Presentation on theme: "The BIG FIVE Components of Reading Phonics"— Presentation transcript:
1The BIG FIVE Components of Reading Phonics Materials: Chocolate, PPT, handouts, Put Reading First, Document reader or overhead, Elkonin Boxes folders and letters, squares for unfix cubes, teacher’s manual, index cards for blendingTeachers bring 1 basal manual, binders for handouts, Put Reading FirstRules for music. on-= you talk, off=I talk
2The Big Five Components of Reading Objectives At the end of this series of staff development, you will be able toIdentify the Big 5 of Reading and how you assess eachDiscover where the Big 5 are present in your literacy instructionBe intentional in planning so the Big 5 are present in all your lessonsToday we are going to continue to learn about the Big 5 of Reading. When we are done, you will be able to identify the Big 5 and identify if you are teaching them now. If you are, you will feel reinforced in what you are teaching and come away with more strategies for teaching these.If you are not, you will learn strategies to implement the Big 5 in your teaching.You will come away with an awareness of what needs to be included in our planning that may not have been in the past.Who remembers what the Big 5 of reading are?Go to next slide
3The Big 5 Components of Reading ComprehensionPhonicsWhat do you remember about phonological awareness?Talk at table.Remind rules. MusicGo to next slide. (phonological processing)Vocabulary
5Phonics Objectives You will be able to Define Phonics and its componentsLearn how we assess PhonicsDiscover where Phonics is present in your literacy instructionBe intentional in teaching PhonicsToday we will look at the next step after children can hear sounds – phonics
7Common Core Standards Reading Standards: Foundational Skills (K-5) Look over the standards for your grade levelLook over the standards to see the progression of phonics skills across the grade levelsGo to HO p. 1 Mark which is K, 1, 2,3,4,5,Look at the progression of phonics instruction over the grade levels.Remember that you may have 5th graders who do not know their phonics and you may have to go back and teach some of these foundational skills.
8Writing Word Work Independent Reading Supported Reading Balanced LiteracyCMS is talking about Balanced Literacy. Phonics work fits under Word Work.What is phonics?
9PhonicsThe relationship between the sounds of a spoken language and the letters of a written languageRead slideOnce children can hear sounds, it is time to show them how the sounds are represented – through letters. It is time to teach them the letter/sound correspondence.
10Syllabication patterns PhonicsGraphic AwarenessLetter identificationConcepts about printSpaces between wordsSynthetic PhonicsBlending Consonants VowelsDigraphs (th, sh, wh, ch)Dipthongs (au, aw, oi, oy)Analytic PhonicsPatterns in wordsWord familiesVowel PatternsClosedOpenSilent ‘e’Double vowelsBossy ‘r’Structural AnalysisPrefixesSuffixesCompound wordsContractionsSyllabication patternsThis chart is on HO p. 2I have broadened the subject of phonics to include all areas of print, so you will see graphic awareness.Phonics consists of 5 areas –Graphic awareness – how a book works, letter names, and what a word isSynthetic phonics – blending sounds into wordsAnalytic phonics – the relationship between words through patterns and word familiesVowel patterns – the rules for finding the sounds of vowelsStructural analysis – the study of words and how that helps figure out the meaning of wordsThis is a K-5 task.In this workshop, we will explore each of these elements of phonics.
11Graphic Awareness Concepts About Print How a book works – front, backTitleWhere to begin reading, which way to goPunctuation1:1 matchingWhat is a word? Sentence? Letter?Page 20 in handoutGo to handoutsHO 20 –DIBELS tests letter naming fluency, but does not test all the letters. You need to have a method to assess all the letters.This assessment comes from Marie Clay: Observation Survey: CAPs (Concepts about Print)this info is in the handout after p Go through the form developed by Shalan Fry. Look at the last page with the CAPs expectations for each quarter.
