# Presentation: 591599

## Phonics: The Building Blocks of Early ReadingArchived Information

## Workshop Outcomes

**Develop a deeper understanding of the concepts of the English spelling system.**
**Become familiar with using explicit, systematic instruction.**
**Understand the developmental progression in which orthographic knowledge is acquired.**
**Become familiar with sound symbol correspondence, rules, and patterns in English spellings. **
**Understand the instructional needs of English Learners and how features of the primary language can interfere with English pronunciation.**

## Today’s Session

**What is phonics?**
**What is the best way to teach phonics?**
- Explicit
- Systematic
- Sequence of instruction
**The layering of the English spelling system**
**Orthography and acquisition**
**Instructional needs of English learners**

## Framework for Reading

## What is Phonics?

**It is the pairing of a sound with the letter or letters (graphemes) that represent that sound. **
**This pairing is also called sound/symbol correspondence.**

## Why Teach Phonics?

**Phonics helps all learners.**
**Good readers spell better with phonics instruction.**
**Many children, even good readers, do BETTER with explicit, systematic phonics instruction.**
**Phonetic knowledge is especially important for beginning readers, poor readers, or “at risk” students.**

## What Kind of Phonics

**Systematic, not random:**
- Preplanned skill sequence
- Progresses from easier sounds to more difficult sounds
- High-utility sounds and letters taught first
- Letters with similar shapes and sounds are separated
- Vowels separated in sequence of alphabetic instruction

## What Kind of Phonics?

**Explicit:**
- The teacher explains and models
- Gives guided practice
- Watches student responses and gives corrective feedback
- Plans extended practice on skills as needed by individuals

## Slide 9

## Elements of Phonics Lesson

**Sound (Phonemic awareness)**
**Letter-sound association (often uses a card)**
**Word building (uses letter cards)**
**Spelling (different types, based on word)**
**Sentence dictation (may use cards)**
**Reading decodable text**
**Application in other context**

## Video

**What methods does this teacher use to introduce the letter and sound?**
**How does she ensure that every child gets multiple opportunities to practice the sound?**

## Direct Instruction of Sounds and Symbols

**Teach — How to**
- Link to prior knowledge
- Purpose and importance of the learning
- Teacher models the learning
**Practice — Let’s do**
- Highly structured practice
- Guided practice
**Apply — You do**
- Use the new learning to decode words

## Note the Difference

**Implicit Instruction**
- After reading a story about animals, teacher asks students “what sound does cow begin with? Do you see any other animals whose names begin with that sound?  What letter says /k/? Can you write the letter c?”

**Explicit Instruction**
- After a lesson in which students isolate words that begin with the /k/ sound, the teacher links the sound to the letter by showing students the letter, telling them it stands for the /k/ sound, and using c to practice making words that begin with /k/.

## Your Turn

**Sketch out a plan on how you might introduce the /m/ sound and the letter m to a group of learners who have little or no experience with the sound or its spelling.**
**Practice using the teach, practice, apply format with a partner.**

## Advanced Decoding

**Teach groups of letters commonly occurring in English**
**  ****Syllables**
**  ****Roots**
**  ****Prefixes**
**  ****Suffixes**

## Read this word:

**pneumonoultraciroscopicsilicovolcanois**

## Read this word:

**pneumonoultraciroscopicsilicovolcanois**

**Easier**

**Pneumono/ultra/micro/scopic/silico/volcano/con/osis**

## Pneumono: related to the lung

_**ultra**_**: beyond, exceeding**
_**micro**_**: very small**
_**scopic**_**: related to sight**
**(**_**ultramicroscopic**_**: exceedingly small to the sight)**
_**silico**_**: related to hard stone**
_**volcano**_**: related to volcanic dust**
_**con**_**: dust (from Greek: *****Konis*****)**
_**iosis**_**: disease**

## Video

**How are the strategies for decoding longer words different from those for decoding a single syllable word?**

## Word Study

**Through active exploration, word study teaches students to examine words to discover the regularities, patterns and rules of English orthography needed to read and spell.**
**Word Study increases specific knowledge of words — the spelling and meaning of individual words.**
**Word Study increases reading, spelling, and vocabulary needed to become a fluent reader and writer.**

## Why is English Spelling a Challenge?

**I take it you already know**
**Of tough and bough and cough and dough;**
**Some may stumble but not you**
**On hiccough, thorough, slough, and through**
**Beware of heard a dreadful word**
**That looks like beard and sounds like bird...**

