Reading-Part-3.3-Anchor-Presentation.pptx

Reading paragraph

1. A special thanks to the Meadows Center for Preventing Education Risk at the University of Texas at Austin for permission to use and adapt material from a module created by the Higher Education Collaborative: Foundations of Reading Instruction . ©2009 University of Texas System/Texas Education Agency www.meadowscenter.org H325A120003 Essential Components of Reading Instruction K–5 Part 3.3:Phonics and Word Study

2. Essential Components of Reading Instruction K–5 Part 3.3: Phonics & Word Study Learning to decode and learning to comprehend go hand in hand. Moats, 2005, p. 9

3. Objectives Explain the difference between phonemic awareness and phonics Demonstrate how to teach graphophonemic awareness Define alphabetic principle Demonstrate five activities to teach the alphabetic principle, phonics, and word study

4. What Is Reading? DECODING + COMPREHENDING = READING

5. What Is Reading? ©2009 University of Texas System/Texas Education Agency

6. What Is Phonics? Phonics is the understanding of the letters of written language and the individual sounds of spoken language. Grapheme-Phoneme relationships Ehri, 2002; Honig et al., 2008

7. What Do Y ou K now? On your own . . . Complete the matching exercise on Handout 3.3A.

8. What Should K-5 Students Know and Apply? G rade -level phonics and word analysis skills in decoding words. Source : CCSS, Foundational skills www.corestandards.org ; Best Practices & Council of Chief State School Officers. (2010).  Common Core State Standards . Washington, DC: Authors.

9. K-2 Examples a . letter -sound correspondences b . long and short sounds of 5 major vowels c . high -frequency words by sight d. types of syllables e. prefixes and suffixes f. irregular spelling words Common Core State Standards, 2008; Best Practices & Council of Chief State School Officers. (2010).  Common Core State Standards . Washington, DC: Authors.

10. Grades 3-5 Examples Meaning of common prefixes and suffixes Common Latin suffixes Multisyllabic words in and out of context Morphology (roots, affixes) Common Core State Standards, 2008

11. Good R eaders . . . Rely on letter-sound correspondences. Utilize multiple strategies to decode words. Read words a sufficient number of times to become automatic. Ehri, 2002; Vaughn & Linan-Thompson, 2004

12. Poor Readers . . .  Rely on context or pictures to identify familiar and unfamiliar words.  Look at the first letter and guess.

13. Alphabetic Principle The understanding that the sequence of letters in a written word represents the sequence of sounds (phonemes) in the spoken word. The key to learning to read in many languages, including English & Spanish. O’Connor , 2014

14. Letter-Recognition An early indicator of at-risk students. Must be taught systematically and explicitly. Pair letter recognition with writing letters while saying sounds. O’Connor, 2014; Neuhaus & Swank, 2002; Wolf et al., 2003

15. Alphabet Arc Neuhaus Education Center, 1991; University of Texas System/Texas Education Agency, 2009 ( http://neuhaus.org/ )

16. Video: The Alphabet Arc Partner A: Note how the teacher provides corrective feedback. Partner B: Note the multiple opportunities the teacher provides for students to practice naming the letters. 2009 University of Texas System/Texas Education Agency

17. Alphabet Activities Practice saying (not singing) the alphabet, varying the practice (accent every other letter, boys say one letter, girls the next, one letter is said softly and the next one loudly). Students watch their mouth in a mirror while learning sounds. Neuhaus Education Center, 1992

18. Screening Assessments Texas Primary Reading Inventory (TPRI) Spanish version: Tejas LEE PALS PALS español Dynamic Indicators of Basic Early Literacy Skills) DIBELS Spanish version: IDEL TPRI : University of Texas Health Science Center at Houston, Center for Academic and Reading Skills , & University of Houston, 2002 [email protected], http:// tejaslee.org— Now published by Brookes PALS : (Invernizzi et al., 2002); PALS espanol (K. Ford) https://www.palsmarketplace.com/assessments / DIBELS: (Good & Kaminski, 2002) http://dibels.uoregon.edu

19. Letter-Sound Correspondence Effective Instruction . . . Is explicit and systematic. Teaches common sounds of letters first. Provides immediate clarification. Progresses to blending sounds together to form real words. ©2009 University of Texas System/Texas Education Agency ©2009 University of Texas System/Texas Education Agency

20. In Action . . . Maintain attention and engagement. Opportunities to practice. Modeling. Explicit and systematic. What else?

21. Orthographic Mapping Orthographic Mapping (OM): letter-sound connections. Bonds the spellings, pronunciations, and meaning of words in memory. Ehri, 2014, 2005; Moats, 2010

22. Sight Words All words read from memory. OM forms connections between written units and spoken units. Connections are retained in memory. Cunningham, 2014; Ehri, 2014

23. Word Reading Strategies Decoding. Analogy. Prediction. Ehri, 2014

24. Phases of Reading Pre-alphabetic phase. Partial alphabetic phase. Full alphabetic phase. Consolidated alphabetic phase. Ehri, 2005

25. Letter-Sound Teaching Teach frequently used letters and sounds. Teach letters that will enable reading words quickly. S eparate the introduction of the letters that have similar sounds. Teach continuous sounds, then stop sounds. Provide many practice opportunities! Vaughn, 2004; O’Connor, 2014

26. Guidelines Handout 3.3D: Guidelines for Teaching Letter-Sound Correspondences. Highlight important points to remember. Be prepared to discuss why you chose these points .