12Teaching the Letters and Their Sounds Learning letters in English is a hard task because:Go to following slides
13Problems with Graphic Awareness Phonics: Letter-Sound Association Letters are abstract shapes and convey no meaningA B C D E F G HΔ Φ Ψ έ Њ Ѓ Ђ ж
14Problems with Graphic Awareness Letter Names May Sound Alike B “bee” P “pee”D “dee” T “tee”
15Problems with Graphic Awareness Letter Shapes May Be Similar b d p q h n u mV W M l i j
16Problems with Graphic Awareness Letter Forms May Be Different A a a G g gD d E e
17Problems with Graphic Awareness Letter Sounds in Letter Names Letter names that begin with the letter sound:b = ‘bee’ k = ‘kay’ t = ‘tee’Letter names that end with the letter sound:f = ‘eff’ l = ‘ell` x = ‘ex’Letter names not containing the letter sound:c = ‘see’ h = ‘aich’ w = ‘double u’
18Principles of Teaching Letter-Sound Association Teach sequentially and systematicallyTeach directly and explicitlyTeach to mastery and automaticityUse multisensory strategiesTeach sound to letter and letter to sound
19Teaching the Sounds of Letters Multi-Sensory Use picture cues and motions:Pam the lamb cries when she is hungry. She says, “a a a”The bouncing ball bounces allover the floor. “b b b”e = Jen’s Heni = Pickles the Pigo = Bob the FoxU = Tubby the Tugboat Page 21-22ff in handoutHO has actions for consonants p (sound/spelling cards)These are followed by the stories that go with each sound/spelling card.Go over these pages for the upper grade teachers so they know what their children know about the sound/spelling cards.Emphasize the use of the sound/spelling cards –Go over the cards daily in K-2 (demo)Get the cards off the wall and use them when teaching, esp. in blendingUse them for dictation. Have the children ask which spelling if unsure. Use them for a teachable moment: teach the child to eliminate some of the spellings (go to the camera card spelled “K” card and see the green box -ck, Look at the jump rope card and explain the gi___ and green box -dgeHave children refer to them when stuck on the spelling of a word
20Drills for Letter-Sound Association Flash cards for letter names – both capital and lower caseFlash cards for letter sounds. Use both capital and lower case.Work with 3-4 letters at a time:SandShaving creamDo not allow guessing
21Letters Consonants: b c d f g h j k l m n p q r s t v w x y z Vowels: a e i o u Sometimes y wR-controlled: ar, or, er/ir/urDigraphs: sh, ch, wh, th, th, ng n(k)Diphthongs: oo, oo, ow, ou, aw, au, oi, oy
22Analytic Phonics Patterns in words (the mind is a pattern seeker) Word familiesTeach the 37 most common rimes that make up 500 primary grade wordsTeach one at a timeWhen children start to see the things words have in common, they see the relationship among words. This makes it easier for them to recognize and spell the wordsSee handout pRead sllideHandout p. 23-Go over 2 items about analytic phonicsp. 24 should be familiar from phonemic awareness
23Synthetic Phonics Moving to Blending of Sounds Begin with a small set of itemsVowels: a (begin with short vowels)Consonants: b t s f mWords: at, am, bat, tab, sat, Sam, fat, matAs soon as the “story” and actions for each letter sound are taught, begin to blend the sounds into words.
24Synthetic Phonics Teaching Blending For “dog”Write d, Point: SoundStudents: /d/Write o, Point: soundStudents: /o/Slide under do, Blend Blend through the vowelStudents: /do/Write g, Point: SoundStudents: /g/Slide under dog, BlendStudents: /dog/What’s the word?Students: dogThis information will be useful for your upper grade teachers so they know how the children are taught to sound out words. Demo blending beginning with this slide. Do it on the board.(make partners between grade 1,2,and 3 teachers with K, 4, and 5 for the next section on blending)You try it with your partner. Choose a blender and a student.The blender will do the word cat. I have a furry pet cat with sharp claws.Demo when doneNow switch. The blender will do the word ramp. I pulled the boat up the ramp from the lake.Demo when done.
25Synthetic Phonics Blending with long vowel Mile:Write m. Point. Sound? /m/Write i_e. Point. Sound? /i/Blend. Slide /mi/Write l in blank. Point. Sound? /l/Blend. Slide /mil/What’s the word? mileLet’s think about how to blend the word mile. What first? What next? How is the sound spelled? i—eBlend with them.They practice:Hole I dug a hole in the sand. (I demo when done)Boat I took my boat out on the lake to sail. (I demo when done)
26Synthetic Phonics Blending 2 syllables Replace:Write r. Point. Sound? /r/Write e. Point. Sound? /e/Blend. Slide /re/Cover re.Write p. Point. Sound? /p/Write l. Point. Sound? /l/Write a__e. Point. Sound? /a/Blend. Slide. /pla/Write c. Point to ce. Sound? /s/Blend. Slide /plas/Uncover first syllable. Blend. replaceWhat’s the word? replaceHow would you do 2 syllable words? By syllablesFirst syllable? Re Write r, sound? write e, sound? What will kids say? Short eDemo with index card to show end of syllable, vowel is long.Next? Do placeThey do withDismiss The teacher will dismiss us when class is over. demoUnleash I will unleash my dog in the dog park. demo
27Synthetic Phonics You try it bad showmake hiflour steallaw nighttimeHow many sounds? Use sound/spelling cards for which are one sound and are written togetherTalk about blends: you hear each sound, so do each sound separately as you blend.
