Leticia Sanchez, M.Ed.

*The study of the system in which sounds in our language are mapped into print. Teaching phonics strategies is an important building block in the foundation of reading for our students.

*Goal: Give students insight into the sound/symbol relationship of our

language.

FOUR PART PROCESSING SYSTEM

Context

Processor

Orthographic

Processor Phonological

Processor

Meaning

Processor

Phonics

LETRS

Adams, 1990

Fluency

/k/ /u/ /p/ c u p

FOUR PART PROCESSING MODEL

by Seidenberg & McClelland

Context

Processor

Meaning

Processor

Phonological

Processor

Orthographic

Processor

(concepts and

information;

sentence context;

text structure)

(vocabulary)

(speech sound

system)

Speech Production

(phonics)

Writing Output Reading Input

(memory for

letters)

Fluency

EXPLICIT AND SYSTEMATIC

INSTRUCTION

Explicit phonics instruction requires the teacher to clearly and directly explain that certain letters or letter combinations represent certain sounds

Systematic phonics instruction utilizes a predetermined sequence of letter-sound relationships It also includes lots of practice using those letter-

sound relationships the students have been taught

I do, We do, You do

Research is clear that most students who have trouble learning to read experience difficulty at the beginning stages. (Ehri, 2004; Fletcher, Lyon, Fuchs, & Barnes, 2007)

Which of the following four factors, when taken together, are most likely to predict reading problems by the end of third grade?

*Vocabulary *left/right handedness

*letter-naming speed *nonsense-word reading

*gender *motivation

*speech-sound blending *visual motor skills

and segmenting

Research is clear that most students who have trouble learning to read experience difficulty at the beginning stages. (Ehri, 2004; Fletcher, Lyon, Fuchs, & Barnes, 2007)

Which of the following four factors, when taken together, are most likely to predict reading problems by the end of third grade?

*Vocabulary *left/right handedness

*letter-naming speed *nonsense-word reading

*gender *motivation

*speech-sound blending *visual motor skills

and segmenting

Slow and laborious reading is usually

the result of shaky phonological and

phonics fundamentals. If we don’t

catch them early, they are likely to fall

behind and not likely to catch up.

(Fletcher et al., 2007)

WHY TEACH PHONICS?

Do all students learn the way you did?

Were you taught phonics?

Do you teach in a way that is different from the

way you learned?

What would lead you to teach differently from

the way you learned?

SYSTEMATIC AND EXPLICIT PHONICS

INSTRUCTION:

Significantly improves reading comprehension

Effective for children from various social and

economic levels.

Benefits students who may be at risk of future

reading problems.

Most effective when introduced early: K & 1

Significantly improves kindergarten and first-grade

student’s word recognition and spelling.

TEACHING STRATEGIES

Explicit:

“look carefully at a word”

“sound it out”

“Check it. Does it make

sense?”

Non- Explicit:

“think about what would

make sense here”

“read the whole sentence”

“look at the pictures”

(Moats & Hall, LETRS, 2009)

PHONICS SUMMARY Goal of effective phonics should be accurate

and fluent reading, or sight-reading of words in

text.

Phonics is taught in phases, beginning with

speech sound and letter awareness and the

association of phonemes with graphemes.

It enables students, through guided practice to

achieve accurate and automatic recognition of

the basis of written words.

OKLAHOMA ACADEMIC STANDARDS FOR PHONICS

PRE KINDERGARTEN KINDERGARTEN

RF3: With guidance and support, recognize that words are made up letters and their sounds.

a. Recognize that letters have names.

b. (begins in K)

c. Recognize own name

d. Distinguish between items that are the same or different such as pictures, objects, and letters.

RF3: Know and apply grade-level

phonics and word analysis skills in

decoding words.

a. Demonstrate basic knowledge of

one-to-one letter-sound

correspondences by producing

the primary of many of the most

frequent sound of each

consonant

b. Associate long and short sounds

with common spellings for 5

major vowels.

c. Read common high-frequency

words by sight (the, of, to, you)

d. Distinguish between similarly

spelled words by id. The sounds

of the letters that differ.

OKLAHOMA ACADEMIC STANDARDS FOR PHONICS-FIRST GRADE

RF3: Know and apply grade-level phonics and word analysis skills in decoding words.

a. Know the spelling-sound correspondences for common consonant digraphs (2 letters that represent 1 sound).

b. Decode regularly spelled one-syllable words.

c. Know final –e and common vowel team conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade-appropriate irregularly spelled words.

OKLAHOMA ACADEMIC STANDARDS FOR PHONICS-SECOND GRADE

RF3: Know and apply grade-level phonics and word analysis skills in decoding words.

a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

b. Know spelling-sound correspondences for additional common vowel teams.

c. Decode regularly spelled two-syllable words with long vowels.

d. Decode words with common prefixes and suffixes.

e. Identify words with inconsistent but common spelling-sound correspondences

f. Recognize and read grade- appropriate irregularly spelled words.

SYSTEMATIC STEPS FOR PHONEME- GRAPHING

MAPPING

Take out five coins, chips, or blocks.

Say the word or. Now, watch me map the sounds in the

word or

SYSTEMATIC STEPS FOR PHONEME-GRAPHING MAPPING

I Do

Watch me:

f or m

NOW WE ARE READY TO MAP THE GRAPHEMES.

a

Systematic Steps for Phoneme-Graphing Mapping (cont)

SYSTEMATIC STEPS FOR PGM: YOU DO.

NOW, MAP THE PHONEMES THEN WRITE THE

GRAPHEMES. FOR, SORT, MORE

Phoneme-Grapheme Mapping

SYSTEMATIC STEPS FOR PGM: YOU DO.

NOW, MAP THE PHONEMES THEN WRITE THE

GRAPHEMES. FOR, SORT, MORE f or

s or t

m ore

Phoneme-Grapheme Mapping

http://ok.gov/sde/sites/ok.gov.sde/files/RSA-K-3ReadingModel.pdf

Go to

the link for

more info.

www.fcrr.org (Florida Center for Reading Research)

Awesome site for reading lesson plans K-8 with black line

masters to copy.

www.readworks.org Site will give you thousands of fiction

and non-fiction reading passages

teachingchannel.org/video

Google: West Virginia Phonics for complete phonics lessons

for print out

Google: Oklahoma State Department of Ed for CCSS

www.northcarolinacommoncoreunpacked.org – Standards

for Common Core written for easy understanding

www.easycbm.com Progress monitor tool for ELA & Math

CONTACT INFORMATION

Questions?