EDUC 304 Phonics and Spelling

How Words Are Read Five Methods –Predicted –Sounded out –Chunked –Read by analogy –Recognized immediately

Phonics Is the relationship between phonemes (sounds) and graphemes (letters) The emphasis is on spelling patterns, not individual letters The English language is an imperfect phonetic language; therefore, there is no one-to-one correspondence between letters and sounds

Included in Phonics… Consonants Vowels Blending into words Phonograms Phonics rules

Teaching Phonics Letter Recognition Letter-Sound Correspondence Onset and Rime Decoding High Frequency Words Syllable Patterns

Teaching Phonics: Phonics instruction should include:  A combination of explicit instruction and authentic application activities  Instruction that is systematic and sequential  Teach strategies to help students identify unknown words while reading (sounding out words, decoding by analogy, applying phonics rules)  Direct teaching starting in Kindergarten and reviewing beyond third grade

Decoding Strategies Pronounceable word part Analogy Context Sound by sound Try another sound Sound correction/model word routine Monitoring/cross check Writing Choice Affirmation Diagnostic

Scope and Sequence Flexible, But Planned –Determine needs and skills Major Word Patterns Teach Vowel Generalizations Introduce Syllabic Analysis Early

Phonics Phones Amplifies the students voice so they can focus and pay attention to the sounds. Can be used when teaching: -letter sounds -discriminating between similar letter sounds (f/v, s/z) -working with students who omit letters in their writing -during guided reading activities

patternsl.cfm patternsl.cfm

Spelling “Children’s early spelling reflects what they know about phoneme-grapheme relationships, phonics rules, and spelling patterns.”

Invented Spelling

Stages of Spelling Development: Stage 1: Prealphabetic stage 3- to 5-year olds o distinction between drawing & writing o how to make letters o direction of writing on a page o some letter-sound matches

Stage 2: Letter Name-Alphabetic Spelling o 5- to 7-year olds o the alphabetic principle o consonant sounds o short vowel sounds o consonant blends & digraphs

Stage 3: Within-Word Pattern Spelling o 7- to 9-year olds o long-vowel spelling patterns o r-controlled vowels o more complex consonant patterns o diphthongs and other less common vowel patterns

Stage 4: Syllables & Affixes Spelling o 9- to 11-year olds o inflectional endings (-s, -es, -ed, - ing) and rules for adding them to words o syllabication o homophones

Stage 5: Derivational Relations Spelling o 11- to 14-year olds o consonant alterations (soft-soften, magic- magician) o vowel alterations (please-pleasant, define- definition, explain-explanation) o Greek and Latin affixes and root words o etymologies (language origins)

Consonant & Vowel Alternations Examples of Consonant Alternations: SilentSounded crumb crumble signsignal bombbombard hasten haste /k//sh/ clinicclinician pediatricspediatrician politicpolitician /k//s/ criticcriticize italicsitalicize publicpublicize Examples of Vowel Alternations: Long Short crimecriminal igniteignition humanehumanity suffice sufficient

Teaching Spelling: A complete spelling program should include:  Spelling strategies  Instruction that matches students’ stage of spelling development  Daily reading & writing opportunities  Ways to teach children to spell high- frequency words

Spelling strategies should include:  Segmenting the word and spelling each sound (sounding it out)  Spelling unknown words by analogy to familiar words  Applying affixes to root words  Proofreading to locate spelling errors in a rough draft  Locating the spelling of unfamiliar words in a dictionary