Phonics and Decoding

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Phonics and Decoding

• EDRD 521

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Decodable Text

• Phonics instruction must be explicit and
  systematic.
• Systematic, explicit phonics refers to an
  organized program where letter-sound
  correspondences for letters and letter clusters
  are directly taught, blended, practiced in words,
  word lists, and word families.

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Phonics Lesson in a K-1 Classroom
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Decodable Text

• The best language arts instruction will include
  explicit and systematic lessons in sounds and
  their symbols, and it will link this instruction
  to the reading of decodable texts. The best
  language arts instruction will also immerse
  children in rich language by reading to them from
  a wide variety of texts (both narrative and
  expository) and by providing access to rich
  texts.

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Decodable Texts

• Research asserts that from the beginning of first
  grade and in tandem with basic phonics
  instruction, the most appropriate materials for
  independent reading are decodable texts. Most
  new words in these texts should be wholly
  decodable on the basis of phonics that students
  have been taught. Sight words should be
  familiarized ahead of time so that they will not
  divert this purpose.

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• The main purpose of decodable texts is to develop
  automaticity in word recognition.

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Blending Sounds to Read Words

• Four common methods for teaching children to
  blend sounds in words are
• Whole-Word Blending
• Sound-by-Sound Blending
• Vowel-First Blending
• Rime-First Blending

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• The first letter is revealed and its sound is
  practiced in isolation.
• The second letter is revealed and its sound is
  practiced in isolation.
• Then the first two letter sounds are blended
  together.
• The third letter sound is practiced in
  isolation.
• Then all three letter sounds are blended and the
  word is read.

• /s/
• /a/
• /sa/
• /t/
• sat

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Blending Sounds to Read Words

• Vowel-First Blending with Consonant-Vowel-Consonan
  t Words
• Rime-First Blending with Consonant-Vowel-Consonant
  Words

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Shefelbine's Sequence for Teaching Phonics

• Teach several of the continuous-sound consonants
  (m, s, f, l, r, n, h, v, w, z) because these
  continuous sounds can be more easily blended with
  short vowel sounds.

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Shefelbine's Sequence for Teaching Phonics

• Teach one of the vowel sounds that can be
  combined with several of the consonant sounds to
  make simple words (am, an, as, man, Sam).

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Shefelbine's Sequence for Teaching Phonics

• Teach students to blend these sounds into words.
• Use decodable texts that include some sight words
  to allow children to practice blending sounds
  into words.

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Shefelbine's Sequence for Teaching Phonics

• Teach other continuous and stop-sound consonants
• (b, c, d, g, p, t, j, k, y, x, q) and other short
  vowels and give practice blending sounds into
  words (at, pat, pats, tap, taps, map, mat, mats).

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• Teach consonant digraphs (sh, ch, th, wh).
• Teach consonant digraphs with short vowel and
  consonant patterns (ship, this, chop, fish,
  with).

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Shefelbine's Sequence for Teaching Phonics

• Teach silent-e-marker words (final e makes vowel
  long).
• Teach students how the silent-e-marker changes
  the sound of the vowel from a short vowel sound
  to a long vowel sound (tap-tape, hop-hope,
  rat-rate).
• Continue to use decodable texts that allow
  students to practice blending sounds into new
  word patterns.

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Shefelbine's Sequence for Teaching Phonics

• Teach vowel digraphs/diphthongs (ie, oa, ee, ai,
  oi, oy) and r-controlled vowel patterns (fur,
  smart, jar, fir)..
• Teach common vowel digraphs in the context of
  words (oa-soap, ea-leak, ai-pain, ee-see,
  oi-coin). Teach r-controlled vowel patterns (fur,
  smart, jar, fir) along with vowel digraphs.

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Shefelbine's Sequence for Teaching Phonics

• Teach multi-syllabic word patterns.
• As you teach each new phonics pattern give
  students the opportunity to practice that pattern
  in the context of real reading. At first use
  decodable texts which control the text by using
  phonics patterns with some sight words. As
  children move into long vowel patterns, the texts
  can be less controlled.

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Automaticity

• Automaticity is fluent processing of information
  that requires little effort or attention, like
  recognizing letter sounds or reading sight words.
  It involves the ability to recognize a word (or
  series of words) in text effortlessly and
  rapidly.

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Automaticity

• Automaticity is fluent processing of information
  that requires little effort or attention, like
  recognizing letter sounds or reading sight words.
  It involves the ability to recognize a word (or
  series of words) in text effortlessly and
  rapidly.
• Automaticity is needed at the Pre-K and
  kindergarten levels in orally blending and
  segmenting sounds and recognizing letters and
  generating letter sounds.

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Automaticity

• Automaticity is fluent processing of information
  that requires little effort or attention, like
  recognizing letter sounds or reading sight words.
  It involves the ability to recognize a word (or
  series of words) in text effortlessly and
  rapidly.
• Automaticity is needed at the Pre-K and
  kindergarten levels in orally blending and
  segmenting sounds and recognizing letters and
  generating letter sounds.
• Automaticity in word recognition is essential as
  students begin to read. Automaticity in
  processing sounds, letters and/or words must be
  reached in each reading phase or stage.

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• Recognition of printed words depends on the
  ability to map speech sounds to letter symbols -
  the alphabetic principle - and to recognize
  letter sequences accurately and quickly -
  orthographic processing. The majority of poor
  readers who read below the 30th percentile in the
  intermediate and upper grades have either
  pronounced or residual needs for instruction in
  these basic skills.

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Reading is labored and unsatisfying so they have
little reading experience
They cannot read so they do not like to read
Because they have not read much, they are not
familiar with the vocabulary, sentence structure,
text organization, and concepts of academic book
language.
Over time their comprehension skills decline
because they do not read, and they also become
poor spellers and poor writers.
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Instructional Modifications for English Language
Learners

• Uses of Different Types of Literature in
  Beginning Reading Instruction

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Instructional Modifications for English Language
Learners

• Uses of Different Types of Literature in
  Beginning Reading Instruction
• Decodables
• Whenever possible, these should have visual
  support to assist in comprehension and ELD
  lessons preceding the decodable text lesson.
• These should use more common vocabulary that
  makes sense. (Not The ball tags the cab. Nan
  dabs the cab.

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Instructional Modifications for English Language
Learners

• Uses of Different Types of Literature in
  Beginning Reading Instruction
• Decodables
• Whenever possible, these should have visual
  support to assist in comprehension and ELD
  lessons preceding the decodable text lesson.
• Student / Teacher Generated Text
• Student/Teacher generated stories using
  sound/spelling patterns that have been taught and
  practiced should be used as a basis for
  reinforcing phonics instruction.

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Instructional Modifications for English Language
Learners

• Student / Teacher Generated Text
• Student/Teacher generated stories using
  sound/spelling patterns that have been taught and
  practiced should be used as a basis for
  reinforcing phonics instruction.
• High Quality Trade Books
• For English Language Learners, a special emphasis
  needs to be placed on building academic language.
• Use these to explicitly model and develop
  vocabulary and syntax.

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