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Teaching Sight Words According to Science ODE Literacy Academy 2019 Why Are We D O in G T H Is ? Alig N Men T W It H Ohio’S Plan T O Raise Literacy Achievement

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Teaching Sight Words According to Science ODE Literacy Academy 2019 Why Are We D O in G T H Is ? Alig N Men T W It H Ohio’S Plan T O Raise Literacy Achievement Teaching Sight Words According to Science ODE Literacy Academy 2019 Why are we d o in g t h is ? Alig n men t w it h Ohio’s Plan t o Raise Literacy Achievement 3 Why are we here? Ac c o r d in g t o t h e 2 0 17 Na t io n a l Assessment of Educational Progress (NAEP) scores, 37% of our nation’s fou rth - grade students were proficient readers. Why are we here? ● Nearly 30 percent of Ohio’s K- 3 students are reading below grade level. ● Nearly 40 percent of students in grades 3- 8 are not proficient on the OST in ELA. ● More than 50 percent of graduating seniors taking the ACT do not meet the college and career readiness benchmark for reading. Today’s Outcomes P a r t ic ip a n t s w ill… ● Ap p ly t h e t h e o r e t ic a l m o d e ls o f t h e S im p le Vie w o f Re a d in g and Seidenburg’s 4 Part Processing System for Word Recognition to instructional practices to teach words “by s ig h t .” ● Understand the connection between phonology and orthography when storing words for automatic retrieval. ● Demonstrate instructional strategies. Word Language Reading Recognition X Comprehension = Comprehension Phonological Background Awareness Knowledge Decoding (Phonics, Vocabulary Advanced Phonics) Language Sight Word Based on the Simple View of Recognition Verbal Reasoning Reading by Gough and Tunmer, 1986 Th e Simple View of Read in g 7 Wh a t is a Sig h t Wo r d ? A sight word is any word that is recognized in s t a n t ly a n d e ffo r t le s s ly , b y s ig h t , w h e t h e r it is s p e lle d r e g u la r ly o r ir r e g u la r ly BeAr bear bEaR bear Bear bear bear bEa r Sig h t w or d vocabulary is NOT based on visu al memory / visu al sk ills! - Dr . David Kilp at r ick , Plain Talk Ab ou t Lear n in g Con fer en ce 2018 Pa st Pr a ct ices ● For years teachers have been teaching high frequency words through rote memorization ● It is assumed that high frequency words are special sets of words that need to be memorized and cannot be learned using sound- s y m b o l r e la t io n s h ip s Developmental Relationship Between P h o n o lo g ic a l S k ills a n d Wo r d Le v e l Re a d in g ● Input and storage are not the same thing. ○ In p u t is v is u a l. S t o r a g e is o r t h o g r a p h ic , p h o n o lo g ic a l, a n d s e m a n t ic . ● Wo r d r e a d in g c o r r e la t e s s t r o n g ly w it h p h o n o lo g ic a l s k ills . ○ Phonological awareness and word reading .5 to .7 ○ Visual memory and word reading .1 to .2 - Dr. David Kilpatrick, Plain Talk About Learning Conference 2018 Becomin g a sk illed r ead er w it h a h u g e repertoire of sight words r equ ir es k n ow ledge of ph on emic segmen t at ion , let t er -sound correspondences, and spelling patterns. (Ehr i, 1980, 1995, 1998) Sound-spelling correspondences • Cr u cial at b eg in n in g st ag es of r ead in g • Necessary when encountering words. • Decreases as personal lexicon is developed Reading words by sight • Increases fluency • Reduces reliance on laborious decoding efforts • Enables more cognitive deskspace to be used for comprehension (McEwen, 2002) Usin g w h ole- w or d memor iz at ion is an in efficien t an d ver y d ifficu lt w ay t o acqu ir e n ew sig h t w or d s. Encounters required to learn a new word ● Students who can decode Decoders: need 4 quality encounters. 