Teaching Phonics and Phonemic Awareness
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Transcript of Teaching Phonics and Phonemic Awareness
Teaching Phonics and Phonemic Awareness
Steven A. Stahl
University of Illinois at Urbana-ChampaignCenter for the Improvement of Early Reading Achievement
Phonemic Awareness
Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words (Torgesen, 1998).
Rhyming & Alliteration
Syllable Blending & Segmenting
Onset-Rime Blending & Segmenting
Phoneme Blending & Segmenting
Phonological Awareness Instruction
Sentence Segmenting
PhonicsAn understanding of the alphabetic principle—the relationship between phonemes (sounds) and graphemes (letters).
What do we want readers to be able to do?• Enjoy and Appreciate Reading
Literature and Non-fiction• Comprehend and Learn from Text• Recognize Words Automatically
These 3 goals are related...
• If children do not recognize words automatically, they cannot comprehend text effectively.
• If children do not comprehend text effectively, they will not want to read.
National Reading Panel:Phonics Findings
• Overall, phonics instruction had a significant effect on reading achievement.
• Most (2/3) of the effect sizes involved measures of decoding or word recognition
• Effects were significant, but smaller, on measures of comprehension and oral reading
National Reading Panel:Phonics Findings
• The effects of different types of phonics programs (synthetic phonics, programs which emphasized phonograms, miscellaneous) did not differ from each other.
• This suggests that there is no one right method of teaching phonics, but that many methods of teaching children to decode are effective.
National Reading Panel:Phonics Findings
• Phonics instruction is more effective in kindergarten and first grade than in grades 2-6.
• Phonics instruction meets a developmental need.
See Continuum Tompkins pg. 114 (see 112 as well)
National Reading Panel:Phonics Findings
• Phonics instruction can be effective for children with reading problems, but it is most effective in the early grades.
• Phonics instruction did not significantly effect the reading of older children with reading problems, who may not have needed this instruction.
National Reading Panel:Phonics Findings
• Phonological awareness instruction is effective in kindergarten and first grade.
• Phonological awareness instruction is especially effective when combined with letter training and as part of a total literacy program
What the report does not say
• It does not support any particular phonics program.
• It does not talk about “decodable text.”• It does not support intensive phonics
instruction.• It does not talk about the content of a
phonics program.
Why do we teach phonics?
• Phonics instruction leads to better achievement, at least when integrated into a total reading program.
• Children need a strategy to figure out unknown words
• Children need to recognize words quickly and automatically.
Development of Word Recognition • Visual Cueing
• Partial Alphabetic Cueing
• Child uses a visual cue, such as the two “eyes” in look or the “tail” in monkey.
• Child uses salient letter, usually beginning, sometimes last.
Development of Word Recognition• Full Alphabetic
Coding
• Automaticity
• Child uses all letters, including vowels, to “sound out” words
• Child recognizes words automatically, using chunks or analogies
Emergent Spelling
• What Students Do Correctly– Write on page– Hold the writing
implement– Horizontal
movement across the page
• What Students Use but Confuse
– Drawing, scribbling, letter-like forms
– Directionality
Early Letter-Name - Alphabetic Spelling
• Represent most salient sounds, especially beginning consonants
• Most letters of the alphabet
• Directionality• Partial spelling of
consonant blends and digraphs
• S, SHP for ship• B, BD for bed• Y for when• L, LP for lump• U for you• FL for float
Middle Letter-Name - Alphabetic Spelling
• What Students Correctly Do– Most beginning and
ending consonants– Clear letter-sound
correspondences– Frequently occurring
short vowel sounds
• BAD for bed• SEP or SHP for
ship• FOT for float• LOP for lump
Middle Letter-Name - Alphabetic Spelling
• What Students do Correctly– Regular short vowel
patterns– Most consonant blends
and digraphs– Preconsonantal nasals– Some common long
vowel words, name, time
• Lump spelled correctly
• FLOT for float• BAKR for baker• PLAS for place• BRIT for bright
Early Within Word Spelling
• What Students do Correctly– Good accuracy on
r-influenced single syllable short vowel words, fur, bird
– Some infrequently used short vowels and frequently used long vowel words
• FLOTE for float• PLAIS for place• BRIET for bright• TABL for table
Middle Within Word Spelling• Slightly more than half of
long vowel words in single syllable words
• Consistently uses long vowel markers, SNAIK for snake.
