Bell Conquer the Code - English Speaking Course Lucknow

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Conquer the Code:Conquer the Code:Sounds, Symbols, and SyllablesSounds, Symbols, and SyllablesConquer the Code:Conquer the Code:Sounds, Symbols, and SyllablesSounds, Symbols, and SyllablesIDA Florida Branch ConferenceIDA Florida Branch Conference -- May 1, 2006May 1, 2006

E. Judith Cohen, Ed.D.E. Judith Cohen, Ed.D.

Florida International UniversityFlorida International University


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Reading . . .an extraordinary ability,

peculiarly human and yet

distinctly unnatural.

Dr. Sally Shaywitz, Overcoming Dyslexia, 2003


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Literacy . . .

Begins at birth,and

is a lifelong process!


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Unfortunately,

Children are not born with this

insight, nor does it developnaturally without instruction.

Reid

Lyon, 1997, NICHD


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In todays world,learning to read well is a key to thefuture success of our children. Not

only is reading fluently and withcomprehension by third grade alegislated priority, it is an ethical and

professional imperative.(Wolfe and Nevills, 2004)


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In fact,teaching reading isR

ocket Science!(See Teaching Reading Is Rocket Science:What Expert Teachers of Reading Should

Know and Be Able to Do byLouisa C.Moats, AFT, June 1999)


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Research Practice National Research Council: Committee on NationalResearch Council: Preventing Reading Difficultiesin Young Children (1998)

NationalR

esearch Council - Starting OutR

ight: AGuide to Promoting Childrens Reading Success(1999)

National Reading Panel: Teaching Children to Read(2000)

Put Reading First: The Research Building Blocksfor Teaching Children to Read (2001)

Scientific Research in Education (2002)


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Reading and the BrainIf we provide intervention at an earlyage, then we can improve readingfluency and facilitate thedevelopment of the neural systemsthat underlie skilled reading.

(Sally and Bennett Shaywitz,Educational Leadership, March 2004, p. 10)


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Language Components

Receptive Expressive

Oral Listening Speaking

Written Reading Writing


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The Big Five Phonemic Awareness

Phonics

Vocabulary

Fluency

Text Comprehension


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Reading Components

and the Big Five

Means

DECODING

Phonemic

Awareness Phonics

End

COMPREHENSION

Vocabulary

TextComprehension


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Lesson Plan Format Preread Schema Read it Story grammar Reread it Fluency Discuss it Vocabulary React to it Comprehension Code it Alphabetic code

Apply it Practice Transfer it Generalization


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Read with HuGs

unitingHolistic & Graphophonic

strategies


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Reading is the union ofComprehension + Decoding

(Holistic) (Graphophonic)

Pre-read it Code it:Read it Hear itReread it See itDiscuss it Associate itR

eact to it Expand it


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Code it: Alphabetic Code Hear it

See it

Associate it Expand it

Phonological: sound

Print: symbol

Sound/symbolStructural analysis


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Conquer the Code:

Sounds, Symbols, and Syllables Sounds

Phonological Awareness Phonemic Awareness

Symbols Print Awareness Alphabet knowledge

Syllables Vowel Patterns Syllabication


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Oral Language Listening and Speaking

Literacy Events

Grand Conversations

Phonological Awareness: sensitivity tothe sounds of language


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Phonology: Sounds

Phonological awareness

Phonemic awareness

44 phonemes (speech sounds)

Oral / auditory

Related to reading and writing


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How many sounds?

in the word box in the word enough

in the word precious


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44 Sounds of the

English Language Vowels (10)

// //

// //// //

// //

// //

Consonants (18)/b/ /j/ /s/

/k/ /l/ /t//d/ /m/ /v/

/f/ /n/ /w/

/g/ /p/ /y/

/h/ /r/ /z/


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44 Sounds of the

English Language Vowel Diphthongs (2)

/ou//oi/

Vowel Variants (3)/au//oo/ (moon)/oo/ (book)

