letter sounds v2
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TRANSCRIPT
Decoding to EncodingThe Structure of Our Language
Karen ValdesMenifee Union School District
Menifee, CA [email protected]
Workshop Outcomes• Discuss why phoneme awareness is important
and how to teach blending and segmenting.
Utilize the components of phonics and decoding to develop word attack skills.
• Recognize and teach the spelling patterns of our language.
• Analyze the role of decoding and encoding in word analysis skills.
Evidence From Research
Data Evidence of Success
Bridging the Five Elements of Reading• Phoneme awareness• Phonics• Vocabulary• Fluency• Comprehension
DECODING COMPREHENSIONWord
Recognition Strategies
Fluency Academic Language
Comprehension Strategies
• John Shefelbine/ Developmental Studies Center •
• Framework for Reading •
The Friday Final Spelling Test
euonym
Organization of Our of LettersActivity: Letter Name/Sound• 26 Letters – Upper Case
and Lower Case– Consonants:
Continuous and Stop• Blends and Clusters• Consonant Digraphs
– Vowels:Short and Long• Vowel Pairs• Vowel Digraphs• Vowel Diphthongs
Structure of Our Language
• Phonology – Study of Sounds• Phoneme: Smallest Unit of Sound
• Orthography - Study of correct Spelling• Grapheme: Letter and letter combinations that
represent a phoneme
• Morphology - Study of the structure and form of words in language
• Morpheme: Smallest Unit of Meaning
Areas of Instruction for Phoneme Awareness• Isolation• Identify• Categorization• Blending• Segmentation• Deletion• Addition• Substitution
What Does Instruction Look Like?Direct Instruction Model
Me We Thee
Phoneme Blending
Children listen to a sequence of separately spoken phonemes, and then combine the
phonemes to form a word. Then they write and read the word
Teacher: What word is /s/ /i/ /t/?Children: /s/ /i/ /t/ is sit.
Types of Blending
Continuous Blending
Sound-by-Sound Blending
Vowel-First Blending
Blending Activity
Phoneme Segmentation
Children break a word into its separatesounds, saying each sound as they
tap out or count it. Then they write and read the sounds
Teacher: How many sounds are in grab?Children: /s/ /l/ /a/ /b/. Four sounds.
Segmentation Activity
May seem like play; however,
• Requires explicit teaching
• Highly structured practice
• Independent practice
What Kind of Phonics?
• Systematic:– Preplanned skill sequence– Progresses from easier to more difficult
• Explicit:– The teacher explains and models– Gives guided practice– Watches and gives corrective feedback– Plans extended practice on skills as needed by
individuals
Phonics Sorting ActivityWhich suffix is correct able or ible?
crucadaptcommend
agreedetesttang
laughauddepend
credgullindel
expandirascmand
compatfavortransfer
dirigcreditquestion
ostensedreason
approachinvincterr
legpayprefer
Elements of a Phonics Lesson• Sound (Phonemic awareness)
• Letter-sound association
• Blending
• Spelling
• Reading decodable text
• Application of sound in regular text
Syllable Structures• V I• CV me• VC ice• VCC ask• CVC pin• CCV ski• CCVC skin• CVCC fist• CCVCC cramp• CCCVC strip• CCCVCC sprint• CCVCCC grasps
Speech to Print, Louisa Moats
7 Syllable Types
Open
Closed
Silent E
Vowel team
R-Controlled
Diphthong Syllable
Consonant -le
Common Vowel Patterns Activity
• VC/VC
• V/CVVC/V
• VC/CCV
• VC/CCCV
• V/V
Structural Analysis Activity
Front and Back, Circle Attack
Construction
Short Vowels
A
E
I
O
u
Long A
a__e
ai
___ay
a
eigh
Long E
e
ea
ee
e___e
___y
Long I
i
i___e
ie
igh
___y
/oi/
oi
Oy
/OO/
oo
ew
ue
ou
Long U
u
u__e
Long O
o
o___e
oo
ow
Sample Vowel Patterns
What Are the Rules?
• How many graphemes for /k/?
• How many jobs does the letter “Y” have?
• How many sounds does the letter “o” represent?
Stages of Spelling
• Precommunicative
• Semiphonetic
• Phonetic
• Transistional
• Integration
High Frequency Words
• Occur often in print.
• Teach as a sight word until you have taught the sound/symbol relationships.
• Provide a strategy for spelling high frequency words that are true oddities.
The were gone said of many though they again was from honor you who shoe are once could want should there does sure
to
What Researchers Say
A. Despite differences in educational backgrounds, there are similarities in the ways students learn to spell.
Foorman 1997, Medrano 1997, Moats 1995B. As students move toward mature spelling, they must abandon the
relatively simple phonetic approach to spelling and take on the complex patterns that are at work in our spelling system.
Temple, Nathan, Burris, Temple 1993, Templeton 1997C. Skillful reading and fluid writing depend critically on the deep and
thorough acquisition of spelling and spelling-sound relationships.Adams 1990, Shaughess 1997
D. Early spelling evolves from awareness of phonology (the sound of language) and knowledge of the alphabet.
Read 1971, Chomsky 1979
Why Teach Dictation?
Background information• Teaches students to spell independently.• Helps students to internalize the spelling
patterns taught in dictation and reading instruction.
• Develops visual memory.• Develops reading and writing simultaneously.
Authentic Spelling Assessment in Writing• Correct?
• Detect?
• Inspect?
Based on writing sample, what is a target skill for instruction?
How Do I Assess PA?
• Usually 1:1
• Recommended to assess by mid-kindergarten year
• Focus on assessing blending and segmenting
Summary• The important role of Phonemic Awareness
• The sequence of a phonics lesson
• The organization of words based on graphemes, morphemes, and word patterns
Implementation Activities
• Phoneme Awareness Activity: Using a puppet, model for your students how to segment out a list of words. As you “talk” to the puppet, tell it that you are going to say some sounds and ask the puppet to blend the sounds to make a real word. After modeling a few words with the puppet, ask students to blend the words with the puppet.
• Phonics Activity: Have a group of teachers select a passage from the grade level anthology and determine what patterns and skillswould students need to decode the text. Which words will students struggle with? Which words would need to be pretaught. Practice blending them before reading the passage.
• Spelling Activity: Analyze a piece of student writing and determine spelling patterns that students are confusing. Plan a lesson that incorporates the elements of phonics instruction.