## We Do Not Spell by Sound to Letter Correspondence

**If wee did spel fonetikly,**
**Wurds miyt look liyk this,**
**Mayd uv preediktabul**
**Sownd-spelin korispondensez.**

## 5 Principles of English Orthography

**We spell with letters and letter combinations**
**We spell by the position of a sound in a word**
**We spell by letter patterns**
**We spell by meaning**
**Many English words come from other languages**

## 1. We spell with letters and letter combinations

**Single letters: trap, spend**
**Digraphs: **_**Ch**_**ain, **_**sh**_**rink, ei**_**th**_**er, **_**ph**_**one**
**Trigraphs: we**_**dge**_**, bo**_**tch**_
**Silent letter combinations: co**_**mb**_**, autu**_**mn**_**, fo**_**lk**_**, cak**_**e**_

## Sample Consonant Graphemes

**/m/: milk, bomb, autumn****	**** — b,mb, mn**
**/t/: tent, putt, missed — t,tt,ed**
**/d/: desk, dress summed****	**** — d,ed**
**/n/: neck, know, gnaw — n, kn, gn**
**/k/: cot, kettle, deck, — c,k,ck**
- 		   chorus, talk, unique, — ch, lk, que,
**/g/: get, ghost****	**** — g,gh**

## Sample Graphemes Continued

**/f/: staff, asphalt, rough, half    ****	****	****f,ff,ph,gh,lf**
**/v/: very, give****	****	****	****	****v,ve**
**/s/: suit, pass, scent, psycho       ****	****s,ss,sc,ps**
**/z/: zen, fuzz, rise, his, xerox     ****	****           z,zz,se,s,x**
**/j/: judge, page ****	****	****	****           j,dge,ge**
**/l/: lice, pill, bubble****	****	****	****	****l,ll,le**
**/r/: rat, wrist, under,dirt,surface ****	****r,wr,er,ir,ur**
**/h/: harm, whose****	****	****	****	****h,wh**

## 2. We spell by the position of a sound in a word

**Spellings for /f/:**
- _F_un, pu_ff_, rou_gh_
**Spellings for /ng/:**
- Ri_ng_, ba_ng_, hu_ng_ = ng
- Ri_n_k, a_n_kle, a_n_guish = n
**Spellings for /a/:**
- R_ai_n, str_ai_t = ai
- R_ay_, str_ay_ = ay

## 3. We spell by letter patterns

**Give, love, serve, halve ****(Words don’t end in v. They always end in ve.)**
**Picnic, picnicking, traffic, trafficking ****(An extra consonant must be inserted to keit.)**
**Strange, gouge, forge, wage, badge ****(The ending sound /j/ must be spelled with a ge or dge, never the letter j)**

## 4. We Spell by Meaning

**Define****	****	****definitive, definition**
**Complex****	****complicated**
**Child****	****	****children**
**Perspire****	****	****perspiration**

## 5. Many Words Come from Other Languages

**Coquette, antique, contour (French)**
**Piano, Monticello (Italian)**
**Chutzpah, schlock (Yiddish)**
**Mesa, taco (Spanish)**
**Polychrome, pheumocystic (Greek)**

## Facts About Predictability

**50% of words are predictable by rule**
**36% of words are predictable by rule with one error**
**10% of words will be predictable with morphology and word origin taken into account**
**Fewer than 4% are true oddities**

## Layers of English Orthography

**Alphabet**
- Single sound match-ups with letters (/m/ /a/ /t/)
- Alphabetic principle
**Pattern**
- Patterns that guide the grouping of letters
- Single syllable (CVCe — tape; CVVC — bead) and multi-syllable patterns (VCCV — batter;    VCV — begin)
**Meaning**
- Groups of letters represent meaning directly (roots and affixes)
- Derivational spellings and meanings are constant (remove & rethink; composition & compose)

## Developmental Spelling Stages

**Emergent Stage****	**
**	****~~   rjo   b   (bed) **
**Letter Name — Alphabetic Stage****	**
**	****bd  bad     wn  wan  whan**
**Within Word Pattern Stage     **
**	****teran   traen   trane   driev   chued**
**Syllables & Affixes Stage            **
**	****catel  catle  cattel   damige   attension****   **
**Derivational Relations Stage ****	****	****	****	****confodent****	****oppisition****	****	****	**** **

