1. The 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 blending
Teachers bring 1 basal manual, binders for handouts, Put Reading First
Rules for music. on-= you talk, off=I talk

2. The Big Five Components of Reading Objectives
At the end of this series of staff development, you will be able to
Identify the Big 5 of Reading and how you assess each
Discover where the Big 5 are present in your literacy instruction
Be intentional in planning so the Big 5 are present in all your lessons
Today 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

3. The Big 5 Components of Reading
Comprehension
Phonics
What do you remember about phonological awareness?
Talk at table.
Remind rules. Music
Go to next slide. (phonological processing)
Vocabulary

4. Phonological Processing
Verbal short
term memory
Phonological
Awareness
Rapid serial
naming
Articulation
speed
Word
Awareness
Syllable
Awareness
Rhyming
Phonemic
Awareness
Phoneme
Isolation
and
Identity
Phoneme
Categorization
Phoneme
Segmentation
Phoneme
Blending
Phoneme
Manipulation

5. Phonics Objectives You will be able to
Define Phonics and its components
Learn how we assess Phonics
Discover where Phonics is present in your literacy instruction
Be intentional in teaching Phonics
Today we will look at the next step after children can hear sounds – phonics

6. Vocabulary Graphic awareness Synthetic phonics Analytic phonics
Structural analysis
Elkonin Boxes

7. Common Core Standards Reading Standards: Foundational Skills (K-5)
Look over the standards for your grade level
Look over the standards to see the progression of phonics skills across the grade levels
Go 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.

8. Writing Word Work Independent Reading Supported Reading
Balanced Literacy
CMS is talking about Balanced Literacy. Phonics work fits under Word Work.
What is phonics?

9. Phonics
The relationship between the sounds of a spoken language and the letters of a written language
Read slide
Once 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.

10. Syllabication patterns
Phonics
Graphic Awareness
Letter identification
Concepts about print
Spaces between words
Synthetic Phonics
Blending Consonants Vowels
Digraphs (th, sh, wh, ch)
Dipthongs (au, aw, oi, oy)
Analytic Phonics
Patterns in words
Word families
Vowel Patterns
Closed
Open
Silent ‘e’
Double vowels
Bossy ‘r’
Structural Analysis
Prefixes
Suffixes
Compound words
Contractions
Syllabication patterns
This chart is on HO p. 2
I 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 is
Synthetic phonics – blending sounds into words
Analytic phonics – the relationship between words through patterns and word families
Vowel patterns – the rules for finding the sounds of vowels
Structural analysis – the study of words and how that helps figure out the meaning of words
This is a K-5 task.
In this workshop, we will explore each of these elements of phonics.

11. Graphic Awareness Concepts About Print
How a book works – front, back
Title
Where to begin reading, which way to go
Punctuation
1:1 matching
What is a word? Sentence? Letter?
Page 20 in handout
Go to handouts
HO 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.

12. Teaching the Letters and Their Sounds
Learning letters in English is a hard task because:
Go to following slides

13. Problems with Graphic Awareness Phonics: Letter-Sound Association
Letters are abstract shapes and convey no meaning
A B C D E F G H
Δ Φ Ψ έ Њ Ѓ Ђ ж

14. Problems with Graphic Awareness Letter Names May Sound Alike
B “bee” P “pee”
D “dee” T “tee”

15. Problems with Graphic Awareness Letter Shapes May Be Similar
b d p q h n u m
V W M l i j

16. Problems with Graphic Awareness Letter Forms May Be Different
A a a G g g
D d E e

17. Problems 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’

18. Principles of Teaching Letter-Sound Association
Teach sequentially and systematically
Teach directly and explicitly
Teach to mastery and automaticity
Use multisensory strategies
Teach sound to letter and letter to sound

19. Teaching 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 all
over the floor. “b b b”
e = Jen’s Hen
i = Pickles the Pig
o = Bob the Fox
U = Tubby the Tugboat Page 21-22ff in handout
HO 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 blending
Use 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 -dge
Have children refer to them when stuck on the spelling of a word

20. Drills for Letter-Sound Association
Flash cards for letter names – both capital and lower case
Flash cards for letter sounds. Use both capital and lower case.
Work with 3-4 letters at a time:
Sand
Shaving cream
Do not allow guessing

21. Letters 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 w
R-controlled: ar, or, er/ir/ur
Digraphs: sh, ch, wh, th, th, ng n(k)
Diphthongs: oo, oo, ow, ou, aw, au, oi, oy

22. Analytic Phonics Patterns in words (the mind is a pattern seeker)
Word families
Teach the 37 most common rimes that make up 500 primary grade words
Teach one at a time
When 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 words
See handout p
Read sllide
Handout p. 23-
Go over 2 items about analytic phonics
p. 24 should be familiar from phonemic awareness

23. Synthetic Phonics Moving to Blending of Sounds
Begin with a small set of items
Vowels: a (begin with short vowels)
Consonants: b t s f m
Words: at, am, bat, tab, sat, Sam, fat, mat
As soon as the “story” and actions for each letter sound are taught, begin to blend the sounds into words.