28Vowel Patterns Six Types of English Syllables CLOVER Closed: vc, vcv at, henle: (consonant +le) lit/tleOpen: v, cv I, heVowel teams: v+v eat, seeVowel whiners: au, aw, oy, oi, etc.E: silent e, vowel-consonant e likeR: r-controlled, v+r far, for, her, bird, furHO 25Go through quickly.Will look at each one on the next slidesHO 25
29Vowel Patterns Closed Syllable/Open Syllable Closed (short vowel) Open (long vowel)rock goask meclub fluwest hiHO 26-27HO p
30Vowel Patterns Silent e When a word or syllable ends in e, the e gives up all its power to make the vowel long. The ending e becomes silent.make Pete mikebone use a__eHO 28Handout p. 28
31Vowel Patterns Vowel Teams - Vowel Walkers When two vowels go walking, the first one does the talking and the second one is silent.team day feettoe aim fluefoal pie fruitMay include consonants: igh, eighCan also be short sound: bread HO 29Handout p. 29
32Vowel Patterns Vowel Teams - Vowel Whiners (Diphthongs) 2 vowels go together to make a new sound:au, aw fault, hawkoi, oy coil, boyou, ow shout, cowoo long: moonshort: foot HO 30Handout p. 30They bump into each other and make a new sound like ow, au, oy, oo, or oo
33Vowel Patterns R-controlled Vowel plus r. R changes the sound of the vowel.farm for/er/ spelling most to least common:er ir urher bird furHO 31Handout p. 31Chart on p Can use these as children discover patterns in words.
34Structural Analysis Rules for Syllabication Count syllablesMost common types of syllables:Consonant + leVC/CVV/CVVC/VHO 35HO 35
35Structural Analysis Syllables: Consonant + le -le grabs the consonant before it and makes a syllable; vowel sound is a schwa: eable a/blehandle han/dleTrue 100% of the time in English HO 36HO 36
36Structural Analysis Syllables: VCCV When there are 2 consonants between the vowels, divide between the 2 consonants (closed syllable)goblin gob/lincotton cot/tonsilver sil/ver Vowel is shortcomplex com/plexhundred hun/dredinstruct in/struct HO 36HO 36
37Structural Analysis Syllables: V/CV When there is only 1 consonant between the vowels, we usually divide before the consonant(open syllable)romance ro/mancerodent ro/dentfamous fa/mous Vowel is longpecan pe/candethrone de/throne HO 37HO 37
38Structural Analysis Syllables: VC/V Sometimes when there is one vowel between the consonants, we divide after the consonant (closed syllable)satire sa/tire sat/iresocket sock/etdesert des/ertVowel is shortHO 37HO 3738: combination of vowels and syllabication. Talk over and see that you understand. Ask any questions.p. 39 chart to use in classroom
39Teaching Syllabication Spot and Dot Count the number of syllablesRandom = 2 syllables = you will hear 2 vowels in this word.Find the first two vowels you hear and put a dot above them.randomDraw a line between the 2 dotsThere are 2 consonants between the dots. Divide between them.What kind of syllable is ran? Closed = short vowelWhat kind of syllable is dom? Closed = short vowelPronounce word - randomHO 40Talk about schwa in unaccented syllable.HO 40
40Teaching Syllabication Spot and Dot Count the number of syllableshotel = 2 syllables = you will hear 2 vowels in this word.Find the first two vowels you hear and put a dot above them.hotelDraw a line between the 2 dotsThere is 1 consonant between the dots. Divide before it (usually).What kind of syllable is ho? Open = long vowelWhat kind of syllable is tel? Closed = short vowelPronounce word - hotel
41Teaching Syllabication Spot and Dot Count the number of syllableslemon = 2 syllables = you will hear 2 vowels in this word.Find the first two vowels you hear and put a dot above them.lemonDraw a line between the 2 dotsThere is 1 consonant between the dots. Divide before it (usually).What kind of syllable is le? Open = long vowelWhat kind of syllable is mon? Closed = short vowelPronounce word – lemonSometimes the division goes after a single vowellem on lem=closed=short vowel on=closed=short vowel
42You try it! Copy Me Teaching: computer com pu ter You try it: fantasticdestroycom pu terfan tas ticDo computer for them using “Copy Me Teaching.” I don’t talk. I just do it and you say what I would be saying to your partner.Talk about schwa in com deDon’t separate consonant blendde stroy
