Phonics I: Letter-Sound Relations

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Phonics I Letter-Sound Relations

• EDC424

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Why teach letter-sound relations?
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Case 1 What does this student struggle with?

• Words known
• and
• bat
• cut
• he
• hot
• mom
• no

Words not known an but me not
Good sight word knowledge, but its masking
students lack of understanding of the alphabetic
principle (1) sounds are represented by
letters and (2) those letters represent
the sounds rather consistently
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Case 2 What does she struggle with?

• Pseudoword
• kot
• swip
• gan
• dree
• shub
• flate
• meep

Childs response ka s ga daer ser fa mech
Some knowledge of first sound in a syllable, but
little ability to decode the vowel and final
phoneme Needs teach vowel sounds how to
blend sounds into a word words need to
make sense
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Case 3 What does this 3rd grader struggle with?
Childs response could same wear finger curtur mat
erial potograph

• Word
• cold
• soon
• war
• figure
• certain
• mineral
• paragraph

Paying attention to beginning and final grapheme
but ignores middle grapheme and pulls from words
he knows Needs attention to medial
letters/sounds and monitoring
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What do children need to know and be able to do
to read words?

• Know the speech sounds associated with written
  letters in words
• Know how to put those sounds together to form a
  pronounceable word
• Have a strong sense of English spelling/writing
  patterns
• Recognize words rapidly

Isabel Beck, 2006
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Principles of Teaching Letter-Sound
Correspondence
Isabel Beck, 2006

• Instruction should highlight letter-sound
  relationship at all positions in the word (e.g.,
  beginning, middle, end)
• Instruction should link phonemic awareness with
  letter sound correspondence
• Three perspectives
• Phonemic awareness ? Decoding
• Decoding ? Phonemic awareness
• Phonemic Awareness ? ? Decoding
• No evidence that engaging children in
  sophisticated speech-only tasks
  (substitution/manipulation) will improve
  decoding. In fact, some evidence that knowledge
  of letters helps complete these sophisticated
  tasks (Isabel Beck, 2006).

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Letter-Sound Instruction
Isabel Beck, 2006

• Sequence Consonants gt Vowels gt Sounds
  represented by more than one letter (ee, ai, ph,
  ng)
• Lesson Sequence for Teaching Consonant
  Letter-Sound Correspondence
• Develop phonemic awareness by focusing on the
  sound represented by a particular letter in the
  initial position.
• Connect the printed letter with the sound the
  letter represents.
• Discriminate among words that have letter-sound
  in the initial position and those that do not.
• Develop phonemic awareness by focusing on the
  sound in the final position.
• Discriminate among words that have letter-sound
  in the final position and those that do not.
• Discriminate among words that have the
  letter-sound in the initial and final positions.

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Vowel-Sound Correspondence(same as consonants
but focus on initial medial)
Isabel Beck, 2006

1. Focus on short vowel sound in initial position
2. Connect sound with letter
3. Discriminate words that have that vowel sound at
   beginning and other words that do not
4. Focus on short vowel sound in medial position
5. Discriminate words that have that vowel sound in
   the middle and other words that do not
6. Discriminate among words that have the
   letter-sound in the initial and final positions.

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Once you teach, provide LOTS of practice (model,
shared, interactive, guided, independent)

• Model/Shared (Sharing Circle gt Centers)
• Mrs. Jones Kindergarten Letter Names and Letter
  Sounds
• Song Lyrics for Children (more on YouTube)
• Guided/Independent (Center activities)
• Read Write Think Picture Match
• Starfall ABC Alphabet
• Monitor/Reteach
• PALS Phonological Awareness Literacy Activities
  (that correlate with PALS assessment)

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Empty versions of slides for handouts
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Case 1 What does this student struggle with?

• Words known
• and
• bat
• cut
• he
• hot
• mom
• no

Words not known an but me not
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Case 2 What does she struggle with?

• Pseudoword
• kot
• swip
• gan
• dree
• shub
• flate
• meep

Childs response ka s ga daer ser fa mech
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Case 3 What does this 3rd grader struggle with?
Childs response could same wear finger curtur mat
erial potograph

• Word
• cold
• soon
• war
• figure
• certain
• mineral
• paragraph