PHONICS for Reading Anita Archer, James Lapp, Diane Flood, Linda Lungren Objecves • Idenfy the purpose and unique characteriscs of Phonics for Reading • Understand how to get started with Phonics for Reading • Idenfy features of the lessons • Note: Images in this presentation are Locate helpful resources for from American version. Actual books have been versioned for Australia. monitoring progress The Phonics for Reading Series • The Phonics for Reading series is a systemac, research-based program. • The program provides explicit instrucon in phonics, as well as phonemic awareness, fluency and comprehension. • Phonics for Reading is carefully sequenced to guide and build students’ learning. • Each of the 3 levels features consistent rounes, repeated pracce and immediate correcve feedback. First Level focuses on: • s hort vowels • double consonants • consonant blends • consonant digraphs Second Level progresses with: • long vowels • vowel combinaons • CVCe words • word endings • r-controlled vowel sounds Third Level expands concepts with: • leer/vowel combinaons • prefixes and suffixes • minor sounds of c and g • minor sounds of vowel combinaons Use Phonics for Reading with Students … • in years three to six who have not yet mastered the decoding skills taught in the primary years • in the upper year levels who have significant decoding challenges • in adult-educaon classes who are new to learning English • in years one and two who would benefit from systemac decoding instrucon Created with the Older Student in Mind • The typeface used is small, avoiding the sgma of large print. • Illustraons include older children and adults. • In addion to one-syllable words, students read mul-syllable words, enhancing decoding competency. • Independent pracce acvies require reading words in context. Research Base • Phonics for Reading reflects the findings of several major documents on reading: § Becoming a Naon of Readers § Prevenng Reading Difficules in Young Children § The U.S. Naonal Reading Panel Report • Phonics for Reading lessons are informed by addional research in: § beginning reading § reading intervenon for older, struggling readers § explicit instrucon § literacy and cultural diversity • The Florida Center for Reading Research review noted no weakness in the program. 1. Place students in the right level • A Placement Test is provided at the back of each Teacher Guide. • The test consists of numerous subtests. • If students receive at least 80% accuracy, connue to next subtest unl student scores below 80%. • That subtest will determine placement in the series. How to do the Placement Test 1. Make a copy of the Student Form and the Recording Form for each student taking the Placement Test. Begin with Subtest A. If you ancipate the student could be placed at a more advanced level, begin with a higher subtest. 2. Ask the student to read aloud the words in each line of the subtest. If the student makes four consecuve errors, stop the test and have the student read a lower subtest. If the student takes more than five seconds to read a word, direct the student to read the next word. If the student correctly reads the required number of word parts for the subtest (80% correct), have the student read the words on the next subtest. 3. Stop the test at the point at which the student does not meet the 80% criteria. Remember that mul- syllable words are given one point for each decodable word part. For example, the word provide equals two points. 4. Based on the results of the Placement Test, you may choose to place a student at the beginning of a level or at an intermediate point within the level. 5. The data collected for each student can be recorded on a copy of the Individual Student Record. All student data can be summarised on a copy of the Group Record for the purpose of forming instruconal groups. 6. These direcons are also found in the Teacher Guides. 2. Group students for instruction • Phonics for Reading is designed for small-group instrucon of up to 10 students working at the same skill level. • The program may be used for one-on-one instrucon. • Individual instrucon can be provided by a paraprofessional or tutor, following training on implementaon. 3. Teach lessons using scripted text • The Phonics for Reading lessons are teacher- directed. • A focus word is presented, then the sound for a leer or leer combinaon is introduced. • Leer or leer combinaon is presented in words. • Root words and word endings introduced • Words containing recently taught leer-sound associaons and word endings appear in decodable text. • Students complete independent pracce acvies. 