Post on 03-Jan-2016
Phonics I: Letter-Sound Relations
EDC424
Why teach letter-sound relations?
Case 1: What does this student struggle with?Words known
andbatcuthehot
momno
Words not knownanbutmenot
Good sight word knowledge, but it’s masking student’s lack of understanding of the alphabetic principle: (1) sounds are represented by letters and (2) those letters represent the sounds rather consistently
Case 2: What does she struggle with? Pseudoword
kotswipgandreeshubflate
meep
Child’s responsekas
gada…er
serfa
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*
Case 3: What does this 3rd grader struggle with? Word
coldsoonwar
figurecertainmineral
paragraph
Child’s responsecouldsamewearfingercurtur
materialpotograph
Paying attention to beginning and final grapheme but ignores middle grapheme and pulls from words he knowsNeeds: attention to medial letters/sounds and monitoring
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
Principles of Teaching Letter-Sound Correspondence
1. Instruction should highlight letter-sound relationship at all positions in the word (e.g., beginning, middle, end)
2. Instruction should link phonemic awareness with letter sound correspondence
Three perspectives: 1. Phonemic awareness Decoding2. Decoding Phonemic awareness3. ** 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).
Isabel Beck, 2006
Letter-Sound Instruction• Sequence: Consonants > Vowels > Sounds represented
by more than one letter (ee, ai, ph, ng)• Lesson Sequence for Teaching Consonant Letter-Sound
Correspondence 1. Develop phonemic awareness by focusing on the sound
represented by a particular letter in the initial position.2. Connect the printed letter with the sound the letter
represents.3. Discriminate among words that have letter-sound in the initial
position and those that do not. 4. Develop phonemic awareness by focusing on the sound in the
final position. 5. Discriminate among words that have letter-sound in the final
position and those that do not.6. Discriminate among words that have the letter-sound in the
initial and final positions.
Isabel Beck, 2006
Vowel-Sound Correspondence(same as consonants but focus on initial & medial)
1. Focus on short vowel sound in initial position2. Connect sound with letter3. Discriminate words that have that vowel sound at
beginning and other words that do not4. Focus on short vowel sound in medial position5. Discriminate words that have that vowel sound in
the middle and other words that do not6. Discriminate among words that have the letter-
sound in the initial and final positions.
Isabel Beck, 2006
Once you teach, provide LOTS of practice (model, shared, interactive, guided, independent)
Model/Shared (Sharing Circle > 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 AlphabetMonitor/Reteach• PALS Phonological Awareness Literacy Activities (that
correlate with PALS assessment)
Empty versions of slides for handouts
Case 1: What does this student struggle with?Words known
andbatcuthehot
momno
Words not knownanbutmenot
Case 2: What does she struggle with? Pseudoword
kotswipgandreeshubflate
meep
Child’s responsekas
gada…er
serfa
mech
Case 3: What does this 3rd grader struggle with? Word
coldsoonwar
figurecertainmineral
paragraph
Child’s responsecouldsamewearfingercurtur
materialpotograph