**Developmental Spelling Stages**

## Reading Stages and Stages of Word Knowledge

**Emergent Reader****	**
**	****Emergent****	**
**	****Beginning Reader****	**
**	****	****Letter Name-Alphabetic**
**	****	****Transitional Reader**
**	****	****	****Within Word Pattern****     **
**	****	****	****Intermediate Reader **
**	****	****	****	****Syllables & Affixes**
**	****	****	****	****Advanced Reader ****	****	****	****	****	****	****	****Derivational Relations**

## What do you know about this student?

**bed**
**ship**
**when**
**lump**
**float**
**train**
**place**
**drive**
**bright**
**shoping ****(shopping)**

**spole ****(spoil)**
**serveng ****(serving)**
**chued ****(chewed)**
**cairies ****(carries)**
**marched**
**shower**
**catel ****(cattle)**
**faver ****(favor)**
**ripan ****(ripen)**
**celer ****(cellar)**

## How about this student?

**bed**
**ship**
**when**
**lump**
**floaut ****(float)**
**trane ****(train)**
**place**
**dreive ****(drive)**
**brite ****(bright)**
**shopeng ****(shopping)**

**spole ****(spoil)**
**sering ****(serving)**
**chued ****(chewed)**
**carys ****(carries)**
**marcht ****(marched)**
**shawer ****(shower)**
**cadel ****(cattle)**
**faver ****(favor)**
**ripun ****(ripen)**
**seler ****(cellar)**

## All sorts of sorts

**Open — student develops a rule**
**Closed — student is given the rule**
**Blind — oral sort, listen and classify**
**Speed — How fast can you follow the rule? (develops automaticity)**
**Writing — student records the words under the correct rule**

## Example

**Long “a”**
**Play**
**Shake**
**Cake**
**Plane**
**Shade**
**Made**
**Age**

**Short “a”**
**Cat**
**Strand**
**Track**
**Ask**
**Glad**
**Quack**
**Dance**
**Mad**

## What is a rule?

| Transfuse
transfusion | Navigate
navigation | Operate
operation | Deride
derision |
| --- | --- | --- | --- |
| Conclude
conclusion | Televise
television | Migrate
migration | Invade
invasion |
| Collide
collision | Abrade
abrasion | Provide
provision | Pretense
pretension |
| Decorate
decoration | Circulate
circulation | Fuse
fusion | Decide
decision |

## se,te-drop e and add ion

**de-drop e and add *****sion***

## What About English Learners?

**While instruction in English is a critical component of a program for English learners, it must be accompanied by direct, explicit, systematic instruction in letter/sound relationships.**
**Additional instruction in language structure before and after regular instruction is essential for English learners to access the core curriculum.**

## What About English Learners?

**Teachers must be aware of the differences between English and a child’s primary language in order to help teach English phonics and pronunciation.**
- i.e. although many letters have similar sounds in English and Spanish, some do not.  Students must sometimes unlearn the sound in the primary language when reading in English.

## In Summary...

**Phonics is important**
**Research has found the ability to apply knowledge of letter-sound correspondences to identify words is fundamental to independent word recognition. **
**Good readers rely on the letters in the word, rather than context or pictures.**

## Phonics is important to reading fluency.
The automaticity with which a child decodes is fostered by the ease with which the child recognizes and connects sounds and letters.
Students learn sounds and letters best when teachers use explicit, systematic instruction involving teacher modeling and extensive practice before independent application.

**The automaticity with which a child decodes is fostered by the ease with which the child recognizes and connects sounds and letters.**
**Students learn sounds and letters best when teachers use explicit, systematic instruction involving teacher modeling and extensive practice before independent application.**

**In Summary...**

## Automatic Word Recognition is fostered by:
student’s ability to break up and read longer words accurately.
instruction in spelling patterns, rules, exceptions, and Greek and Latin roots.

Students learn sounds and letters best when teachers use explicit, systematic instruction involving teacher modeling and extensive practice before independent application.

**student’s ability to break up and read longer words accurately.**
**instruction in spelling patterns, rules, exceptions, and Greek and Latin roots.**
**Students learn sounds and letters best when teachers use explicit, systematic instruction involving teacher modeling and extensive practice before independent application.**

**In Summary...**

## English Learners Need:
teachers to understand the basic differences between the first and second language.
explicit, systematic instruction in phonology.
preteaching and reteaching of language structures in order to reinforce the skills and strategies taught in phonology lessons.

**teachers to understand the basic differences between the first and second language.**
**explicit, systematic instruction in phonology.**
**preteaching and reteaching of language structures in order to reinforce the skills and strategies taught in phonology lessons.**

**In Summary...**