Slide 1

Slide 2 WORD RECOGNITION: PHONICS AND COMPREHENSION PRESENTED BY DR. ELAINE ROBERTS, PH.D. UNIVERSITY OF WEST GEORGIA Slide 3 Books Published: Keys to Literacy Instruction in the Elementary Grades, Coffey & Roberts, Kendall Hunt Publishing Keys to literacy instruction for the Net generation: Grades 4-12, Roberts & Coffey, Kendall Hunt Publishing www.kendallhunt.comwww.kendallhunt.com Slide 4 Components of a Balanced Literacy Diet O Motivation for literacy O Concepts of print O Word/World knowledge O Language development O Listening/thinking skills O Sight words O Phonemic awareness and letter-sound connections O Letter formation O Spelling O Schema development O Authentic READING O Fluency (read in conversational tone) O Text structures O Comprehension strategies And REAL WRITING experiences Slide 5 REMEMBER ! Word recognition is the foundation of Reading ! Comprehension is the goal of Reading Slide 6 Phonemic Awareness: Phoneme Segmentation Assessment O Ask: What are the sounds (phonemes) in (target word)? Show the number of sounds in the target words by moving the appropriate number of disks. For example: What are the sounds in the word run? 4 Answer: r u n 4 Your turn-go, grab, drum Slide 7 Roberts Spelling Error Guide Ehri WordBear et al. Recognition Stage Spelling Stage Example Pre-alphabetic Early Letter Name bed = b (visual cues) Partial Alphabetic Letter Name bed = bad (phonetic cues) drive = grive Full alphabetic Within Word Pattern ship = (distinct spellings) sip, ship Slide 8 Roberts Spelling Error Guide, cont. (Adapted from Bear, Invernizzi, Templeton, & Johnston, 1996; Ehri, 1992) Ehri WordBear et al. Recognition StageSpelling Stage Example Consolidated Syllable Juncture popping =popping (chunks of letters) plesure = plesour, pleasure Slide 9 Common Phonics Patterns in English Syllables 1. Syllables that end in a consonant: CVC (sat, napkin); the vowel is usually short. 2. Syllable that ends with a vowel: CV (me, spider), V (a, halo, baby); the vowel is often long. 3. Final e: CVCe (take, home, cupcake); the vowel is often long while the final e is silent. 4. Vowel digraph (ai, ee, ea, oa, etc.) as in team, green, lean, peanut; the 1 st vowel is often long and the 2 nd one is silent, but this does not apply to many vowel teams. 5. Consonant digraph (sh, ph) as in shut, paragraph 6. R controlled vowel (ar, ur, ir, or, er) as in far, fur, for; the vowel is neither long or short. Plus-ir, ar, ur often sound like er in one syllable words as in the word car, fur. 7. 6. Consonant plus le, as in little, purple, treble = pur/ple 8. Diphthongs (oi, oy) as in boil, toy; the vowels make a unique sound 7. Schwa=vowel makes uh sound=awake 8. Blend= Two or three conson+-ants come together and blend their sounds (brick, flip) 9. Soft and hard c and g-activity on website http://www.watchknowlearn.org/Video.aspx?VideoID=52789&CategoryID=176 Slide 10 1. Ways to Segment Words 2. How to Add ing as a suffix (from Graves, Juel,Graves, deWitz, 2011, p.190) Segment Words byPlanetCats MorphemesplanetCats SyllablesPlan etcats Onsets & rimes (spelling patterns) Pl an etk ats PhonemesP l a n etK a t s How to add ing to wordsDouble the consonant then add ing Just add ing VC words =getgetting VCC words=askasking Slide 11 Dividing Words Into Syllables: Hand and Chin strategy Between 2 medial consonants: ig/nore, hap/py After medial consonant between 2 vowels: ov/en Words ending in le=consonant + le: re/li/a/ble, bab/ble Prefixes and suffixes: un/done, trans/for/ma/tion, hap/pi/ness Applications with digraphs: both/er Discuss then check http://www.dictionary.comhttp://www.dictionary.com Slide 12 Frequently Used Prefixes Prefix uninter refore in, im, ir, il (not) de distrans en, emsuper nonsemi in, im (in or into) anti Over (too much) mid misUnder (too little) sub pre Slide 13 The Analogy Strategy Examples of chunking unfamiliar words using the analogy strategy: Spelling patterns are underlined. Vowels are often long and short-ask students to check the vowel Vowels=A,E, I, O, U and sometimes y and w! C at Re/spon/si/ble Steps of the analogy strategy: 1. Teach 1-5 key words each week and study onset-rime (rime is also called spelling patterns) of key words 2. Create word families from the key words 3. Use the key words in language experience stories 4. Use the key words in a variety of activities during the week (word analysis, related games and connect to reading and writing for comprehension) 5. Place the key word on a Word Wall as a reference for decoding unfamiliar words with the same spelling patterns Slide 14 Word Analysis and Word DetectivesAsk Students: How Many Sounds Do You Hear in the word? How Many Letters are in the Word? Why? Check the vowels C A R V I N E* S E E N k au r 3 v i n 3 s e n 2 C A N T E N T R O U N D k a n 3 t e n t 4 r ou n d 4 Ask: Tell me about the vowelwhat is your rule? What is the phonics generalization/rule? Does it break the rule? Slide 15 Talk to Yourself Chart (Gaskins et al) 1. The keyword is ______________.