4. Monitor students’ progress • Work Check: students self-correct their independent pracce acvies • Checking Up: teacher listens to students read part of a passage and counts word-reading errors • One-minute fluency checks: fluency chart available for checks in Levels One and Two • Placement Test: may be used as post test aer a level and at the end of the year A Lesson Overview of the Teacher Guide In some lessons, a Blending Sounds activity is Lesson Objectives contain goals for introduced, in which introducing or 1 the teacher practising specific 4 pronounces the separate sounds – sounds. without stopping – 2 within a word, and then students say The New Sounds the whole word. activity has students repeat key words and In later lessons a focus sounds after Segmenting Words you pronounce them. into Sounds activity replaces the Blending Sounds. The Sound Drill is an oral, teacher 5 New Words are directed letter- 3 introduced in each sound lesson. Students will correspondence say the sound for activity only in the the underlined Teacher Guide. letters, and read the Care should be words in sentences. taken not to distort sounds. Continuous sounds should be held for one second. Multi-syllable words are Each lesson presented in each also includes a lesson as list of Review Challenge Words taught in Words. Reading previous multi-syllable lessons. words is included Students read a to enhance line of words to students’ transfer themselves and of decoding skills then read the to longer words words aloud. 8 and to increase 6 student motivation. Lessons also Students sound introduce Word out each word Endings. Students part, say each will sound out and word part, then say the underlined introduce the root word, then say whole word. the whole word after the teacher has pronounced it. If students Then the Teacher 7 mispronounce reads the word in a sounds or words sentence and during lessons, students say the correct the error word again. immediately. High frequency 9 11 words are introduced as Sight Words. A spelling activity Since students must is also included memorise these, it is in each lesson. important they be Students will self- certain of all the correct their words before moving spelling against a on to the next visual model you activity. will display. Decodable text, in the form of a 10 narrative or expository passage is included in each lesson. After parts of the story have been read, students demonstrate their comprehension. Practice 12 Word Check should activities 13 be done as a group are presented in immediately following each lesson and the practice activities. are meant for If time is limited, the students to correct answers may complete be read to students, independently. or students may Introduce each 12 correct their own activity to the work. students and monitor the first item to ensure that students understand the directions and can complete the activity without In Checking Up, assistance. students read a part from the story as you 14 count and record the number of word reading errors. Example of the Teacher Guide Answer Key Lesson Overview of the Student Book First is the New Sound activity, in which a focus sound is introduced. 1 In New Words, 2 one-syllable In Review Words, one- words are syllable words introduced and that contain the words are previously taught read in sentences, word parts are presented to immediately maintain and putting them into reinforce context for student’s students. decoding skills. 3 Word Endings are introduced. Some root words 4 contain altered spellings when the endings are added. In Challenge Words, multi- 5 syllable words that High-frequency Sight Words are include known also introduced letter-sound 6 and practised. correspondences and configuration These include patterns are irregular words 7 that are not introduced. spelled as they sound, as well as Each word is divided into words that can pronounceable be decoded but contain elements units referred to as that have not yet ‘word parts’. been introduced to students. Sentences and Stories are High frequency presented for words are students to grouped by decode and pattern when comprehend. possible. Decodable text is useful in beginning reading for developing automaticity and fluency. Spelling has been included in 8 the lessons because learning to read and spell rely on much of the same underlying knowledge, such Practice Activities 9 are presented for as letter-sound students to complete associations, affixes and word independently. The patterns. types of activities vary from lesson to lesson but each type remains consistent in its format. The desired outcome of all reading instruction is that students can read passages, constructing meaning as they proceed and extracting the gist of the passage. A second Independent 9 Practice activity is presented. Then students self-correct their 10 11 practice activities and record the total number of In every few lessons correct answers in there is a Checking the box labelled Up activity, where 10. Receiving students read a part feedback on their from a story as the answers is more teacher counts and helpful than records the number of examining other word-reading errors. student’s work. 10 Resources at the back of Teacher Guides Resources at the back of Teacher Guides Resources at the back of Teacher Guides In the second and third levels, at any point in the program, you can assess students’ fluency (the number of correct words read in one minute) by using the passages in the Student Book.