Maine Department of Education, 2006 Maine Reading First Course Session #10 Phonics Instruction.
Transcript of Maine Department of Education, 2006 Maine Reading First Course Session #10 Phonics Instruction.
Maine Department of Education, 2006
Key Learning Goals Session 10
Phonics Instruction
To enable class participants to transform their theoretical understandings into classroom practices that support student development of phonics knowledge, including instructional strategies for teaching:
letter and letter-sound identification, including letter clusters
the use of letter-sound information (consonants, vowels) to decode and write words
the use of word structures and patterns (onsets and rimes, syllables, affixes, letter clusters, spelling patterns) to decode and write words high-frequency words and irregular word patterns
Maine Department of Education, 2006
What is Phonics?
Phonics is knowing the relationship between printed letters (graphemes) and the individual sounds (phonemes) of spoken language.
(Put Reading First, 2001)
Maine Department of Education, 2006
Changing Emphasis of Five Essential Elements
Element
K 1 2 3
Phonological Awareness
Phonics Letter Sounds & Combinations
Multisyllables
Fluency
Vocabulary Listening
Reading
Comprehension Listening
Reading
Maine Department of Education, 2006
Phonics Instruction is Important Because…..
It helps children learn the relationships between the letters of written language and the sounds of spoken language.
It leads to an understanding of the alphabetic principle—the systematic and predictable relationship between written letters and spoken words.
(Put Reading First, 2001)
Maine Department of Education, 2006
Effective phonics instruction is….
Systematic—the plan of instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence from easier sounds to more difficult sounds. High utility sounds and letters are taught first, letters with similar shapes and sounds are separated.
Explicit—the plan of instruction provides teachers with precise directions for teaching letter-sound relationships, including:
Explaining and modeling Giving guided practice Watching student responses and giving corrective feedback Planning extended practice
(Put Reading First, 2001)
Maine Department of Education, 2006
Systematic and Explicit Phonics Instruction……
significantly improves children’s word recognition, spelling, and reading comprehension.
is most effective when it begins in kindergarten or first grade.
(Put Reading First, 2001)
Maine Department of Education, 2006
Effective Phonics Instruction Provides…..
ample opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences, and stories.
(Put Reading First, 2001)
Maine Department of Education, 2006
Systematic Phonics Instruction
Provides a sequence or order of letter-sound relationship instruction that proceeds from easier letter-sounds to more difficult letter-sound combinations.
Maine Department of Education, 2006
Recommended Guidelines for Systematic Phonics Instruction
(Blevins, 1998)
Sequence Teach short-vowel sounds before long-vowel sounds Teach consonants and short vowels in combination so that words can be
generated as early as possible Be sure the majority of consonants taught early are continuous consonants
(i.e. f, l, m, n, r, s) Use a sequence in which many words can be generated Progress from simple to more complex sound-spellings:
consonants and short vowels digraphs consonant blends final e long vowels silent letters syllables roots and affixes
Scope Decide which sound-spelling relationships are important enough to warrant
instruction, and which can be taught as needed. Use list of 44 more frequent letter-sound spellings.
Maine Department of Education, 2006
Progression of Phonics Knowledge & Skills
Across Grades K-3(Chall, 1996; Blevins, 1998; Lyons & Moore, 2003)
Kindergarten Concepts of print Letter and letter sound recognition Initial & final consonants Blending letter sounds in single syllable
words Short vowel word families (cvc
patterns) Recognizing environmental print &
sight words Building Word Knowledge
Grade 1 Rapid letter-sound recognition Blending letter sounds and word
building Initial and final consonants Short vowels (cvc patterns) Consonant blends (br, cl, st, etc.) Consonant digraphs (sh, ch, wh, th) Inflected endings (-ing, -ed,) Final e (cvce patterns) Long vowel digraphs (ai, ay, ea, ee, oa,
ow, etc.) Complex consonant blends (qu, scr, thr) Hard and soft c & g Silent consonants (comb, write, know) Abstract vowel patterns (oo, ou, ow, oi,
oy) Contractions & Compound Words
Grades 2 & 3
Review of grade 1 skills More complex vowel spellings &
spelling rules (i.e. doubling consonants & dropping e)
Homophones(their/there) & homographs (read/read)
Multisyllabic words Syllabication patterns & strategies More structural analysis (i.e. plurals,
possessives, prefixes & suffixes)
Maine Department of Education, 2006
What are the Different Approaches to Phonics
Instruction?
