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phonics & word study lessons� Irene Fountas � Gay Su Pinnell

phonics & word study lessons

“The results are in and they areconclusive. The single mostimportant factor in students’reading success is a skillful,informed teacher. ”

—Irene Founta s & Gay Su P i nne l l

Designed to support teachers in effective literacy instruction, PhonicsLessons/ Word Study Lessons provides essential information aboutthe intricate relationships between letters and sounds as well as theways they work to help developing readers.


The Word Study Continuum & 9 Categories of Learning

• Developmental patterns guide smart instruction and F&Ps Word Study Continuum plots a course along these developmental pathways

–Grades K & 1 emphasize early literacy concepts, phonological awareness, and letter knowledge

–Grades 2 & 3 focuses on more sophisticated word-study concepts

• The 9 Categories of Learning that make up the continuum serve as the organizing principles for the minilessons in this series

• Instruction is delivered through 4 grade-specific teaching tools:book of minilessons, teaching resources binder, teaching resources CD-ROM, and Sing a Song of Poetry


• 100 four-page minilessons at each level– 10 minutes of explicit instruction– 15 minutes for application activities

• Three-part lesson plans are supportedby extension activities and professional insights

• Month-by-month planning guides andlesson selection maps help customizeinstruction

Book of MinilessonsGrades K, 1, 2, & 3


• Lesson Selection Maps –catalog lessons by continuum category–plot principles according to increasing sophistication–help you select lessons your students need most

• Month-by-Month Planning Guides – outlines a year of instructional contexts– lists instructional routines and lessons– identify expected competencies

Book of Minilessons– Planning Tools–

early__ HF 1 Learning High Frequency Words 1

(Make-Say-Check-Mix)__ HF 2 Learning High Frequency Words 2

(Lotto)__ HF 3 Learning High Frequency Words 3

(Follow the Path)

mid__ HF 4 Learning High Frequency Words 4

(Concentration)__ HF 5 Learning High Frequency Words 5

(Word Sort)__ HF 6 Learning High Frequency Words 6

(Word Search)

late__ HF 7 Learning High Frequency Words 7

(Word Ladders)__ HF 8 Learning High Frequency Words 8

(Go Fish)__ HF 9 Learning High Frequency Words 9

(Word Search)

High Frequency Words HF

early__ SP 1 Learning a Variety of Word Patterns

(Making Words)__ SP 2 Learning Onsets and Rimes: -ack, -ick

(Word Sort)__ SP 3 Learning the Silent e Pattern (Making

Word Pairs)__ SP 4 Learning Onsets and Rimes: -ame,

-ate, -ake (Three-Way Word Sort)__ SP 5 Learning Onsets and Rimes: -ice, -ide,

-ine (Three-Way Rhyme Sort)

mid__ SP 6 Learning Onsets and Rimes: -obe,

-oke, -ore, -ope (Making Words)__ SP 7 Learning Onsets and Rimes: -ing, -ink

(Lotto)__ SP 8 Learning Patterns with Double Letters

(Making Words)__ SP 9 Learning Patterns with ee Double

Vowels (Follow the Path)__ SP 10 Learning Patterns with oo Double

Vowels (Say and Sort)__ SP 11 Learning Onsets and Rimes: -ail, -ain,

-an (Three-Way Word Sort)__ SP 12 Learning Onsets and Rimes: -ight

(Follow the Path)

late__ SP 13 Learning about CVVC Patterns (Making

Words)__ SP 14 Summarizing Phonograms (Building

Words)__ SP 15 Summarizing Spelling Patterns with a

(Building Words)__ SP 16 Recognizing Patterns with Ending

Consonant Clusters (Say and Sort)__ SP 17 Learning about Vowel Combination

Spelling Patterns (Go Fish)

Spelling Patterns SP

32

Grade 2 – Lesson Selection Mapearly__ LS 1 Recognizing Beginning Consonant

Clusters with r (Make-Say-Check-Mix)__ LS 2 Identifying Words with Short Vowel

Sounds (Making Words)__ LS 3 Identifying Words with Long Vowel

Sounds (Making Words)__ LS 4 Identifying Long and Short Vowel

Sounds in Words (Vowel Concentration)__ LS 5 Recognizing Beginning Consonant

Clusters with s (Make-Say-Check-Mix)__ LS 6 Recognizing Beginning Consonant

Clusters (Closed Word Sort)__ LS 7 Recognizing Words with Vowels and r

(Word Grid Game)__ LS 8 Identifying the y Sound in Words (Two-

Way Sort)__ LS 9 Identifying Words with the oo Vowel

Team (Two-Way Sort)

mid__ LS 10 Recognizing Ending Consonant Clusters

(Go Fish)__ LS 11 Noticing Double Consonants in the

Middle of Words (Follow the Path)__ LS 12 Identifying Medial Consonant Sounds

and Letters (Matching Words)__ LS 13 Summarizing Consonant Digraphs

(Blind Sort)__ LS 14 Recognizing Consonants with Two

Sounds: c, g, and th (Two-Way ClosedSort)

