Creating Literacy Instruction for All Students, Enhanced 9th Edition

Creating Literacy Instruction for All Students, Ninth Edition Chapter 5 Teaching Phonics, High-Frequency Words, and Syllabic Analysis Developed by: Thomas G. Gunning, Professor Emeritus Southern Connecticut State University How Words Are Read Predicted Sounded out Chunked Read by analogy Recognized immediately High-frequency words learned as readers make connections between letters & sounds Stages in Reading Words Prealphabetic Partial Alphabetic Full Alphabetic Consolidated Alphabetic Implications of Stage Theory Phonics approach best Gear approach to students’ needs Basic Principles of Phonics Instruction Functional: Teach only necessary skills Useful: Teach only needed skills Contextual: Teach skills as needed Planned, systematic, explicit Phonics Elements Consonants Single letters: single sound Digraphs: 2 letters--1 sound: ch Clusters: 2 or more letters & sounds: st Vowels Onsets and rimes: h-at Approaches to Teaching Phonics Analytic: Sound in context of word- beginning sound of hat Synthetic: Sound by sound: /h/-/a/-/t/ Combination of analytic & synthetic Can also be: Whole or whole-to-part Embedded or systematic Teaching Initial Consonants Phonemic awareness Letter-sound integration Guided practice Application Writing and spelling Assessment & reteaching Reinforcement (books, sorting, games, software, rhymes) Teaching Blends Difficulty separating second sound in blend from the first: /t/ in /st/ Say a word containing a blend & have students count out sounds, holding up a finger for each sound. Build on what students know. For stick, have them sound out sick as you write it on board & then ask what needs to be added to sick to make stick. Emphasize sound of t. A Sample Sort Teaching Variable Consonants The letter c usually stands for /k/ when followed by a, o, or u. The letter c usually stands for /s/ when followed by e, i, or y. The letter g usually stands for /g/ when followed by a, o, or u. Use variability (Try Another Sound) strategy. Teaching Vowel Correspondences Phonemic awareness Letter-sound integration Guided practice Application Assessment & reteaching Teaching the Word Building Approach Building words by adding onsets to rimes Building words by adding rimes to onsets Providing mixed practice Creating a model word Guided practice Application Writing and spelling Extension Assessment and review Brief Scope and Sequence Initial consonants-easiest to say, high frequency Short a and i so as to form words with consonants Additional consonants & consonant digraphs Final consonants Additional short vowels 2-syllable words composed of familiar elements Blends Long vowels: final-e, digraphs (ee, oa) R vowels Other vowels: /aw/, /oy/, /ow/, /oo/, /OO/ Practice and Application Rhymes Word wall Secret messages Secret word Making words Technology Reading selections containing element taught– apply decoding strategies Vowel Generalizations Vowel digraphs- may represent long day), short (bread), or other sound (cow). Use variability strategy (try another sound). Closed syllable generalization- cap Open syllable generalization- hobo Final-e generalization- cape . Decoding Strategies Pronounceable word part Analogy Context Sound by sound Try another sound Sound correction/model word routine Monitoring/cross check Writing Choice Affirmation Diagnostic Decodable Texts Reinforce phonics elements No text completely decodable Transitional nature Balance decodable with predictable Flexible approach Teaching Phonics to ELL Be aware of similarities & differences Determine degree of literacy in native language Help with sounds not present in native language Enlist help of ESL teacher Build on what students know Monitoring Progress in Phonics Administer Phonics Inventory Place at level where misses more than 5 words out of 20 or 5 in a row Set goal and track progress periodically Readability Based on Phonics Elements Use text that contains familiar phonics elements Use Phonics Readability Chart-based on sequence used in most programs Provides reinforcement in use of phonics skills High-Frequency Words Also known as sight words Teaching Make connections between letters & sounds where possible Use children’s books Use word banks Use rhymes, software, apps, language experience stories, shared reading, environmental print Building Fluency Requires accuracy & automaticity Critical test of fluency: Decode & comprehend at same time Focus on comprehension Varying reading rate according to text & purpose Requires solid word analysis skills Fluency in both silent & oral reading Techniques for Fostering Fluency Choral reading Modeled techniques Repeated reading Recorded book method Alternate reading Increasing amount of reading Phrasing of text Syllabic Analysis Process all syllables See patterns Be flexible Integrate with context Use orthographic aspects Be aware of pronunciation changes Emphasize advanced elements Use generalization & pattern approach Syllabic Patterns Easy affixes: -ing, -er, -ly Compound words: sun-set, night-fall Two consonants between two vowels: win-ter, con-cept One consonant between two vowels: ma-jor, e-vil The ending le: cra-dle, ma-ple Adjacent vowels together: i-de-a, di-et Syllabic Patterns (Cont.) Final-e pattern: es-cape, ad-vice Vowel digraph pattern: ob-tain, re-peat, aw-ful R-vowel pattern: car-pet, per-fect Other patterns: ture- future; tion, sion: sta-tion, vi-sion.