Synthetic Phonics Analytic Phonics Analogy-Based Phonics Phonics through Spelling Embedded Phonics Onset-Rime Phonics
Which approach(es) are systematic?
Maine Department of Education, 2006
Elements of Explicit Phonics Lessons
Teach—How to Sound (phonemic awareness) Letter-sound association Draw on prior knowledge
Practice—Let’s do Word building Spelling
Apply—You do Sentence dictation Reading decodable text Application in other contexts (reading and writing)
Maine Department of Education, 2006
Explicit vs. Implicit Phonics Instruction—Which is Which? After reading a story about animals, the teacher asks
students “What sound does horse start with? Do you see any other animals whose names begin with that sound? What letter says /h/? Can you write the letter “h”?
After a lesson in which students isolate words that begin with the /h/ sound, the teacher links the sound to the letter by showing students the letter “h”, telling them it stands for the /h/ sound, and using “h” to practice making words that begin with the /h/ sound. Later, the teacher reads a book about animals and shows students how the word horse starts with “h”. The teacher encourages students to look for other animals or words that begin with “h”.
Maine Department of Education, 2006
Phonics Lesson Dos(Blevins, 1998)
Use logical sequence and be explicit Build on what children know and adjust
instruction to student needs Provide frequent, daily lessons Keep lessons brief, fast paced, & focused Provide built-in review and explicit transfer
to reading and spelling activities Make learning public (i.e. word walls and
letter charts) and reflective (i.e. Talk-to-Yourself Chart)
Maine Department of Education, 2006
Phonics “Talk-to-Yourself Chart”
(Gaskins, et al, 1997)
Completed chart for the word high.1. The word is high.2. Stretch the word. I hear 2 sounds.3. I see 4 letters because -igh stands for
one sound.4. The spelling pattern is igh.5. This is what I know about the vowel: It
is the long-i sound.6. Another word on the Word Wall with
the same vowel sound is light.
Maine Department of Education, 2006
Phonics Lessons Don’ts(Blevins, 1998)
Avoid having children continually wait for turns—use small group instruction.
Avoid instruction that is not explicit Avoid using incorrect language or
terminology. For example: Instead of saying, “You can hear the f
sound, “ say, “You can hear the /f/ sound.” Instead of saying, “What sounds do you see
at that the end of mint?” say, “What sounds do you hear at the end of mint?”
Maine Department of Education, 2006
Phonics Lesson Components
(Blevins, 1998)
Repeated readings Phonemic awareness exercises Explicit letter-sound relationship
instruction Blending practice Word-building practice Controlled reading practice Dictation
Maine Department of Education, 2006
Types of Texts for Beginning Reading Instruction
(Just Read Florida)
Predictable and Patterned Books
Decodable or Phonetically Regular Books
Pictures for Words (Rebus) Books
Maine Department of Education, 2006
Your Turn
Sketch out a plan for how you might explicitly teach the:
/m/ sound and letter “m”,
/ch/ sound and digraph “ch”, or
Prefix “un”
Maine Department of Education, 2006
Considerations for Phonics Instruction for Students with Learning Disabilities and/or
Limited English Proficiency
Provide direct, explicit, systematic instruction in letter/sound relationships, including preteaching and reteaching and review
Provide instruction in English language structure Be aware of the differences between English and a
child’s primary language. Teacher children how to transfer what they know in
their primary language to English. Teach letter sounds and combinations that do not occur
in the child’s native language. Involve students in daily events with a variety of books
and printed materials Engage students in read aloud and shared reading
opportunities with more proficient readers
Maine Department of Education, 2006
Instructional Activities for Phonics
Letter Identification/Letter-Sound Correspondence
Decoding Blending Word Building Word Sorts/Word Hunts/Word Walls Syllabication
Encoding Segmenting Dictation
Sight Vocabulary/Irregular Words
Maine Department of Education, 2006
How Does the Phonics Instruction in My Reading Program Align with
Research?
Think-Ink-Pair-Share Systematic
Explicit
Letter-Sound Information
Integration