43Structural Analysis Prefixes Suffixes Compound words Contractions HO 41-44It is important that children be able to analyze the structure of words. This includes prefixes, suffixes, compound words, and contractions.Knowing the structure of words helps children understand the meaning of words.Re = again, so redo = ? Reread = ?Suffixes usually give the part of speech or may help with meaning of word. Slowly = adverb, slowest = most slowCompounds: skyscraper = ? Doghouse =Contractions: don’t = ? O’clock =We will cover this more deeply in our vocabulary section of the Big 5.Go over – Structural analysis.HOs p. _ Scope and sequenceHO Activities for phonics
44Segmenting Words (Writing Skill) Elkonin Boxes:Say the wordStretch the wordStretch the word counting soundsMake that number of boxesSlide a marker into each box as you make the soundLater: Ask what sounds are heard and put out letters for those soundsLater: Write the letters that make the sounds in the boxesApplying phonics in writingSound/spelling cards are essential to use when teaching blending as well as writing.Dictation needs to be a teaching opportunity so that children have the chance to ask, “Which /s/?” and the teacher can help them eliminate some of the spellings.Another support for spelling is Elkonin boxes. In the phonemic awareness workshop, we learned to use Elkonin boxes with discs as children segmented each word. Once they can segment, then they are ready to do the same task with letters.Read slideDemo on next page
45Elkonin Boxes - Introduction Man Do on overheadSay word: ManStretch wordStretch word and count soundsMake boxesSlide as stretch, then blend.We did this task with phonemic awareness with discs. When children know some letters, we can substitute letters for the discs:Later: Sounds? Where in word? Slide each and blendLater: write letters in boxes
46Elkonin Boxes – Sound/Spelling Connection h a tSay word: hatStretch h-a-tStretch and count soundsWhat do you hear? /h/Where does it go?StretchWhat do you hear?Now stretch and slideBlend and check with finger
47Elkonin Boxes – Independence manlateSilent boxesWhen children want to know how to spell a word, just hold up the number of boxes they need and let them figure it out.Have them give me a word to use with boxes and see if they can tell me what to do.little
49You Try Elkonin Boxes Make boxes for spike lamb dream spoon s p i k e I believe Elkonin boxes are one of the most valuable overlooked tools we have in the classroom to help with segmenting and writing.dreamspoon
50Principles of Phonics Instruction Provide explicit instructionModel the skillsConnect the sounds and the lettersUse manipulativesTeach simple to complexPronounce sounds correctlyProvide guided practice
51Assessing PhonicsPlease turn and talk about the ways you assess phonics and if this is sufficientDIBELS: LNF, NWF, fluency
52Syllabication patterns PhonicsGraphic AwarenessLetter identificationConcepts about printSpaces between wordsSynthetic PhonicsBlending Consonants VowelsDigraphs (th, sh, wh, ch)Dipthongs (au, aw, oi, oy)Analytic PhonicsPatterns in wordsWord familiesVowel PatternsClosedOpenSilent ‘e’Double vowelsBossy ‘r’Structural AnalysisPrefixesSuffixesCompound wordsContractionsSyllabication patternsExplain this chart to your partner better than I did.Please look in your manual and find where these phonics skills are taught. Discuss if they are sufficiently covered in your literacy program.Please discuss how you assess these phonics skills and if your assessment is sufficient.Rock music
53Resources for Teaching Phonics reading resources.htmLetter Naming Fluency Classroom ActivitiesNonsense Word Classroom ActivitiesHandoutsPut Reading Firstfcrr.org – Florida Center for Reading ResearchCool ToolsWords Their WayWith Words Their Way on Amazon.com, there are resources like templates, games, video clips and supplementary books for each spelling stage.Teaching strategy I used: Copy Me TeachingDice game: What I know about phonics instruction.
54Imagine It and PhonicsPlease take out your manual and find where your grade level standards for phonics are taught
55Phonics Objectives You will be able to Define Phonics and its componentsLearn how we assess PhonicsDiscover where Phonics is present in your literacy instructionBe intentional in teaching Phonics
57Common Core Standards Reading Standards: Foundational Skills (K-5) Look back over the standards for your grade levelTalk with your partner about how you will not only teach the standards for your grade level, but teach previous standards for students who need them
58Vowel Patterns Consonant + le The –le grabs the consonant before it and makes a syllable. The vowel sound is a schwa:fid/dle peo/ple fa/bleYou do it:trouble wiggle abletrou/ble wig/gle a/blee100% true