Schwa (1)//

Consonant Digraphs(7)/sh/ /ch/ /wh//th/ /th/ /zh/

/ng/

r-controlled (3)/ar/ /or/ /er/


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Phonological Awareness Funnel ogical awareness Sensitivity to the sounds of language

words, syllables, and sounds Includes phonemic awareness Necessary for understanding the

alphabetic principle and how soundsmatch print


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Phonological Awareness Word awareness

Rhyming words

Syllable awareness Alliteration

Onset-rime

Phonemic segmentation and blending Phonemic manipulation


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Phonological Activities Clapping, standing, using body motions Manipulatives, e.g., linking blocks,

puzzles, objects, chips or tokens Pictures, books, posters Music and rhyme

Feel it in your mouth! Elkonin (sound) boxes


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Written Language Reading and writing

Print awareness

Reading: decoding + comprehension Sound symbol connection [phonics]

Writing: spelling, handwriting,written expression [writing process]


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Orthography: Symbols

Alphabet (26 letters)

Represent speech sounds Written / visual

Spelling patterns


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Print Awareness Concepts of Print

Book concepts One-to-one correspondence Directionality

Alphabet Knowledge Recognition Identification Formation


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How do children develop

print awareness? Read alouds Shared reading

Print rich environment Big Books, little books, lots of books Hearing poems, nursery rhymes

Seeing charts, signs, lists, MorningMessage and Sign in


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Alphabet Activities Sort plastic or magnetic letters Use letter cards with the ABC song Match environmental print labels to

alphabet letter cards Locate target letter by using highlightertape

Write letters in the air, using large muscle

movements Write letters in shaving cream, sand, orrice trays


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Pre-Phonics Phonological Awareness

Oral

Sounds Print Awareness

Visual

Symbols


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Phonicsrefers to instructional practicesthat emphasize how spellings are

related to speech sounds insystematic ways.

(Snow, Burns, & Griffin, 1998)


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What is the Alphabetic

Principle? the systematic and predictable

relationship between the letters of

written language and the sounds ofspoken language the way print matches speech the relationship between phonology

and orthography also known as the alphabetic code


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Why learn the Alphabetic

Code? It provides the understanding for

the internal structure of words.

It helps children recognize familiarwords and decode new words.

It connects reading and writing.

It enables children to read withfluency and comprehension.


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Phonics Synthetic Phonics

Part to whole

Analytic Phonics

Whole to part Word families (rimes)

Vowel Patterns 6 Syllable types 85-88% regularity

Structural Analysis Root words,

prefixes & suffixes

Compound words

Contractions

Syllabication


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Color-CodeVowels

a

ei

o

u-y -w

Digraphs

sh

chth

wh

ph

Blends

bl-

cr-st-

-nd

-mpetc.


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Orthography: Syllables Six basic syllable types

85 88% of English language

Vowel Patterns (syllable types) Structure of our language

Alphabetic code


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Vowel Patterns

Regular

Reliable Research-based

Effective

Efficient Easy to use


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Vowel Pattern ChartClosed Open Silent e

Bossy r 2 VowelsTalkers Whiners

C+le


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Vowel Pattern ChartClosed

cat

fishbub-

Open

me

gota-

Silent e

ride

capehope

Bossy r

cargirl

tur-

2 Vowels

Talkers Whinersboat boy

meat clown

C+le

ta - blebub - ble

tur - tle


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Vowel PatternsClosed:

A word or syllable that contains only one vowelfollowed by one or more consonants;

the vowel is short.One lonely vowel squished in the middle,

says its special sound just a little.sat bed fin top gum

sand best print shop lunchat Ed in on up


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Vowel PatternsOpen:

A word or syllable that ends with one

vowel; the vowel is long.If one vowel at the end is free, it pops

way up and says its name to me.

me she hi go flu fly


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Vowel PatternsSilent e [Magic e]:A word or syllable that ends in e, containing one

consonant before the final e and one vowel before

that consonant; the vowel is long.The magic e is quiet, but it has a claim to fame;

it makes the vowel before it say its real name.The magic e is so powerful, it gives all its strength

to the other vowel so that it can say its real name.make Steve ride hope cube


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Vowel PatternsBossy r [r-controlled]:A word or syllable containing a vowel followed by r;

the vowel sound is altered by the r.

