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12/2/2019 1 Teaching Phonics Through Phoneme-Grapheme 12/2/2019 Teaching Phonics Through Phoneme-Grapheme Mapping Mikaela McCusker and Gabriela Gardner Dyslexia Specialists, Alief ISD Name That Syllable Type! In 60 seconds or less, collaborate with your table group to match the syllable types to their description and examples. McCusker & Gardner How Did You Do? Syllable Type Example Description Closed mat, rab-bit one vowel followed by one or more consonants; short vowel sound Open he, ba-by ends with a single vowel letter; long vowel sound Silent -e kite, hide one vowel, followed by one consonant, followed by a final -e; long vowel sound Vowel Team float, bought two-four letters that team up to create a unique vowel sound R- Controlled star, fort vowel is followed by an -r that controls it Consonant -le bub-ble always at the end of a base word; consonant followed by -le McCusker & Gardner 1 12/2/2019 Today's Objectives The Teachers Will: Learn to teach phonics using a systematic structure that fits into your literacy block time... ...So Students Can: Become Master Decoders, Spellers, and Word Readers. McCusker & Gardner English Isn't Crazy A common misunderstanding among the general community of English spellers is that the English orthography is crazy, having unpredictable and unreliable sets of rules and exceptions that make it impossible to understand. This misconception has fueled a belief system among educators that our language has so many exceptions that rules shouldn’t be taught at all. Yet the spelling patterns of English are predictable and logical, if one understands the layers of language represented in our English orthography. Spelling predictability, in fact, is based on these factors: sound/symbol correspondences, spelling patterns, orthographic rules, word meaning, word derivation, and word origin (Moats, 200). Table 1 is based on a 1966 study by Hanna, Hanna, Hodges, & Rudolf of the 17,000 most commonly used words. As you see, approximately 96 percent of the words in our language can be accessed through explicit instruction in phonology, word patterns, structural analysis, and categories of syllable types. Phonics and Spelling Through Phoneme-Grapheme Mapping: Kathryn Grace, M.Ed. McCusker & Gardner Table 1 is based on a 1966 study by Hanna, Hanna, Hodges, & Rudolf of the 17,000 most commonly used words. As you see, approximately 96 percent of the words in our language can be accessed through explicit instruction in phonology, word patterns, structural analysis, and categories of syllable types. Phonics and Spelling Through Phoneme-Grapheme Mapping: Kathryn Grace, M.Ed. McCusker & Gardner 2 12/2/2019 Syllable Types in Spanish 56% of words are open syllables (sílabas abiertas) 20% of words are closed syllables (sílabas cerradas) McCusker & Gardner English Phonics Demons for Spanish Speakers The /sh/ sound: shoes, mission, nation, ocean, All the short vowels: The /th/ of thank and chef, special, sugar The /j/ of jello, edge hat, bed, hit, top, up /th/ of this (one sound with 6 spellings!) The r-controlled The /zh/ of measure, The /z/ of zero, has The /v/ of voice, very vowels- especially the mirage one sound (ir, er, ur) The /d/ of day, ladder, The /h/ of home, bad house, hare McCusker & Gardner What is Phoneme-Grapheme Mapping (PGM)? Why is it effective? Phoneme-grapheme mapping is a research-based activity that helps readers build word recognition skills. Phonemes are the sounds we hear in words. Graphemes are the letters that represent the sounds. With a little bit of practice, it will help your students: Build decoding skills that will increase fluency. Increase confidence in spelling. Increase fluency with the more complex texts. McCusker & Gardner 3 12/2/2019 Traditional PGM https://www.youtube.com/watch?v=bJLWy7WubFY McCusker & Gardner PGM Fundamentals One box always represents one sound No inventive spelling! Dialogue matters. Ask students: . "What sounds do you hear?" . "What letters do you write?" As students name the letter(s) for each sound, they write the letter(s) in each box. Mapping conventions are as follows: . Consonant digraphs (e.g., wh, th) are always placed in one box . Consonant blends (e.g., st, str) are placed in two or three boxes. qu is written in two boxes, but letters may be placed close together. The letter x is written across two boxes. Vowel teams and vowel-r combinations are placed in one box. VCe is written with the letter e written small in the same box as the final consonant. (The letter e is sometimes crossed out.) Silent e does not get its own box. McCusker & Gardner Now you try it! This Photo by Unknown author is licensed under CC BY-SA. McCusker & Gardner 4 12/2/2019 Lesson Framework Day 1 Day 2 Day 3 McCusker & Gardner Lesson Framework McCusker & Gardner Your turn *One partner is “Teacher”, the other is “Student”. *Round One: Teacher leads lesson beginning with saying the word(shin) “SAY SOUND AND GRAPHEME:” section on p. 13 and continues through end of lesson on p. 15. *Round Two: Switch roles with your partner and repeat. Refer to table here for words to use each round. Round 1 Round 2 shin, flush shed, trash 5 12/2/2019 Hands-on Activities Picture Mapping with Magnetic boards and letters This Photo by Unknown author is licensed under Move & Map CC BY-NC-ND. Map the Room Giant Mapping PGM Bingo Florida Center for Reading Research -Syllable Map It http://www.fcrr.org/studentactivities/AP_012.pdf This Photo by Unknown author is licensed under CC BY-NC-ND. McCusker & Gardner Resources Overview of book http://cdn2.hubspot.net/hub/208815/file-848297890- pdf/docs/website%20sample%20download%20docs/266_pgm_overview.pdf?t=1440 452404900 Lesson plan https://www.literacyhow.org/wp-content/uploads/2016/01/Sound-Letter- Maps.pdf Online PGM https://fl-pda.org/independent/courses/elementary/LAandR/section1/1b3f.htm McCusker & Gardner Thank you for your attendance and participation! Mikaela McCusker [email protected] Gabriela Gardner [email protected] McCusker & Gardner 6.
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