4 t imes ● Students who can’t yet decode require 30 or more encounters to memorize the word as a w h ole. (McEwen, 2002) Non-decoders: 30 t imes Kilp at r ick on sig h t w or d s an d flu en cy ● Readers recall the sequence of letters, not the look of the word. ● Teach the sequence of letters through orthographic mapping. ● F lu e n c y is t h e b e s t t h e r m o m e t e r fo r r e a d in g s k ills . ● When fluent, readers remember the words they read. ● To increase personal lexicons, readers need to read more words. ( Kilp a t r ic k , 2 0 19 ) 16 Orthographic Mapping ● Orthographic mapping is the mental process we use to turn an unfamiliar written word into an in s t a n t ly a c c e s s ib le , a n d fa m ilia r “s ig h t w o r d ” ● Orthographic mapping requires: ○ Letter - sound proficiency ○ Phonemic proficiency (this goes well beyond what is tested on our universal screeners) ○ The ability to establish a relationship between sounds and letters unconsciously while reading Kilp a t r ic k , 2 0 18 How We Map Transparent Words (words with one- to- one correspondence) Wh o le - word pronunciations are phonemically analyzed and then connected with printed letter strings Phonological Long Term Memory Activation /rĕd/ Wh o le - Word Pronunciation P r o n u n c ia t io n P h o n e m ic a lly An a ly z e d /r/ /ĕ/ /d/ Letter Sound Knowledge Orthographic Mapping Written Form of Word red Kilp a t r ic k , 2 0 15 How We Map Opaque Words (regular words without one- to- one correspondence) Wh o le - word pronunciations are phonemically analyzed and then connected with printed letter strings Phonological Long Term Memory Activation /sīd/ Wh o le - Word Pronunciation P r o n u n c ia t io n P h o n e m ic a lly An a ly z e d /s/ /ī/ /d/ Letter Sound Knowledge Orthographic Mapping Written Form of Word s i d e Kilp a t r ic k , 2 0 15 How We Map Irregular Words (exception words) Wh o le - word pronunciations are phonemically analyzed and then connected with printed letter strings Phonological Long Term Memory Activation /sĕd/ Wh o le - Word Pronunciation P r o n u n c ia t io n P h o n e m ic a lly An a ly z e d /s/ /ĕ/ /d/ Letter Sound Knowledge Orthographic Mapping Written Form of Word s a i d Kilp a t r ic k , 2 0 15 Developmental Relationship Between P h o n o lo g ic a l S k ills a n d Wo r d Le v e l Re a d in g School Pysched Podcast 73 As s e s s in g a n d S u p p o r t in g Re a d in g Diffic u lt ie s w / Dr . Kilp a t r ic k Dr. Da vid Kilpa trick, founding member of The Reading League, spoke masterfully on "School Psyched Podcast" about the power of orthographic mapping for automatic word recognition and the impact this has on fluency and comprehension. Tea ch Phonemic Awareness! Want better sight word recognition and fluency? zesk How should we teach sight words? 1. Make a connection to the SOUNDS in the w o r d s !! 2. Even the “rule breakers” follow some r u le s . 3. Teach kids word parts that they need to know “by heart.” Rethinking Instruction ● Students learn high frequency words according to patterns ● We can “rethink” instructional strategies when introducing these words ● High frequency words are decodable words with some “rule breakers” or heart words. ● Student s ar e abl e t o make sense of spel l ing pat t er ns f or t hese wor ds Sort Words by Phonics Patterns ● Sort the sight words in your kindergarten and first grade curricula by phonics patterns or by sounds (phonology) ● Re- teach the phonics patterns and the words, making a connection to the sounds. Begin with phonemic awareness, then move to phonics ● Review - oft en ! 31 Heart Words ● Students need to “know by heart” ● Irregularly spelled high frequency words ● Some parts of the word are decodable ● Other parts of the word have to be Hear t learned by heart Wo r d s ! Flash Words and Heart Words FLASH WORDS HEART WORDS can f r om did been not kind had only HEART FLASH Teaching Flash Words & Heart Words Flash Words should be introduced when Mark the irregular part of the word with a they fit into the phonics pattern being heart. For example, the ai in said would be taught.
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