24. Synthetic Phonics Teaching Blending
For “dog”
Write d, Point: Sound
Students: /d/
Write o, Point: sound
Students: /o/
Slide under do, Blend Blend through the vowel
Students: /do/
Write g, Point: Sound
Students: /g/
Slide under dog, Blend
Students: /dog/
What’s the word?
Students: dog
This 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 done
Now switch. The blender will do the word ramp. I pulled the boat up the ramp from the lake.
Demo when done.

25. Synthetic 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? mile
Let’s think about how to blend the word mile. What first? What next? How is the sound spelled? i—e
Blend 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)

26. Synthetic 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. replace
What’s the word? replace
How would you do 2 syllable words? By syllables
First syllable? Re Write r, sound? write e, sound? What will kids say? Short e
Demo with index card to show end of syllable, vowel is long.
Next? Do place
They do with
Dismiss The teacher will dismiss us when class is over. demo
Unleash I will unleash my dog in the dog park. demo

27. Synthetic Phonics You try it
bad show
make hi
flour steal
law nighttime
How many sounds? Use sound/spelling cards for which are one sound and are written together
Talk about blends: you hear each sound, so do each sound separately as you blend.

28. Vowel Patterns Six Types of English Syllables CLOVER
Closed: vc, vcv at, hen
le: (consonant +le) lit/tle
Open: v, cv I, he
Vowel teams: v+v eat, see
Vowel whiners: au, aw, oy, oi, etc.
E: silent e, vowel-consonant e like
R: r-controlled, v+r far, for, her, bird, fur
HO 25
Go through quickly.
Will look at each one on the next slides
HO 25

29. Vowel Patterns Closed Syllable/Open Syllable
Closed (short vowel) Open (long vowel)
rock go
ask me
club flu
west hi
HO 26-27
HO p

30. Vowel 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 mike
bone use a__e
HO 28
Handout p. 28

31. Vowel Patterns Vowel Teams - Vowel Walkers
When two vowels go walking, the first one does the talking and the second one is silent.
team day feet
toe aim flue
foal pie fruit
May include consonants: igh, eigh
Can also be short sound: bread HO 29
Handout p. 29

32. Vowel Patterns Vowel Teams - Vowel Whiners (Diphthongs)
2 vowels go together to make a new sound:
au, aw fault, hawk
oi, oy coil, boy
ou, ow shout, cow
oo long: moon
short: foot HO 30
Handout p. 30
They bump into each other and make a new sound like ow, au, oy, oo, or oo

33. Vowel Patterns R-controlled
Vowel plus r. R changes the sound of the vowel.
farm for
/er/ spelling most to least common:
er ir ur
her bird fur
HO 31
Handout p. 31
Chart on p Can use these as children discover patterns in words.

34. Structural Analysis Rules for Syllabication
Count syllables
Most common types of syllables:
Consonant + le
VC/CV
V/CV
VC/V
HO 35
HO 35

35. Structural Analysis Syllables: Consonant + le
-le grabs the consonant before it and makes a syllable; vowel sound is a schwa: e
able a/ble
handle han/dle
True 100% of the time in English HO 36
HO 36

36. Structural Analysis Syllables: VCCV
When there are 2 consonants between the vowels, divide between the 2 consonants (closed syllable)
goblin gob/lin
cotton cot/ton
silver sil/ver Vowel is short
complex com/plex
hundred hun/dred
instruct in/struct HO 36
HO 36

37. Structural Analysis Syllables: V/CV
When there is only 1 consonant between the vowels, we usually divide before the consonant
(open syllable)
romance ro/mance
rodent ro/dent
famous fa/mous Vowel is long
pecan pe/can
dethrone de/throne HO 37
HO 37

38. Structural Analysis Syllables: VC/V
Sometimes when there is one vowel between the consonants, we divide after the consonant (closed syllable)
satire sa/tire sat/ire
socket sock/et
desert des/ert
Vowel is short
HO 37
HO 37
38: combination of vowels and syllabication. Talk over and see that you understand. Ask any questions.
p. 39 chart to use in classroom

