Systematic Phonics

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Systematic Phonics and Spelling
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Survey of Knowledge

• _____ Orthography
• _____ Phonics
• _____ Rime
• _____ Sight words
• _____ Sounding out
• _____ Syllable

• _____ Decoding
• _____ Decodable texts
• _____ Graphophonemic knowledge
• _____ Instructional level
• _____ Irregular words
• _____ Morphemes

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Answer Key

• C Decoding
• J Decodable texts
• B Graphophonemic knowledge
• I Instructional level
• A Irregular words
• D Morphemes

• E Orthography
• K Phonics
• F Rime
• L Sight words
• H Sounding out
• G Syllable

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Alphabetic Understanding

• The goal of phonics instruction is to help
  students understand the alphabetic principle (the
  sequence of letters in written words represents
  the sequence of sounds or phonemes in spoken
  words)

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What We Know from Research

• Especially when introduced in kindergarten and
  first grade, explicit, systematic phonics
  instruction is significantly more effective than
  alternative programs that provide unsystematic or
  no phonics instruction.
• National Reading Panel, 2000

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What We Know from Research

• Systematic phonics instruction improves
  kindergarten and first-grade students word
  recognition and spelling skills.
• National Reading Panel, 2000

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Explicit and Systematic Instruction

• Teach frequently used letters and sounds first
• Begin with letter-sound correspondences that can
  be combined to make words students can decode and
  understand
• Introduce only a few letter-sound correspondences
  at a time
• Present each individual letter and its most
  common sound

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Learning the Alphabet

• Focus on teaching letter names that have a high
  utility for reading and spelling simple,
  monosyllabic words
• s m d p t n g b r f l
• a o i u e
• Adams, Foorman, Lundberg, Beeler (1998)

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Sample Lessons

• Alphabet Arc Alphabet Mat

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Letter Name Progress Check
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Letter-Sound Knowledge

• Teach the common sounds of letters, letter
  combinations, and spelling patterns
• Teach explicit and systematic phonics that
  involves carefully selecting a set of
  letter-sound correspondences and spelling
  patterns that are organized into a logical
  sequence

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Learning Letter Sounds

• Focus on teaching letter sounds that have a high
  utility for reading and spelling simple,
  monosyllabic words
• s m d p t n g b r f l
• a o i u e (short vowel sounds)
• Adams, Foorman, Lundberg, Beeler (1998)

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Letter SoundsProgress Check
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Decoding Words

• Model how to blend the individual sounds from
  left to right without stopping between them
• Follow sounding out with a fast pronunciation
  of the word
• Help students to move from orally sounding out
  words to silently sounding out words as they
  read

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Blending Activities

• Say It Slowly
• Say It Faster/Move It Closer
• Onsets and Rimes
• Playing with Sounds
• Tapping Out
• Tapping and Sweeping

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Making Analogies Common Spelling Patterns
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Suggested Sequence
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Blending Sounds to Read Words Progress Check
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Letter-Sound Knowledge Checklist
A Class Profile
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Suggested Reading

• Systematic Sequential Phonics They Use For
  Beginning Readers of All Ages by Patricia
  Cunningham

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Spelling . . .

• requires students to remember and reproduce exact
  letter patterns and sequences to represent speech
  sounds
• involves using letter-sound knowledge,
  phonological awareness, morphological knowledge,
  spelling conventions, derivations, and
  etymologies
• teach explicitly and align with reading
  instruction

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Learning to Spell

• Alphabetic
• Spelling Patterns
• And Syllables
• Morphemes

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Explorations in Developmental Spelling
Foundations for Learning and Teaching Phonics,
Spelling, and Vocabulary

• Read pages 222-224
• Consider these guiding questions
• What do the authors mean when they state that the
  human brain is an exquisite pattern detector?
• What is word study?
• How does word study fit within a broader model of
  literacy development?

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Stages of Development

• For each stage of development, you should find
• What the child can do independently
• What the child uses but confuses
• What is not present in the childs writing

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Sorting Spelling Samples

• Emergent Stage
• Beginning Middle Late
• Letter Name-Alphabetic Stage
• Beginning Middle Late

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Sorting Spelling Samples (cont.)

• Within Word Pattern Stage
• Beginning Middle Late
• Syllables and Affixes Stage
• Beginning Middle Late

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Sorting Spelling Samples (cont.)

• Derivational Relations Stage
• Beginning Middle Late

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Explorations in Developmental Spelling
Foundations for Learning and Teaching Phonics,
Spelling, and Vocabulary (Part 2)

• Read pages 229-231 (What are the implications of
  the developmental model for spelling and word
  study development?)
• Consider the following guiding questions
• How should students be grouped for instruction?
• Why should teachers find students stages of
  development?
• When is it appropriate to discuss spelling rules?
• What instructional activities help guide students
  toward discovering patterns and generalizations?

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Instruction for Each Stage of Development
Reading Instruction
Writing Instruction
Stage of Development
Word Study Instruction
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Guidelines for Teaching Spelling

• Read through the handout
• Highlight the guidelines that are a regular part
  of your spelling instruction
• Identify one or two guidelines about which you
  would like a little more information from the
  teachers at your table
• Discuss with your table

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Grouping for Instruction

• Teach phonics and spelling
• small groups
• one-on-one and
• whole class.
• Assess to find out students abilities and needs.

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Remember . . .

• The goal of systematic phonics and spelling
  instruction is to enable learners to acquire
  sufficient knowledge and use of the alphabetic
  code so that they can make normal progress in
  learning to read and comprehend written
  language.
• National Reading Panel, 2002

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Monitoring Students Progress

• One of the easiest ways to know what children
  need to learn is to look at the way they spell
  words.
• (Bear, Invernizzi, Templeton, Johnston, 2000)

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Suggested Reading

• Words Their Way Word Study for Phonics,
  Vocabulary, and Spelling Instruction by Bear,
  Invernizzi, Templeton, Johnston

• Month-By-Month Phonics for First Grade
  Systematic Multilevel Instruction by Hall
  Cunningham

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Time to Reflect

• Possible Reflections
• What have you learned?
• What are you going to try in your classroom?
• What else do you want to learn?