word
  with the onset-vowel chunk

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Variation of Analytic Method

• Trachtenburg Method
• Teacher reads to class a literature selection
  that contains examples of the phonetic element
  studying. Students discuss or dramatize the story
  when the teacher finishes.
• Teacher introduces phonic element that is the
  target for the lesson by explaining that the
  children are going to learn one of the sounds for
  a specific letter or letter combination
• Teacher writes a portion of the story that
  contains the target element on chalkboard or
  transparency. Teacher reads this portion of the
  story aloud, underlining the words containing the
  target element as he or she reads.
• Teacher identifies the sound involved and asks
  the children to read the story portion with him
  or her and listen to the sound. Teacher can
  suggest a key word to help them remember the
  sound.
• Teacher guides practice with the new sound, using
  a mechanical device where the initial consonants
  are varied while the medial vowel remains the
  same (p. 104)
• Teacher presents another book that has numerous
  examples of the phonic element targeted. Children
  read the book independently, chorally, or partner
  depending on their individual achievement level

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Word Recognition Strategies

• Trade Books can use
• The Cat and the Hatshort a sound
• The Paper Cranelong a sound
• Caps for Salelong and short a sound
• Elephant in a Wellshort e sound
• Ten Sleepy Sheeplong e sound
• Whistle for Willieshort i sound
• Why I Cant Fly--long i sound
• Fox in Socksshort o sound
• The Giants Toelong o sound
• Thumb and Plunkshort u sound
• The Troll Musiclong u sound

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Teaching Approaches

• Onset and Rime approach
• Teacher breaks down a syllable into the part of
  the syllable before the vowel (onset) and the
  remainder of the syllable (rime) that begins with
  the vowel
• Phonograms or word families
• Example Word Onset Rime
• black bl - -ack
• Benchmark Word Identification Programanalogy,
  phonogram, or word family approach
• Children compare an unknown word with a familiar
  word in order to decode the words by analogy,
  then they use context to check their predictions

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Onset Rime Strategies

• Word Building
• Class first builds words by adding onsets to
  rimes then adding rimes to onsets, followed by
  reading that allows practice with the patterns
  studying
• Direct instruction
• Teachers inform the children about what they are
  going to teach, why it is important, when it can
  be used, and how to use it, followed by teacher
  modeling and group and individual guided practice
  for the students.(p. 101)
• Knowledge of phoneme-grapheme correspondences
• Students need instruction on individual
  phoneme-grapheme correspondences, especially
  vowels, rather than relationships between groups
  of phonemes and groups of graphemes

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Other Strategies

• Programs emphasizing phonics or code approach to
  word identification produces superior
  word-calling ability, use analytic approach is
  the better choice
• Phonics generalizations that involve the use of
  phonics terms, and other technical terminology
  should be deemphasized when working with student
  who have not mastered the terms.
• Key words help children learn sounds associated
  with vowels, consonants, vowel digraphs,
  consonant digraph, diphthong, consonant blends
• Consonant substitution activities (p. 103)
• Word walls
• Jump rope rhyme
• Game format for letter-sound associations
• Practice exercises preceded by instruction and
  followed by feedback

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Structural Analysis Strategies

• Inflectional endings
• Added to nouns to change number, case or gender
  (boyboys, hosthostess, KarenKarens)
• Added to verbs of change tense or
  person(looklooked, makemakes)
• Added to adjectives to change degree
  (meanmeaner, happyhappily)
• Prefixes and suffixes (affixes)
• letters or sequences of letters that are added to
  root words to change their meanings
  (happyunhappy) and or parts of speech
  (amuseamusement from verb to noun)
• prefix added before root word
• Suffix added after root word
• Contractions
• Apostrophe indicates that one or more letters
  have been left out when two words were combined
  into one word (IllI will)

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Structural Analysis Strategies

• Compound words
• Two or more words that have been joined together
  to form a new word (dish pan dishpan)
• Syllabication/Accent
• Syllable is a letter or groups of letters that
  forms a pronunciation unit.
• Every syllable has a vowel sound
• Diphthongs contain more than one vowel sound,
  although treated like a single sound
• Types
• Openend in vowel sounds
• Closedend in consonant sounds
• Other features
• Accentedgiven greater stress
• Unaccentedgiven less stress
• Generalizations that can be taught to children

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Word Recognition Strategies

• Structural Analysis
• The syllable divisions shown in the phonetic
  spellings are more helpful for children than the
  ones indicated in the bold entry words
• Accentuation is generally not taught until
  children have a good background in word attack
  skills and is presented with dictionary skills
• Dictionary Study
• Students should turn to it only as last resort
  for pronunciation
• Skills needed to pronounce words correctly
• Interpretation of phonetic respellings
• Interpret accent marks
• Activities on pages 113 and 114

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Five Steps for Decoding Unfamiliar Words

• Strategy for teaching children to independently
  decode unfamiliar words
• Apply context cluesread before the word, after
  the word
• Try the sound of the initial consonant, vowel, or
  blend along with context clues
• Check for structure clues (prefixes, suffixes,
  inflectional endings, compound words, or familiar
  syllables)
• Begin sounding out the word using known phonics
  generalizations
• Consult the dictionary