39. Teaching Syllabication Spot and Dot
Count the number of syllables
Random = 2 syllables = you will hear 2 vowels in this word.
Find the first two vowels you hear and put a dot above them.
random
Draw a line between the 2 dots
There are 2 consonants between the dots. Divide between them.
What kind of syllable is ran? Closed = short vowel
What kind of syllable is dom? Closed = short vowel
Pronounce word - random
HO 40
Talk about schwa in unaccented syllable.
HO 40

40. Teaching Syllabication Spot and Dot
Count the number of syllables
hotel = 2 syllables = you will hear 2 vowels in this word.
Find the first two vowels you hear and put a dot above them.
hotel
Draw a line between the 2 dots
There is 1 consonant between the dots. Divide before it (usually).
What kind of syllable is ho? Open = long vowel
What kind of syllable is tel? Closed = short vowel
Pronounce word - hotel

41. Teaching Syllabication Spot and Dot
Count the number of syllables
lemon = 2 syllables = you will hear 2 vowels in this word.
Find the first two vowels you hear and put a dot above them.
lemon
Draw a line between the 2 dots
There is 1 consonant between the dots. Divide before it (usually).
What kind of syllable is le? Open = long vowel
What kind of syllable is mon? Closed = short vowel
Pronounce word – lemon
Sometimes the division goes after a single vowel
lem on lem=closed=short vowel on=closed=short vowel

42. You try it! Copy Me Teaching: computer com pu ter You try it:
fantastic
destroy
com pu ter
fan tas tic
Do 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 de
Don’t separate consonant blend
de stroy

43. Structural Analysis Prefixes Suffixes Compound words Contractions
HO 41-44
It 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 slow
Compounds: 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 sequence
HO Activities for phonics

44. Segmenting Words (Writing Skill)
Elkonin Boxes:
Say the word
Stretch the word
Stretch the word counting sounds
Make that number of boxes
Slide a marker into each box as you make the sound
Later: Ask what sounds are heard and put out letters for those sounds
Later: Write the letters that make the sounds in the boxes
Applying phonics in writing
Sound/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 slide
Demo on next page

45. Elkonin Boxes - Introduction
Man Do on overhead
Say word: Man
Stretch word
Stretch word and count sounds
Make boxes
Slide 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 blend
Later: write letters in boxes

46. Elkonin Boxes – Sound/Spelling Connection
h a t
Say word: hat
Stretch h-a-t
Stretch and count sounds
What do you hear? /h/
Where does it go?
Stretch
What do you hear?
Now stretch and slide
Blend and check with finger

47. Elkonin Boxes – Independencem a n l a t e
Silent boxes
When 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. l i t t l e

48. You Try Elkonin Boxes
Make boxes for
spike
lamb
dream
spoon

49. You 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. d r e a m s p oo n

50. Principles of Phonics Instruction
Provide explicit instruction
Model the skills
Connect the sounds and the letters
Use manipulatives
Teach simple to complex
Pronounce sounds correctly
Provide guided practice

51. Assessing Phonics
Please turn and talk about the ways you assess phonics and if this is sufficient
DIBELS: LNF, NWF, fluency

52. Syllabication patterns
Phonics
Graphic Awareness
Letter identification
Concepts about print
Spaces between words
Synthetic Phonics
Blending Consonants Vowels
Digraphs (th, sh, wh, ch)
Dipthongs (au, aw, oi, oy)
Analytic Phonics
Patterns in words
Word families
Vowel Patterns
Closed
Open
Silent ‘e’
Double vowels
Bossy ‘r’
Structural Analysis
Prefixes
Suffixes
Compound words
Contractions
Syllabication patterns
Explain 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

53. Resources for Teaching Phonics
reading resources.htm
Letter Naming Fluency Classroom Activities
Nonsense Word Classroom Activities
Handouts
Put Reading First
fcrr.org – Florida Center for Reading Research
Cool Tools
Words Their Way
With 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 Teaching
Dice game: What I know about phonics instruction.

54. Imagine It and Phonics
Please take out your manual and find where your grade level standards for phonics are taught

55. Phonics Objectives You will be able to
Define Phonics and its components
Learn how we assess Phonics
Discover where Phonics is present in your literacy instruction
Be intentional in teaching Phonics

56. Vocabulary Graphic awareness Synthetic phonics Analytic phonics
Structural analysis
Elkonin Boxes

57. Common Core Standards Reading Standards: Foundational Skills (K-5)
Look back over the standards for your grade level
Talk 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

58. Vowel 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/ble
You do it:
trouble wiggle able
trou/ble wig/gle a/ble e
100% true