__ LS 15 Summarizing Consonants with TwoSounds: c, g, and th (Concentration)

late__ LS 16 Recognizing and Using ai, ay, oa, ee,

ea, ow Vowel Combinations (MakingWords)

__ LS 17 Identifying Words with ai, ay, ee, ea,oa, ow (Crazy Eights)

__ LS 18 Recognizing st Consonant Clusters inWords (Blind Sort)

__ LS 19 Recognizing mp, nd, nk, nt EndingConsonant Clusters (Lotto)

__ LS 20 Recognizing Beginning and EndingConsonant Clusters (Dominoes)

__ LS 21 Recognizing ou, ow, and aw VowelSounds (Crazy Eights)

__ LS 22 Learning the Sound of a as in Cake 1:a-e, ay, ai (Blind Sort)

__ LS 23 Learning the Sound of a as in Cake 2:ea, ey, eigh, aigh (Blind Sort)

Letter/Sound Relationships LS

38

November lessons expand children’s knowledge of word parts andpatterns. They will be working with word patterns, double vowels,vowels with r, onsets and rimes, and syllables. At the same time, theyshould be adding to the high frequency words they know. With eachlesson, add examples to the word wall; you will also want to display thecharts you make in lessons so that children can refer to them.

Continue developing children’s language resources through reading aloudto them and discussing stories. Across all components of the framework,make connections with word study lessons. If children are becoming veryindependent with application activities, they can rotate to the word studycenter (or do them at their desks or tables) during the reading workshop,leaving you more time to work with guided reading groups. October,November, and December are traditionally festive months but, withoutdetracting from children’s enjoyment, keep the focus on interestingcontent areas and avoid spending too much time on holidays as thecurriculum. If child are working well in word study, introduce the WordStudy Notebook. Have children use the notebook only at your direction.They can begin by recording weekly tests in the notebook.

Monitor children’s work in the Buddy Study System. It is important forthem to become expert and efficient in using these study strategies sothat they can perform them quickly with their attention on features ofwords. If the routines of word study (lesson, application, and sharing)are not in place, reexamine your schedule and make sure that it ispredictable and manageable. Also, look at the way materials areorganized and be sure that tasks are clear for children. Avoid teachingnew routines until children are very comfortable with the ones theyknow.

Continue sending home word study materials and publish a weekly ormonthly newsletter that focuses on classroom news, children’s writing,poetry, and other areas but also includes one or two suggestions forworking on word study at home. New routines to teach include playingFollow the Path with high frequency words, Concentration withantonyms, and Lotto with syllables. You’ll also be teaching children howto do a multiple sort, that is, a set of words that can be sorted morethan one way.

earlymidlate

Month-by-Month Planning Guide – November

Organization of Instruction: Whole group for minilesson and sharing; independent work in application activities with teacher support; partner work in Buddy Study System.

Learning Contexts

Continue developing children’sknowledge of language throughreading aloud children’s literatureand engaging them in allcomponents of the framework. Ifthe routines of word study are notwell established (lesson,application, and sharing as well asthe Buddy Study System), workmore with children to be sure thatthey understand tasks and canwork independently. If children areworking independently in wordstudy, they can complete theapplication activity during readingtime, along with additional readingand writing activities, giving youthe opportunity to work with atleast three reading groups per day.With each new word study lessonyou teach, add one or twoexamples to the word wall. If asmall group of second graders arehaving difficulty writing, work withthem in a small group, combiningshared, interactive, andindependent writing.

New Routines to Teach

Using the List Sheet for wordswith silent e.Follow the Path—highfrequency words.Using a Word Study Notebook.Using the Three-Way Sort Card.Using the Two-Way Sort Sheets.Using the Three-Way SortSheets.Word Grid game.Using Two-Way Sort Cards.Using Three-Way RhymeSheets.Using Word Grids.Concentration for antonyms.Lotto—syllables andphonograms.Sorting words usingconsonants, vowels with r.Using Two-Column Sheet.Word Grid—words that endthe same.