The letter r is so bossy, it tells the vowel that itcant say its real name (long vowel) or its specialsound (short vowel), but must say the r sound (asin car, for, her).

car her girl for curl


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Vowel PatternsDouble Vowel Talkers: [vowel digraphs]

A word or syllable containing two adjacent

vowels; the first one is long.When two vowels go walking, the first one

does the talking and says its name.

rain day see meat pie

boat toe slow suit blue


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Vowel PatternsDouble Vowel Whiners :[diphthongs and variants]A word or syllable that contains two adjacent

vowels; the vowels say neither a long or short

vowel sound, but rather a very different sound.Sometimes when two vowels are next to each other,they make a funny whining sound, like when youfall down and say ow, aw, oy, and get a boo-boo.

fault saw foil boy loud cow moon new book


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Vowel PatternsC+le: [consonant + le]This syllable ends with le preceded by a

consonant, and occurs in two-syllable

words.When a word ends with a consonant and le,

the le grabs the consonant before it, andthe word breaks into two parts rightbefore that consonant.bubble cable eagle poodle pur-ple


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Vowel Pattern

Prediction PowerThe prediction power of the patterns ranges from 77 to89%, each of which is much better than predictions on

the basis of chance alone. Teaching children vowelpatterns can make a difference in their fluency and

comprehension (May, 2002).

Closed

86 89%

Open

77%

Silent e

81%

Bossy r 2 VowelsTalkers Whiners

77%

C+le


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Irregular / Memory

Words About 12 15% of English words do

not conform to the regular patterns

Can be taught through context,repetition, multisensory techniques,and learning games, e.g., Word Wall

activities, VAAKT (associative wordcards), BINGO


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Structural Analysis

Root words and affixes

Compound words Contractions

Syllabication


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Root Words and AffixesPrefix Root Suffixun friend ly

re heat edin spect or

Color-highlight or draw a box around

affixes (prefix = green; suffix = red) Make charts for similar affixes


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Compound Words Begin with whole word, e.g., doghouse Segment and blend

Use fists, puzzles, linking blocks Make lists of compound words Use color-coding (doghouse)

Practice deletion (say doghousewithout dog)


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Contractions Compare long and short forms, e.g.,

do not (long 2 words)dont (short contraction)

Highlight apostrophe (use elbow macaroni)and deleted letter/s in red

Use a rubberband to show long andshortened forms (same meaning)

Make lists of contractions from stories


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Syllabication Patterns C+le turtle tur tle

VC/CV rabbit rab bit

V/CV tiger ti ger VC/V camel cam el

V/V lion li - on


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Strategy for Syllabication

Spot and dot the vowels

Connect the dots Look at the number of consonants betweenthe vowels

If 2 break between the consonants

If 1 break before the consonant; if itdoesnt sound right, move over one letter


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Apply and Transfer Provide many opportunities to use

these skills and strategies, both in

isolation and in connected text Fiction and non-fiction

Poetry and songs

Decodable text Learning games and activities


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Why?

When students have the MEANS

to conquer the code,they will reach the GOAL, and

master the meaning!


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The EndRemember . . .

Teach a child to read,

Give a gift for life!!

Thank you for yourkind attention!

Happy Teaching!


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Contact informationE. Judith Cohen, [email protected]

305-348-6668

For more information, see:

Focus on Phonics: Assessment and Instruction,Wendy Cheyney & E. Judith Cohen (1999)

The Wright Skills Program (PreK Grade 3)

Fast Track ReadingWright Group/ McGraw-Hill www.wrightgroup.com


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Websites of Interestwww.aft.org American Federation of Teacherswww.ascd.org Association for Supervision and

Curriculum Developmentwww.educationworld.com Education Worldwww.fcrr.org Florida Center for Reading Researchwww.idafla.org Florida Branch - IDAwww.interdys.org International Dyslexia Associationwww.nifl.gov National Institute for Literacy

www.nationalreadingpanel.org National Reading Panelwww.reading.org International Reading Associationwww.readingrockets.org Reading Rockets

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