(vine) 2. Stretch the word. I hear __________________ sounds. (3) 3. I see ________ letters because ______. (4, the e is silent) 4. The spelling pattern is ____________. (ine) 5. This is what I know about the vowel: _______________. (the i is long because of e at the end of the word-CVCe) 6. Another word on the word wall with the same vowel sound is ________.(ride) Slide 16 Partner-sharing Chart Person 1: (Select a single syllable key word for this activity-it can come from a one syllable or multi-syllable word) 1. My word is _________________. 2. My word wall word is _______________. 3. The words are alike because ____________. 4. Do you agree? Person 2: Give one of these answers: Yes/No, because _____________. Switch roles. Slide 17 Day 1: Using the Analogy Strategy for Word Recognition F Introduce 1-5 key words to be used during the week (Ex. Cat, grab, her, red, take) and learn the spelling patterns: at, ab, er, ed, ake. F Use the 1-5 key words in word families with the same spelling patterns and check the vowels. Practice saying If I know________ then I know ________ cat, hat, sat grab, cab, drab her, better red, sled, bed take, cake, rake F Use the 1-5 key words and some of the words in their word families in a Language Experience Story that is fun to write. Slide 18 Day 2 of the Analogy Strategy: Analyze the key words t a k e t a k (Tell me about the vowel-is it long, short, or makes a unique sound. Why?) Review the 1-5 key words to be learned during the week (i.e., cat, grab, her, red, take-note there is only one key word for each spelling pattern). Discover words with the same spelling patterns during reading across the content areas-Have students create goal charts to motivate them to use the words during reading, spelling, writing, and during discussions. Use the key words in sentences and challenge sentences (model), for example: Please take the cake out of the oven. We went skating after the party. (Note the at in skate makes a different sound than at in cat-students share their discovery about the difference) Please __________ the cat outside. Slide 19 Elkonin BoxesUse with word analysis vinene boat Slide 20 Autographs Student Name___________ Please return the autograph sheet on ____________ Each autograph below the title certifies that the student has read the Word Detectives Story with/to an adult one time. There should be one autograph under the story title for each reading. Autograph Goal and example ___________________________________________________ Please write _____discoveries per night in your Language Log. Book Title:_______________________Book Title _______________________________ Slide 21 Parent Questions What do I say when my child says, What is this word? Consider the word: First ask, what have you tried? If the word is a simple one-syllable word, you could sayLook at every letter in the word. Stretch the word. (e.g. best, tip, stick) If the words seems to have a common spelling pattern like et or and, say Look at every single letter in the word. Find the vowel. What is the spelling pattern? (vowel and all letters after it in the syllable-r-ideide is the spelling pattern). Do you know a word with the same spelling pattern? If I know _______, then I know ___. (e.g. brand, pet, grill) If the word seems irregular and the sentence may help, say Lets read the sentence to see if you get any clues. (e.g. onion, karate) Slide 22 Apply in a Game Play Whats in My Head? My word is on the board. My word begins like table. My word rhymes with lake. Please __________ the cat outside. Slide 23 Vowel Word Wall Aa Ee Ii Oo Uu Yy *cat bed ride boat up yes steal *on *Examples of multi-syllabic words and their single syllable key words: at/tach/ed =cat, re/ spon/ si/ble =on. Spelling patterns are also called rimes (the vowel and letters after it in a syllable). The spelling patterns are underlined. Struggling readers need to focus on phonics, spelling and vocabulary and connect to comprehension during reading and writing Great resource: Gaskins et al article about word recognition and the analogy strategy: Procedures for word learning: Making discoveries about words, The Reading Teacher Journal. Slide 24 The analogy strategy for phonics, spelling, writing, and comprehension http://www.readinga- z.com/newfiles/levels/runrecord/runrec.html http://www.readinga- z.com/newfiles/levels/runrecord/runrec.html Running records information Analogy strategy lessons with reading and writing http://books.google.com/books?id=yCUgPbNFYx8C&pg=PA13 &lpg=PA13&dq=analogy+strategy+for+phonics+and+writin g&source=bl&ots=gXwk0k8pfv&sig=ke9jrd2e669z0igdj4ECp dJbJA0&hl=en&sa=X&ei=bWe3UfbLEIno8wSy4oFg&ved=0C DgQ6AEwAg http://www.readingrockets.org/atoz/writing/