Suggested Lessons

LS 6 Recognizing BeginningConsonant Clusters(Closed Word Sort)

LS 7 Recognizing Words withVowels and r (Word GridGame)

LS 8 Identifying the y Sound inWords (Two-Way Sort)

LS 9 Identifying Words with theoo Vowel Team (Two-WaySort)

SP 3 Learning the Silent ePattern (Making WordPairs)

SP 4 Learning Onsets andRimes: -ame, -ate, -ake(Three-Way Word Sort)

SP 5 Learning Onsets andRimes: -ice, -ide, -ine(Three-Way Rhyme Sort)

HF 3 Learning High FrequencyWords 3 (Follow the Path)

WM 2 Recognizing and UsingAntonyms (Concentration)

WS 8 Identifying Syllables inWords (Syllable Lotto)

WS 9 Forming Plurals with s andes (Say and Sort)

WSA 8 Making ConnectionsBetween Words That Endthe Same (Make andWrite)

Assessment — Children Can:

Recognize the role of the vowelbefore the letter r and representit in spelling.Notice the combination of vowel+ r while solving words inreading.Place words in categories bylooking at the onset (first part)or the rime (last part).Accurately spell some wordswith the CVCe pattern.Demonstrate an increase inknown high frequency words.Make connections among wordsthat end the same.Successfully form plurals usings and es.Identify syllables in a word.Identify words with the vowelteam oo and the y sound.Recognize and use simpleantonyms.

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• Page 1: professional understandings –notes on how to select lessons according to student need

–strategies for English language learners

–materials list

–concise description of the principle to be taught

–a simple and direct translation of the principle that will ring in student’s head

Book of Minilessons– 4-page lesson structure –

SP4

SPELLIN

GPATTERN

S

177

earlymidlate

CONTINUUM: SPELLING PATTERNS— RECOGNIZING AND USING PHONOGRAMS WITH A VOWEL-CONSONANT-SILENT � (VC� ) PATTERN

4Learning Onsets andRimes: -ame, -ate, -ake

Three-Way Word SortConsider Your ChildrenUse this lesson when your children know alarge number of high frequency words, most ofthe consonant letters and associated sounds,and some letter clusters but still need to learnto look beyond the first letter when solvingwords while reading. You will be teaching thechildren three phonograms (-ame, -ate, -ake)that may be unfamiliar to them.

Working with EnglishLanguage LearnersWhen teaching about phonograms, be carefulthat your English language learners don’t relysolely on using onsets and rimes to solvewords. They need to become flexible in howthey look at words. Be sure that they sortwords both ways, and also invite them to talkabout what they are noticing. They should alsobe learning new high frequency words andusing letter/sound relationships in differentways.

You NeedPocket chart.

Chart paper.

Markers.

From Teaching Resources:

Pocket Chart Card Template.

Three-Way Sort Sheets.

Lesson SP 4 Word Cards.

Understand the PrincipleNoticing parts of words (the onset, or first part,and the rime, the rest of the word) makes iteasier for children to break words apart inorder to analyze them. Working with the partsof words helps them realize the importance oflooking at the entire word, not just the firstletter. Connecting words that have the samerime or phonogram will help children learn tolook for more recognizable chunks within aword.

Explain the Principle“ Some words have a vowel, a consonant, and a

silent e. The vowel sound is usually the nameof the vowel.”

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GenerativeLesson


• Pages 2 & 3: the plan –step-by-step instructions: teach, apply, & share

–samples of intructional charts

–materials list

–pictures of the work students typically do

–key teaching moves and language

Book of Minilessons– 4-page lesson structure –teach

plan

Explainthe Principle

“ Some words have avowel, a consonant,and a silent e. Thevowel sound isusually the name ofthe vowel. ”

fTell the children that they are1

going to learn more aboutspelling patterns.

f2 Suggested language: “You knowhow to look at the first part ofthe word and the rest of theword. This word is game. What isthe first part of game? [Childrenrespond.] The first part is g, andthe rest of the word is a-m-e. If Ichange the first part of the word to s, I have. . . .” Children respond, or youmay tell them the word same.

fAsk the children for examples and/or show them more -ame words, and list3

them under -ame.

f4 Repeat the process with -ate and -ake words, and have children read thelists.

fThen direct the children’s attention to the pocket chart with word cards on5

the left. “Today you are going to be sorting these words. Let’s sort them bythe first part of the word.”

f

fThen mix the words up again. Suggested language: “Now sort the words by

6 Demonstrate sorting the cards by first letter.

7

looking at the rest of the word. Think about the whole end part of theword, not just the last letter. What word is like came after the first part?”

f

fTell the children that they will be sorting the words first by the way they

8 Demonstrate sorting the words by the three ending parts.

9

start and then by their ending patterns. Then they will write down groupsof words with a similar pattern.