• Substitutions in frequent, unstressed syllable patterns, TECHAUR for teacher
• ed and other common inflections, MARCHT, BATID
• SPOLE for spoil• DRIEV for drive
Developing the Phonological Insight• This is the insight that spoken
words can be thought of as collections of sounds.
• It is usually acquired first with consonants.
Good phonics instruction should develop phonological awareness• Phonological awareness instruction
should stress children’s awareness of sounds in spoken words.
• Phonological awareness instruction usually includes both blending and segmentation.
• Phonological awareness instruction works best when combined with decoding and spelling.
Phonological awareness refers to awareness of all of these aspects of spoken words.
Phoneme awareness only refers to phonemes.
Some concepts…..
• Phoneme: smallest unit of speech,not always able to be pronounced in isolation
• Syllable: cluster around a vowel• Onset: part of syllable before the
vowel• Rime: rest of the syllable
Onsets and rimes
• Stand• Rope• straw• and
How do we teach syllables and Onsets and Rimes?• Reading and memorizing rhymes• Clapping out rhymes• How many beats?• Pointing out the rhymes • Can you guess the word? (d-uck,
c-at)• Alliteration
Begin with children’s names
• They are most personal.• Label cubbyholes.• Use name cards.• Children should learn their own
names and the names of everyone else in the class.
Phonological Awareness Activities• Sound to word
matching
• Word to Word matching
• The Troll• Which word begins
with the same sound as _______?
• Which one does not belong?
• Sound sorting
To Market, To Market
• To market, to market to but a fat pig;
• Home again, home again, jiggety jig.
• To market, to market to but a fat hog;
• Home again, home again, jiggety jog.
Phonological Awareness
• Play with sounds in words underlies children’s learning about letters and sounds
• Part of preschool education as long as there have been nursery rhymes
• Important to include letters in activities, including alphabet books and invented spelling
National Reading Panel:Phonological Awareness Findings
• Phonological awareness instruction is effective in kindergarten and first grade.
• Phonological awareness instruction is especially effective when combined with letter training and as part of a total literacy program
Phonological Awareness Activities• Rhyming• Word-to-word
matching• Initial sounds• Segmentation
• Blending• Deletion
• Reciting or making rhymes
• Which word does not belong?
– Man, move, pit, monkey• What is the first sound in
fish?• Breaking a word into
sounds,– May use boxes • What word is /f/ /i/ /sh/?• Say “make” without /m/?
Alphabet books
• L is for Lion
How do we teach phonics?Good Phonics Instruction Should Develop
The Alphabetic Principle.
TeachBlend
Manipulate
Practice
Blend
• lay• clay• play• say• pay
• train• rail• sail• paid
4Do you know the way to the park? I will wait for you there.
Practice
a y a i
n
st
gr
pl m d
w
f
d
m
p
r
pl br
ay
ai
l
n
Word Building
d
Phonics Instruction
• Good phonics instruction should not teach rules, need not use worksheets, should not dominate instruction, and does not have to be boring.
Phonics Rules
• When two vowels go walking… 45%
• Silent “e” rule…. 63%• When a vowel is in the
middle of a one-syllable word, it is short…. 60%
bead
bone
cat
does
love
scold
Developing the orthographic insight• This is the insight that words are
spelled one particular way.• For example, there is no reason that
“boat” is not spelled “bote”.• Children have to learn particular
spellings.• This usually comes when learning long
vowels which are more variable.
