conquer the code
TRANSCRIPT
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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 Syllables
IDA Florida Branch Conference - May 1, 2006IDA Florida Branch Conference - May 1, 2006E. 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 develop naturally without instruction.
Reid Lyon, 1997, NICHD
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In today’s world,learning to read well is a key to the future success of our children. Not only is reading fluently and with comprehension by third grade a legislated priority, it is an ethical and professional imperative.
(Wolfe and Nevills, 2004)
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In fact, teaching reading is
Rocket Science!
(See Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do by Louisa C. Moats, AFT, June 1999)
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Research Practice
• National Research Council: Committee on National Research Council: Preventing Reading Difficulties in Young Children (1998)
• National Research Council - Starting Out Right: A Guide to Promoting Children’s Reading Success (1999)
• National Reading Panel: Teaching Children to Read (2000)
• Put Reading First: The Research Building Blocks for Teaching Children to Read (2001)
• Scientific Research in Education (2002)
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Reading and the Brain “If we provide intervention at an
early age, then we can improve reading fluency and facilitate the development of the neural systems that underlie skilled reading.”
(Sally and Bennett Shaywitz, Educational Leadership, March 2004, p. 10)
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Language Components
Receptive Expressive
Oral ListeningSpeaking
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• Text
Comprehension
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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”
uniting
Holistic & Graphophonic
strategies
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Reading is the union of Comprehension + Decoding
(Holistic) (Graphophonic)
Pre-read it Code it: Read it Hear it
Reread it See itDiscuss it Associate it
React to it Expand it
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Code it: Alphabetic Code
• Hear it• See it• Associate it• Expand it
Phonological: soundPrint: symbolSound/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 to the 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)/ă/ /ā//ĕ/ /ē//ĭ/ /ī//ŏ/ /ō//ŭ/ /ū/
• 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)/ə/
• 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 sounds match 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, “Morning
Message” 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 highlighter
tape• Write letters in the air, using large
muscle movements• Write letters in shaving cream, sand, or
rice trays
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Pre-Phonics• Phonological Awareness
• Oral• Sounds
• Print Awareness• Visual• Symbols
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Phonics “refers to instructional
practices that emphasize how spellings are related to speech sounds in systematic 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 of spoken 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 familiar words and decode new words.
• It connects reading and writing.• It enables children to read with
fluency 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-Code Vowels
aeiou
-y -w
Digraphsshchthwhph
Blendsbl-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 Chart
Closedcatfishbub-
Openmegota-
Silent eridecapehope
Bossy rcargirltur-
2 VowelsTalkers Whiners
boat boymeat
clown
C+leta - blebub - bletur - tle
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Vowel PatternsClosed:
A word or syllable that contains only one vowel followed 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 lunch
at 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 it
can’t say its real name (long vowel) or its special sound (short vowel), but must say the r sound (as in 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 you fall 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, and the word breaks into two parts right before that consonant.bub–ble ca–ble ea–gle poo–dle pur-ple
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Vowel Pattern “Prediction Power”
The prediction power of the patterns ranges from 77 to 89%, each of which is much better than
predictions on the basis of chance alone. Teaching children vowel patterns can make a difference in
their fluency and comprehension (May, 2002).
Closed86 – 89%
Open77%
Silent e81%
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 word cards), BINGO
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Structural Analysis
• Root words and affixes• Compound words• Contractions• Syllabication
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Root Words and AffixesPrefix Root Suffix un friend ly re heat ed in 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 doghouse
without dog)
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Contractions• Compare “long” and “short” forms, e.g.,
do not (long – 2 words)
don’t (short – contraction)• Highlight apostrophe (use elbow
macaroni) and deleted letter/s in red• Use a rubberband to show long and
shortened 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
between the vowels• If 2 – break between the consonants• If 1 – break before the consonant; if it
doesn’t 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 End
Remember . . .Teach a child to read,
Give a gift for life!!
Thank you for your kind attention!
Happy Teaching!
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Contact information E. Judith Cohen, Ed.D. [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 Reading Wright 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 Literacywww.nationalreadingpanel.org National Reading Panel www.reading.org International Reading Associationwww.readingrockets.org Reading Rockets