178 SP4

SPELLIN

GPATTERN

S

179

Have thechildren sort thewords two ways.First, they sortthe word cardsby the way theystart. Then they read their sorts to a partner. Next, they sort by endingpattern, and when they are finished with the second sort, then they recordthe three groups of words (based on ending patterns) on a Three-WaySort Sheet.

Ask the children to talk about what they learned from sorting and writingthese words. Look for comments like these, which indicate flexibility:

“Frame is like came with f and r at the beginning.”

“If you change the r in frame to l, you get flame.”

If they may think of an example that fits the pattern but is not a real word,recognize their thinking, but tell them that the word is not real.

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earlymidlate

apply

share


• Pages 4: linking instruction –strategies for connecting learning to your literacy block

–suggestions for • lesson extensions • quick assessments, and • connections to home

Book of Minilessons– 4-page lesson structure –

180

LinkInteractive Read-Aloud: Read aloud booksin which onsets remain the same but the rimeschange, and vice versa. Examples are:

Cousin Ruth’s Tooth by Amy MacDonald

Vroom Chugga Vroom Vroom by AnneMiranda

Shared Reading: After sharing a text inpoems such as “Calico Pie” or “Bat, Bat” (seeSing a Song of Poetry ), ask the children to usehighlighter tape or a masking card to locatewords with -ame, -ate, and -ake.

Guided Reading: Cover up the first or lastpart of words with -ame, -ate, and -akephonograms and have the children solve them.During word work, have the children buildwords with -ame, -ate, and -ake.

Interactive Writing: Connect -ame, -ate, and-ake words the children want to write withwords that have the same pattern.

Independent Writing: Encourage thechildren to think about the parts of -ame, -ate,and -ake words as a way to help them writethe words.

Notice whether the children can sort words bythe -ame, -ate, and -ake rime or phonogram.

Give the children two columns of -ame, -ate,and -ake words and ask them to draw linesbetween the ones that are alike.

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Expand the LearningRepeat the lesson with other phonograms. Usethe Word Card Template (Teaching Resources,Templates) to make word cards for theadditional phonograms. The Phonograms Listin Teaching Resources contains an extensivelist of phonograms and sample words.

Ask the children to write -ame, -ate, and -akewords quickly to help them become fluent withthese patterns.

Connect with HomeHave children take ame, -ate, and -ake wordcards (Word Card Template, TeachingResources ) home to sort with family members.

assess


• Assessment guides help monitor student comprehension and plan instruction

• Ready-to-use teaching tools include word cards, picture cards, games, and templates

• Bibliographies are categorized forease of use

Teaching Resource BinderGrades K, 1, 2, & 3


• All of the teaching tools and templates are available in an electronic format

• A responsive sorting feature letsyou quickly review and print outselect assessment tasks

• An agile Custom Card Maker letsyou customize your teachingtools

Teaching Resource CD-ROMGrades K, 1, 2, & 3


• 250 traditional rhymes, songs,and poems at each level

• All selections are offered in a reproducible format

• Related teaching strategies

• Links to Phonics Lessons

Sing a Song of PoetryGrades K, 1, & 2


• The picture cards and word cards from theTeaching Resources Binder can be purchasedseparately on perforated card stock

• Picture cards help students connect wordswith sounds (K has 852 picture cards, Gr. 1 has 760)

• Word cards reflect increasing sophistication(K has 215 word cards; Gr. 1 has 2,833; Gr. 2 has3,986; and Gr. 3 has 4,953)

• Enlarged picture cards (4.25”x3.3”) areideal for pocket charts (998 cards)

Picture & Word CardsGrades K, 1, 2, & 3


…and the Common Core State Standards for Foundational Skills

Phonics Lessons/Word Study Lessons will help your students

• Demonstrate understanding of the organization and basic featuresof print

• Demonstrate understanding of spoken words, syllables, and sounds(phonemes)

• Know and apply grade-level phonics and word analysis skills in decoding words

• Read with sufficient accuracy and fluency to support comprehension

additional resources from Irene Fountas & Gay Su Pinnell

Assessment: The Benchmark Assessment System provides reliable, robust universalscreening for determining instructional level.

Teaching: Design and deliver highly effective classroom instruction to meet theneeds of all learners with Fountas and Pinnell’s professional books.

Intervention: Leveled Literacy Intervention is a powerful small-group, supplementary intervention to bring struggling readers tograde-level quickly.

Monitoring: The Online Data ManagementSystem helps collect, analyze, and share data on individual and class progress and monitorsimplementation.

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