Manipulate
• Segmenting – “Making and Breaking” (Reading
Recovery)– “Making Words” (Pat Cunningham)
• Word Sorts• Letter Strips• Word Building• Spelling
Making words
• Choose a group of letters• Have children make increasingly
complex words.• Final word should be long word. • Put each word in a pocket chart• Do a word sort with chart words.
a a a c g h n o o t t
a a a c g h n o o t t
• to• an• ant• too• cat/act• nag• chat• tang
• than• hang• hoot• can’t• toga• chant• achoo• thong
a c e f g i i m n t
• it• in• cat / act• man• ace• tin• fit• mint• cent
• mice• fact• gift• main• agent• infant• inmate• imagine• figment
Compare/contrast
• Direct teaching of the process of comparing new words to known words.
• First, teach set of “wall words”. The next slide has a list of 37 phonograms that can be used to generate about 500 primary grade words.
• Then teach children the process of comparing new words to known words.
Common phonograms-ack -ain -ake -ale -all-ame -an -ank -ap -ash-at -ate -aw -ay -eat -ell -est -ice -ick -ide-ight -ill -in -ine -ing -ink -ip -it -ock -oke-op -ot -ore -uck -ug-ump -unk
From Wylie and Durrell, 1970
Word Sorts
• Closed Sorts– Give students lists of
words which have multiple common features
– You provide the category
– Students classify words into groups
• Open Sorts– Give students lists of
words which have multiple common features
– Students make up categories
– Must justify categories– Works well in groups
wail pay pad failray laid lap fadstain play hand said
Say Sad
With shin thin thickthat wash rash shipsham pith path math
What do you teach?
• Kindergarten– Basic Phonological Awareness– Consonant sounds– Consonant blends (introduce)– Short vowels (introduce)
What do you teach?
• First grade– Short Vowels– Consonant Digraphs (sh, th, ch)– Consonant blends– Vowel digraphs (ai, oa, ay, etc.)– Silent e – Diphthongs– r- controlled vowels– Variant vowels
What do you teach?
• Second grade– Variant vowels– Inflectional endings– Begin prefixes and suffixes
Practice
• The most important practice we do involves applying phonics in connected text.
What kinds of text?
• Instructional level text
• Authentic text• Predictable text• Decodable text
Instructional level text
• Should be text that child can read with some support
• Needed to practice integration of all reading skills
• Needed to develop comprehension abilities
Authentic Text
• Needed to develop higher level concepts and vocabulary
• Needed to develop children’s interest in reading
• Should be relatively difficult• Might be read aloud to class or
read with support by students
Predictable Text
• Used to develop print concept and “booksuccess”.
• Used to develop fingerpointing and print-speech match.
• Might be read using Shared Reading model.
• Should be phased out by middle of first grade.
Decodable Text
• Should contain a reasonable percentage of words with a taught pattern
• Used for practice of decoding in context
• The best texts tell a story that is comprehensible; the worst texts make little or no sense
• Should be practiced by children, possibly with repeated reading.
Practice words in texts
• Fish Dish• “I wish, wish, wish
• For a dish,” said the fish,• “With a yam, yam, yam,• And a little bit of jam, • And I want thin ham
• With that yam!” said the fish.
Scaffolding for Word Recognition• Teachers coach to provide instruction in word
recognition by asking questions such as, "What can you do to figure out that word?"– “Do you see a chunk (or phonogram) you
recognize?”– “Does it look like any other words you know?”– “Can you sound it out?”– “What does the first letter say? What does the
next letter say? Etc. Now blend the sounds together.”
– “Does that word look right for what is on the page?”
– “Does it make sense in the story?”
Scaffolding for Word Recognition• Other strategies to figure out words or ask them
to explain what they did to figure out a word. – “I like how you corrected that.”– “Good checking!”– “How did you know it couldn't be...?”– “What did you do to figure that word out?”
• Word recognition coaching prompts are hints or questions
• that get children to engage in self-monitoring strategies as well as a variety of word recognition strategies to use with words not known instantly.
• From Barbara Taylor, P. David Pearson, et al. (1999)
Good Phonics Instruction is a part of reading instruction.
It is an important part, but just a part.