Learning Targets You will learn… the definitions and terminology associated with phonics. about the most important phonics skills to teach at each grade level. how to diagnose phonics skill deficiencies and how to intervene how well your reading program does with phonics instruction and how to supplement if needed.
What is Phonics? Knowing the relationship between printed letters (graphemes) and individual sounds (phonemes) Phonics Terms: Graphophonic cues Letter/sound relationship or letter/sound correspondence Sound/symbol relationship or sound/symbol correspondence Sound/spellings
Why teach phonics? Enable students to learn and apply the alphabetic principle - the understanding that there are systematic and predictable relationships between written letters and spoken sounds Knowing these relationships contributes to the ability to comprehend or to read and understand words in isolation as well as in connected text Ultimate Goal - comprehension of written language
Theory of Automaticity Think of a time you learned something new… How did you learn to do it? After you learned it, what other tasks where you able to do at the same time? Why were you able to multi-task?
Theory of Automaticity Ultimate Goal = Comprehension Phonics Instruction = Prerequisite Skill for Comprehension If students are spending all their energy on decoding, they’ll have nothing left for comprehension.
How are phonemic awareness and phonics connected? Given the spoken word “dog”, the student can tell you that the beginning sound is /d/. (isolation) Given the spoken word “dog”, the student can tell you that the beginning letter is “d.” Phonemic Awareness Phonics (Sounds) (Letters)
How are phonemic awareness and phonics connected? Given the separate sounds /d/ /o/ /g/, the student can tell you that they make up the spoken word “dog.” (blending) Given the word “dog” in print, the student can make the sounds for each letter and blend them into the word “dog.” Phonemic Awareness Phonics (Sounds) (Letters)
How are phonemic awareness and phonics connected? Given the spoken word “hat,” the student can separate the word into three separate sounds /h/ /a/ /t/. (segmentation) Given the spoken word “hat,” the student can tell you that the letters that spell the sounds in hat are h-a-t and/or write the word “hat.” Phonemic Awareness Phonics (Sounds) (Letters)
How are phonemic awareness and phonics connected? Given the spoken word “cart,” and asked to take off the last sound, the student can say “car.” (deletion) Given the spoken word “cart,” the student can spell c-a-r-t. If the final “t” is erased/covered, the student can read the word as “car.” Phonemic Awareness Phonics (Sounds) (Letters)
Two Elements of Phonics Decoding - Converting letters into sounds and blending them to form words Encoding - Segmenting words into sounds for spelling
Letter-Sound Correspondence Read these 3 pages. Code as you read: * - New Information ! - Already Knew But Important ? - Questions I have Round Table Sharing. Share out 2 new pieces of information and a question you had (if you had one)
Alphabet Activities ABC Font Sort Finding the Letters in the Alphabet Additional Alphabet Activities Flag favorites
Phonics Continuum CVC (rat, bet) Short Vowel/Digraphs (shot, chop) Consonant Blends (slam, clap) Long Vowels (mail, pay) R and L Controlled Vowels (stir, all) Variant Vowels (boil, hawk) Two and Three Syllable Words (happen, monitor)
What does systematic and explicit phonics instruction mean? Systematic - carefully set of letter-sound relationships that are organized into a logical sequence. Explicit - precise directions for the teaching of these relationships Steps of explicit instruction Direct explanation Modeling Guided practice Application
HOW DOES THE PHONICS INSTRUCTION IN MY PROGRAM ALIGN WITH RESEARCH?
Standards Activity How well does your current reading program teach the NE Phonics Standards?
NE L.A. Standards & Reading Programs Work individually or as a school team. Take the NE Language Arts Standards Or Early Learning Guidelines (Pre-K) Look through your program (using either a scope and sequence or actual lessons) and highlight the standards that are taught explicitly in your program Complete Activity: Phonics Reading Program Evaluation
Assessing Phonics Program Assessments DIBELS Nonsense Word Fluency Oral Reading Fluency CORE Phonics Survey
Program Assessments What in-program assessments can you rely on?
DIBELS Assess the Big Ideas Core Components of Reading (Big Ideas) DIBELS Indicator Phonemic AwarenessInitial Sound/First Sound Fluency Phoneme Segmentation Fluency Alphabetic Principle and PhonicsNonsense Word Fluency Oral Reading Fluency (Accuracy) Accuracy and Fluency with Connected Text Oral Reading Fluency ComprehensionOral Reading Fluency Retell Fluency DAZE Vocabulary – Oral LanguageWord Use Fluency
CORE Phonics Survey Diagnostic, Screener, Progress Monitor Best used to plan instruction and form instructional groups May be administered every 4-6 weeks until mastery starting in mid-K Individual Approximately 10-15 min.
CORE Phonics Survey Read through the test together.
CORE Phonics Survey Retest every 4-6 weeks on parts not mastered In 5-item subtests, 2 or more errors warrants attention In 10-item subtests, 3 or more errors warrants attention
CORE Phonics Survey Questions Talk in your school teams about how you might use this diagnostic assessment in your school to diagnose and monitor skill mastery
Fun Phonics Activities Supplemental or Intervention
Making Words Lessons Take a blank piece of paper Write the following letters on it. Space them out. a, o, u, b, t, c, p, s, n Rip them apart Listen to the directions
Making Words Materials Magnetic letters Tile letters Box Kits Paper Letters (slide sheets for storage)
Making Words Debrief… What did I like? What would I change? How might I use this?
Quiz, Quiz, Pass Get a Card (don’t let anyone see picture) Find a Partner Quiz Them They Quiz You Pass (Trade Cards) Find a New Partner and Repeat
Quiz, Quiz, Pass Debrief… What did I like? What would I change? How might I use this?
CVC, CVCC, CCVC Game Number off 1-5 When I say go, move to assigned spot in room Person with closest b-day goes first.
CVC, CVCC, CCVC Game Take turns drawing and reading cards. Flower = read correctly and keep Flower = incorrect, put back in pile Sun = Take another turn Cloud = Lose all your cards Student with most cards in end is winner.
CVC, CVCC, CCVC Game Debrief… What did I like? What would I change? How might I use this?
Sound-Spelling Posters… Write 1 word with each of these spellings on a post-it. /ee/ as in jeep /oo/ as in spoon /ow/ as in cow /ar/ as in car Place on appropriate poster around room.
Sound-Spelling Posters… Have students add to posters and they find words with spellings you’re studying throughout the year.
Sound-Spelling Poster Debrief… What did I like? What would I change? How might I use this?
Home Phonics Activities (or for independent work stations/centers) Grocery List Home-School Search School Sound Search Sound Categories
Home Phonics Activities Debrief… What did I like? What would I change? How might I use this?
Find Phonics Activities to Supplement Your Core Program Use flags to mark your favorites!!!
Sharing Favorite Phonics Activities Number off 1-4 When I say “go”, move to assigned spot Take turns sharing your favorite phonics activities that you brought. (If you didn’t bring one, you can pass or share one you found in the materials earlier)
Additional Resources Sight Word Practice Useful Phonics Generalizations Spelling Rules Suggested Sequence of Phonics Instruction Phonics Terms and Concepts
Self Reflection After thinking about what I learned today and looking back at my notes, what are my next steps to improve my phonics instruction when I return to my classroom? Complete “Constructing an Action Plan” sheet.