27. Sequence for Teaching Handout 3.3E: Example Sequence for Introducing Letter-Sound Correspondences. Letters that sound and look similar. Object permanency and letters.

28. Teaching Decoding Select words that: Consist of previously taught letters. Progress from short VC and CVC words to longer words. Are frequently used in texts. Contain stop sounds in final position. Represent familiar vocabulary. Honig et al, 2008; O’Connor, 2014; Vaughn & Linan-Thompson, 2004

29. Teaching Decoding Blend individual sounds without stopping between them. Follow sounding out a word with reading it fast . Move from students orally sounding out words to silently sounding out words. Honig et al, 2008; O’Connor, 2014; Vaughn & Linan-Thompson, 2004

30. Say It & Move It With Letters s t a ______________s a t_______________________________ I I I I I I

31. Teaching Irregular Words Words that do not follow predictable patterns: Teach frequently occurring words. Teach words before students are expected to read them. Limit the number introduced in one lesson. Separate visually similar words. Review previously taught words. ©2009 University of Texas System/Texas Education Agency; Birsh, 2011; Hougen, 2012; O’Connor, 2014

32. Let’s Try I t! Handout 3.3 F: Guidelines for Teaching Irregular Words. B: teach said. A: teach was.

33. Quick Review What is the alphabetic principle? What is one way to teach letter-sound relationships? What challenges do you anticipate?

34. Challenges? With your partner, discuss challenges some students may have learning letter-sound correspondences and reading words.

35. Curriculum Map: Phonics : Think of a student who is stuck on the continuum. Plan skills you can teach to help the student progress.

36. Advanced Phonics Skills Consonant digraphs Vowel digraphs Diphthongs R-controlled vowels Compound words Contractions Possessives Inflectional endings Prefixes and suffixes Multisyllabic words Hougen & Smartt, 2012; O’Connor, 2014

37. In Action Partner A: Note the decoding strategies taught. Partner B: Note how the teacher corrects and reinforces the learning.

38. Types of Syllables Knowing the types of syllables helps students to: Determine the vowel sounds in one-syllable words. Decode multi-syllable words. Birsh , 2011; Hougen & Smartt, 2012

39. A Syllable A syllable is a word or part of a word made with one opening of the mouth. A syllable has one vowel sound.

40. 1. Closed Syllables (CVC) Ends in at least one consonant. Contains one vowel. The vowel is short. Examples: met sat wig gle

41. 2. Open Syllables (CV) Ends in one vowel. The vowel is long. Examples: me go bu gle

42. 3. Vowel-consonant-e (VCe or CVCe) One vowel, then one consonant. A final silent e. Examples: lake like bake bike

43. 4.Vowel-r Syllables (r-controlled) An r occurs after the vowel. Examples: car stir park lurk

44. 5. Vowel Pair Syllables Two adjacent vowels. Each word must be learned. Examples: pail steep great meat

45. 6. Final Stable Syllables A final consonant –le combination or a nonphonetic but reliable unit such as tion ( shun) Accent usually on the preceding syllable Examples: bu gle wig gle sta tion

46. Syllable Sorting Activity ©2009 University of Texas System/Texas Education Agency

47. Think, Pair, Share What challenges do you anticipate some students will have when learning about syllables? How will knowing the types of syllables help students learn to read?

48. Struggling Students N eed M ore: explicit instruction one syllable type at a time m anipulation p lastic letters, sorting activities m odeling b y teacher, other students practice time s mall group, centers, computer programs r eading real words

49. Morphemes Morphemes are the smallest units of meaning in a language. Ebbers & Hougen, 2014; O’Connor, 2014

50. Unbound Morphemes Unbound (or free) morphemes can stand alone : smile book cute Moats, 2010

51. Bound Morphemes Bound morphemes must be attached to other morphemes. They change the meaning of the word. u n s est Moats, 2010

52. Inflectional Morphemes Modify tense e d in played Indicate possession s in Vicki’s Birsh, 2011; Moats, 2010

53. Derivational Morphemes Change the part of speech Happy (adjective)+ ness = happiness (noun) Argue (verb) + ment = argument (noun) Morphological structure changes pronunciation s ign–signature m edicine–medicinal Birsh, 2011; Moats, 2010

54. Check Your Learning With your partner: Review your answers to the definitions on Handout 3.3A. 2. Discuss and reach a consensus on each item.

55. Application Assignment Review the materials at: www.fcrr.org Grades 1 & 2: Phonics. Select one activity to teach to your partner. Before the next session, teach the activity to a young student.

56. Homework: Content Review Complete the quiz on syllable types Handout 3.3H. Be prepared to discuss: challenges students may have applying knowledge of syllable types to decoding words. h ow you would address those challenges.