Module 5: Phonics Evidence and Strategies

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Module 5Phonics Evidence and Strategies
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PPLSP Training Modules

• 1.      Introduction to the Five Components of
  Reading
• 2.      Introduction to the PPLSP and CBLA
• 3.      Instructional Strategies
• 4.      Phonemic Awareness Evidence and
  Strategies
• 5.      Phonics Evidence and Strategies
• 6.      Fluency Evidence and Strategies
• 7.      Vocabulary Evidence and Strategies
• 8.      Comprehension Evidence and Strategies
• 9.      Reading Strategies for Secondary Teachers
  in other Content Areas
• 10. Bodies of Evidence and a Process for
  Building the ILP

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What does this say? What does it mean?

• My favorite blumfit is the plenar blumfit. Plenar
  blumfits like to live on the Flendal Trump where
  it is very sniggled. But I can see them at the
  zoffestel. They have zoosefrosts with creamy
  blestfal swimfors.

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Goals for this Module

1. To clarify what phonics is and what it is not
   (and to differentiate phonics from phonemic
   awareness)
2. To identify when phonics isnt working in the
   reading process
3. To increase knowledge of appropriate strategies
   for teaching the skills of phonics

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What is Phonics?

• Phonics is the ability to
• Learn the alphabetic system known as letter-sound
  or grapheme-phoneme correspondence
• Apply this code knowledge during reading by
  blending the sounds into words (decoding)
• Apply this code knowledge during writing by
  spelling words (encoding)

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Why is phonics important?

• Phonics is an essential part of the decoding
  process. Decoding is the primary means of word
  recognition. If a student cannot make
  sound-symbol associations (decode) with accuracy
  and automaticity, then fluency, vocabulary, and
  comprehension will suffer. Readers decipher words
  in five ways (1) decoding (2) spelling patterns
  (3) analogizing (4) sight words (5) context clues

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What the research says

• Teach phonics as long as you see the need in your
  students, because no clear research indicates the
  age or grade at which phonics instruction ceases
  to be effective.
• Phonics instruction must be explicit and
  systematic (Adams, 1990).
• Poorly developed word recognition skills are the
  most pervasive and debilitating source of reading
  challenges (Adams, 1990, Perfetti, 1986).
• Phonics instruction is best taught for two
  consecutive years (K/1 or 1/2) (NRP, 2000).
• Beyond Fifth Grade, students encounter
  approximately 10,000 new words a year (Nagy
  Andersen, 1984).

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What the research says
High quality phonics instruction is based on the
following characteristics

• Understanding the alphabetic principle
• Development of phonological awareness
• Obtaining a grounding in letters
• Avoiding rule-dominated, boring,
  worksheet-driven, overuse of a reading program
• Applying sufficient graphophonic (writing)
  applications
• Practice in recognition of automatic words (sight
  words)
• Recognition that phonics is only part of a good
  reading program (Stahl, Duffy-Hester, Stahl,
  1998).

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When phonics skills are in place, you will see

• Correct letter-sound correspondences
• Students who are able to recognize spelling
  patterns
• Students who know how to apply this knowledge
  during reading

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What to look for and listen for in assessment

• Difficulty pronouncing phonemes correctly ex. b
  for d
• Difficulty blending sounds ex. g for gl
• Difficulty identifying long or short vowels ex.
  pat for pet
• Difficulty identifying smaller words in compound
  words ex. glas-sware for glassware
• Difficulty identifying patterns ex. Tries to
  sound out patterns such as ight and ought.
• Difficulty identifying affixes ex. Says
  in-ter-ac-tion
• Difficulty with syllabication ex. Says
  pr-o--t-ec-tion

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Phonics and Phonemic Awareness

• Not the same thing!
• Phonemic Awareness The sounds of language
• Phonics The integration of sounds and symbols
• If symbols are involved, it is phonics!

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Phonics Skills
Phonics
Consonants
Vowels
Compound Words
Phonograms / Word Families
Affixes
Syllabication
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Consonants

• Student has difficulty identifying and
  pronouncing consonant sounds, blend, and
  diagraphs in words.
• Student does not recognize the sound that letters
  make when blended
• Student substitutes /bl/ for /pl/

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Consonants Strategy for tomorrow

• Produce individual sounds, doubled sounds, and
  blends (timed activity)
• Use worksheet to identify a sound.
• Circle or highlight the sound or blend every time
  encountered, and then write them on the sheet.
• Try to increase number of sounds identified each
  time attempted.

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Vowels

• Student has difficulty decoding and blending
  vowels within words.
• Student tries to pronounce each vowel sound
  rather than blending.
• Student consistently mispronounces vowel sounds.
• /then/ instead of /than/

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Vowels Strategy for tomorrow

• Produce appropriate vowel sound based on phonic
  rule
• Short Vowels
• Use worksheet to break out sounds and highlight
  the vowel.
• Then read sounds and repeat as a word.
• Long Vowels
• Determine how the magic e changes the sound of
  the vowel.
• Long Vowels doubled

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Compound Words

• Student cannot distinguish smaller word units
  within the compound word and pronunciation is
  inaccurate.
• Student does not see pancake pan cake
  (Student sees panc-ake)

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Compound Words Strategy for tomorrow

• Identify what two words make up the word
• Worksheet using list of compound words to
  identify the two words that make up the compound
  word.

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Phonograms / Word Families

• Student cannot automatically identify and apply
  the most commonly used patterns of spelling
  and/or pronunciation.
• Student attempts to sound out each sound in ight,
  aught, etc.

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Phonograms Strategy for tomorrow

• Word Families
• Skill-rhyming words

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Affixes

• Student does not pronounce affixes correctly and
  cannot identify root/base words.
• Student does not recognize pre- as a unit in
  pretest or preamble (Student sees
  pr-e-a-m-ble)
• Student does not recognize -able as a unit in
  lovable or adjustable (Student sees
  l-o-va-ble)

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Affixes Strategy for tomorrow

• Affixes with base words
• Auditory blending using examples of base words
  with affixes (prefixes and suffixes).

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Syllabication

• Students in intermediate, elementary, and high
  grades may gain understanding with instruction in
  syllabication and affixes.
• Student tries to decode words sound by sound or
  break words into non-syllabic chunks, making
  decoding difficult.
• Justify /j/ /u/ /st/ /i/ /fy/ instead of /just/
  /i/ /fy/

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Syllabication Strategy for tomorrow

• Understand the six syllable types and apply
  syllabication accordingly.
• Closed syllable (rabbit)
• Open syllable (pilot)
• V-C/e (basement)
• Vowel digraph (ai, ea, ay)
• R controlled (carpet)
• Consonant-le (table)

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Does a Student Come to Mind?

• Do you have a students who exhibits these
  characteristics?
• How can you help him or her tomorrow?

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Wrap Up

• Turn to your neighbor and explain one new phonics
  skill you learned the most about today.
• What does it look like and sound like?
• What can you do during regular instruction to
  help a student who struggles in this area?
• How would you explain the problem to a parent?
• What strategies can parents use to help their
  child who struggles in this area?