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Reading First Program, US Department of Education Fred’S Phonograms® Explicit and Systematic Instruction: Reading Fluency K-1 1

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Reading First Program, US Department of Education Fred’S Phonograms® Explicit and Systematic Instruction: Reading Fluency K-1 1 ® 4. Reading Fluency, Oral Reading Skills I knew that! “Fluency is the ability to read text accurately and quickly. It provides a bridge between word recognition and comprehen- Reading begins with what you know. sion. Fluent readers recognize words and comprehend at the same time.” - “Components of Effective Reading Programs,”Guidance for the Reading First Program, US Department of Education Fred’s Phonograms® Explicit and Systematic Instruction: Reading Fluency K-1 1. Phonogram words are featured in story contexts, 3. Phonogram words appear in consistent sound- with repetitive text and supportive illustrations. and-letter patterns throughout the stories. Reading First Text example from student title, The Black Shack, follows. Consistent word patterns promote the development of decoding skills and reinforce accuracy. These acquired The Black Shack skills go beyond the pattern, expanding the reach of Essential Components of The tack came off. decoding skills. The rack came off. Effective Reading Instruction The pack came off. 4. Broad reading levels promote the development of Crack! reading fluency. The most common The bear fell back ® Twelve progressive reading levels are included in the phonograms—in stories! Fred’s Phonograms Correlations and lost his snack. series of student books. Quack! Quack! Quack! 5. Reading activities include read-aloud, small group, “Scientifically based reading research has identified five essential components of effective reading 2. Rhymes reinforce rimes! individual, pairs, and silent reading. Phonograms, also known as rimes, in rhyming patterns instruction. To ensure that children learn to read well, explicit and systematic instruction must be Classroom activities are tailored for each student title. invite children into the story. Text example from the provided in these five areas: phonemic awareness; phonics; vocabulary development; reading fluency, student title, What Is That Smell? follows. 6. Take-home pages create opportunities to involve including oral reading skills; and reading comprehension strategies.” What Is That Smell? families in early reading. - “Components of Effective Reading Programs,”Guidance for the Reading First Program, US Department of Education Little Nell stands at the well. Take-home pages for each student title offer family- She give a yell and starts to sell. oriented activities to promote reading skills: reading, She sells the bell. She sells the shell. conversation, environmental print, singing, writing, and But then a smell begins to swell, playing together! Into the air, and casts a spell. 1. Phonemic Awareness “What is that smell? Can anyone tell?” “The ability to hear, identify and manipulate the individual sounds – phonemes – in spoken words. Phonemic “Nell, can’t you tell? The bottle fell!” awareness is the understanding that the sounds of spoken language work together to make words.” - “Components of Effective Reading Programs,”Guidance for the Reading First Program, US Department of Education Fred’s Phonograms® Explicit and Systematic Instruction: Phonemic Awareness 5. Reading Comprehension Strategies “Strategies for understanding, remembering, and communicating with others about what has been read. 1. Children are asked to hear the sound patterns in say the word aloud together, long and slow: /S-t-a-n/; Comprehension strategies are sets of steps that purposeful, active readers use to make sense of text.” stories read aloud to them. /p-l-a-n/; /m-a-n/, and so on.” (Student title: Stan’s Plan) - “Components of Effective Reading Programs,”Guidance for the Reading First Program, US Department of Education Example: “Ask children to listen and count the Count the Sounds (Phonemic Counting) phonogram words from the story as you say them: mice, “Ask children, ‘How many sounds are in the word name? Fred’s Phonograms® Explicit and Systematic Instruction: Reading Comprehension rice, spice, ice, slice, twice, and nice.” (Student title: The Mice [3] Let’s say them together: /n/ /a/ /me/.’” (Student title: Party) The Same Name) 1. Sociodramatic play is an effective strategy for 3. “Plot lines” reveal the developmental sequence of Separate the Sounds (Phonemic Isolation and Phonemic reading comprehension. a story structure. 2. Children learn to distinguish sound patterns in Articulation) “Sociodramatic play activities give children a chance to Plot lines are visually construct the sequence of events in words. “Say the word ‘nap.’ Ask, ‘Does nap start with /n/?’ develop language and literacy skills, a deeper a story, introducing the concept of story plot. Children are asked to listen to spoken sets of words, Repeat the sound together: /n-n-n/. Then add /ap/ after understanding of narrative, and their own personal where two words carry the phonogram pattern and one articulating the beginning sound: /n-n-n-nap/.” (Student response to stories.” (Starting Out Right, 1999) Example: 4. Children write and illustrate their own stories, does not. Example: chore/store/storm. (Student title: One title: The Rap Chaps) “Play’s the Thing! Have children volunteer to improvise based on the themes in the series. More Chore) skating routines to music, either individually, in pairs, or Children use sentence patterns as a basis for creating new Remove the Sounds (Phonemic Deletion, Onset/Rime Splitting) as a small group.” (Student title: Kate Is Late) stories of their own. Example: “Writing Sentences. Use the 3. Children develop phonemic awareness skills as “Ask children to say the word jaw. Then, ‘Say it again, but sentence pattern from the story to create new rhymes: they practice stretching, counting, separating, don’t say the /j/ sound.’” (Student title: The Paw) 2. Prior knowledge opens the door to reading ‘First I saw a tree. Then I saw a bee. Then it stung my removing, and replacing word sounds. comprehension. knee!” (Student title: The Paw) Examples follow. Replace the Sounds (Phonemic Substitution) Story introductions begin with conversation related to “Ask children to say the word meat. Then ask them to say ® Stretch the Sounds (Phonemic Segmentation) the story theme. Example: “I Knew That! Do you help it with a /s/ instead of a /m/: ‘seat.’” (Student title: A “Reread the story aloud to children in circle groups. your family clean up your home? What do you do?” Kitchen Treat) (Student title: Spring Cleaning) When you come to an -an word, have one circle group Perfection Learning Corporation phone 1-800-831-4190 Perfection Learning Corporation phone 1-800-831-4190 100 North Second AV, PO Box 500 fax 1-800-5543-2745 100 North Second AV, PO Box 500 fax 1-800-5543-2745 Logan, IA 51546-0500 perfectionlearning.com Logan, IA 51546-0500 perfectionlearning.com 2. Phonics “The understanding that there is a predictable relationship between phonemes—the sounds of spoken language— 3. Vocabulary Development (continued) and graphemes—the letters and spellings that represent those sounds in written language. Readers use these relationships to recognize familiar words accurately and automatically and to decode unfamiliar words.” 4. Children learn to tell the difference between real - “Components of Effective Reading Programs,”Guidance for the Reading First Program, US Department of Education words and unreal words. 8. Children learn how replacing the middle vowel Example: “Real and Pseudowords. Recite groups of words sound in a phonogram can generate a whole new string of words. Fred’s Phonograms® Explicit and Systematic Instruction: Phonics to children, asking them to identify real words in the each group: stick/blick/trick; crick/flick/quick; pick/wick/gick. Example: “The Silent-E Forest. Plant a tree in the Silent-E Write real and pseudo-words into separate columns on Forest. Place -a__e on the trunk, and add -ate words from 1. Children are asked to identify the sound patterns children to point to the -ay word that they find, say it chart paper.” (Student title: Vicky and Rick) the story on one branch. Add new branches with other of phonogram words in stories read aloud to aloud, and then spell it: ‘stay, s-t-a-y;’ ‘play, p-l-a-y,’ and so silent-e phonograms: them. on. (Student title: Stay and Play) -ace: face, lace, mace, pace, race, brace, grace, place, space, 5. Children learn how sound patterns are Example: “‘Did you hear any words in the story that trace pronounced in different letter patterns (phonemic sound the same? What are those words?’ Ask children to 4. Children develop early-stage decoding skills by -ade: bade, fade, jade, made, wade, blade, glade, grade, substitution). listen and repeat the phonogram words from the story blending initial phonemes (onsets) with shade, spade, trade Example: “Same Sound, Different Spelling. Introduce after you say them: back, black, crack, pack, quack, rack, shack, phonograms (rimes). -ane: bane, cane, lane, mane, pane, sane, vane, crane, different spelling patterns for phonograms that sound the snack, and tack.” (Student title: The Black Shack) Example: “Continue the sound-stretching exercise with plane” (Student title: Kate Is Late) same. Begin by having children recite the words with you other single-syllable words: cell, dell, dwell, jell, knell, well, that have the same phonogram sound: stew/moo/true, glue/ 2. Children learn to connect letters with sounds. quell, spell, and swell.” (Student title: What Is That Smell?) chew/too, and zoo/stew/clue. Introduce the different 9. Children expand their vocabularies by adding Example: “Point to letters on the front and back covers. spelling patterns for this sound: -ew, -oo, and -ue. Use the word endings to phonograms. Say, ‘Here are the letters that make the /op/ sound. Let’s 5. Children learn phoneme/grapheme relationships word tree, word wheel, word wall, or starburst pattern as a Example: “The -ip Tree. Create a wall mural of a tree with say these letters together: o and p.’” (Student title: Pop’s by replacing onsets in phonogram words. scaffolding device. several large branches. At the trunk of the tree, place the Shop) Example: “Create an -ug wall mural where students can -ew: dew, few, hew, knew, new, pew, blew, brew, chew, title, Skip’s Trip.
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