Structured Literacy Structured Literacy Word Recognition

Structured Literacy Instruction: Accurate and Automatic Decoding June 2018

Structured Literacy

 Structured Literacy is instruction that emphasizes the structure of language, including Structured  the speech sound system (phonology)  the writing system (orthography) Literacy Instruction:  the structure of sentences (syntax) Accurate and  the meaningful parts of words (morphology ) Automatic  the relationships among words (semantics) and Decoding  the organization of spoken and written discourse.

Suzanne Carreker, Ph.D., CALT-QI  The integration of listening, speaking, reading, and writing makes this instruction multisensory.

Structured Literacy

 The ultimate goal of Structured Literacy instruction is the development of deep levels of comprehension and expression and lifelong reading and writing habits.

 This explicit and systematic instruction enhances the reading and academic achievement of all students and is essential for students with dyslexia or related difficulties.

Ehri’s Four Phases of Word Recognition

 Pre-alphabetic phase: student reads words by memorizing their visual features or guessing words from their context.  Partial-alphabetic phase: student recognizes some letters Word Recognition of the alphabet and can use them together with context to remember words by sight. Phonological and Phonemic Awareness  Full-alphabetic phase: student possesses extensive working Letter Recognition knowledge of the grapho-phonemic system, and can use Alphabetic Principle this knowledge to analyze fully the connections between Letter-Sound Patterns graphemes and phonemes in words. Syllable Types  Consolidated-alphabetic phase: student consolidates his or Spelling her knowledge of grapheme-phoneme; blends into larger units that recur in different texts.

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Accurate Reading Terms  Dependent upon accurate knowledge of Phonological Awareness - the broad sound-symbol correspondences. understanding of the sound structure of spoken  The foundations of sound-symbol language. correspondences:  Phonemic Awareness Phonemic Awareness – the ability to , identify, and  Instant Word Recognition manipulate phonemes in spoken language.

Phonological Awareness Phonemic Awareness

Sensitivity to the internal Sensitivity to the sound sound structure of unit that is smaller than a language: syllable.

Rhyming Speech sound units are called phonemes. Words in a sentence I’m thinking of a word that rhymes with ______. Spoken words are Syllables in a word made up of (hog, phonemes. pear, two)

1. Many muddy monkeys make messy ___.

2. Lively little lambs like to lick ___.

3. Seven silvery swans slowly sip ___.

Three examples. Three non-examples. Three open-ended examples.

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Sorting

Counting Words in Sentences

short words long words

Blending Syllables

/fan/ /tas/ /tic/

Counting Syllables in Words

The Matthew Effect Activities for Phonemic Awareness

• World Isolation and  What is the first sound in mat? knowledge  What sound is the same – mat, • Vocabulary Identity man? Phonemic Awareness • Understanding of text Blending  What word is /mă/ /t/? /m/ /ăt/? structures • Self-esteem Segmentation  How many sounds are in mat?

(Stanovich, 1986)

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Blending Activities for Phonemic Awareness

Deletion • What is snow without /s/? /m/ /ăt/ Addition • What word do you have if you add /s/ to the beginning of lip?

/mă/ /t/

How many phonemes? o Vowels are ______and ______.

cat catch o Consonants close the mouth. They are steep blocked or partially blocked by the strap ______, ______or ______. cheek check fist fix

o Blocked - positions of the tongue, teeth, and

lips are constant through the entire sound phoneme blocked partially continuant clipped voiced unvoiced production blocked /s/ o Partially blocked - a release of the tongue, teeth, or lips during the sound production /p/ /d/ o Continuant - a prolonged speech sound /sh/ o Clipped - a speech sound that is not prolonged /r/ /n/ o Voiced - the vocal cords are activated during production /b/ /f/ o Unvoiced - the vocal cords are not activated during production

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phoneme blocked partially continuant clipped voiced unvoiced Unvoiced Voiced blocked /m/ /ch/ /l/ /t/ /k/ /f/ /j/ /k/ /z/ /p/ /w/ /s/ /y/ /sh/ /t/ /th/

Letter Recognition Letter Recognition o Letter names facilitate the learning of the letter o Indicates how quickly students will learn sounds. the other properties of a letter: o Instant letter recognition allows students to see Name words as groups of letters. Sound o Knowing the sequence of the alphabet aids in Shape learning the names of the letters. Feel

o The name never changes and provides an anchor for the other properties.

Accenting Pairs ABCDEFG HIJ KLM A'B C'D E'F G'H I'J K'L M'N O'P Q'R S'T U'V W'X Y'Z NOPQRST UVWXYZ AB' CD' EF' GH' IJ' KL' MN' OP' QR' ST' UV' WX' YZ' Mary Had a Little Lamb Here We Go ‘Round the Mulberry Bush A'BC D'EF G'HI J'KL M'NO P'QR S'TU V'WX Y'Z

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Conversation One Conversation Two Beautiful Music ABCD? ABC. AB CDE FG HIJ KL MNO PQ RST UV WXY Z. EFG. HI? DEF! JKL. G,HIJ? ABC DE FGH IJ KLM NO PQR ST UVW XY Z. MN! KLMN.

ABC DEF GHI JKL MNO PQR STU VWX YZ OPQR. OP! STU? Q,RST. VWXY. UV? Z! WXYZ!

t s l i

Alphabetic Principle - the understanding that printed words are made up of letters and letters represent sounds

a p s m t Grapheme

i n Letter

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Letters, Phonemes, & Graphemes

o speck o stump o bleach o acorn o down Letter-Sound Patterns o phone o fax

Structure of English

15 one-to-one sounds Multisensory Letter Introduction (MLI) 26 letters 1. Review Reading Deck Cards 11 2+ sounds 2. Auditory Discovery a, e, i, o, u, 3. New Reading Deck Card 44 sounds c, g, n, s, x, y 4. Practice Words letter clusters ck tch dge sh th ch /sh/ /th/ /ch/ /th/ /k/ /sh/

Discovery Words sip sit spit s

spin

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i, t, p, n, s sip sit spit sip snip spin

MULTISENSORY LETTER INTRODUCTION

1. “Say each word after me.” (Students repeat each word after the teacher: sit, sip, spit, snip, spin.) 2. “What sound is the same in all the words?” (Students say, “/s/.”) 3. “Yes, /s/. Tell me about /s/. (Teacher leads students to sip discover /s/ is continuous, blocked, and unvoiced.) 4. “I am going to write the words on the board.” (Teacher writes the words on the board.) 5. “What letter is the same in all the words?” (Students say, “s.”) 6. “Yes, s. Tell me about the letter s.” (Students say, “the letter l is pronounced /s/.”) 7. “Here is the new sound card.” (Teacher presents card.) 8. “Let’s practice reading words with the letter s.” (Teacher presents words for students to read.)

KEY POINTS IN THE MULTISENSORY LETTER INTRODUCTION Letter Clusters

1. Students listened for and detected the new sound. (Heightened phonemic Digraphs awareness) sh ch th ph wh 2. Students looked for and identified the new letter. (Heightened awareness of orthographic patterns) Trigraphs igh tch dge 3. Students verbalized the new information. (Heightened understanding) Quadrigraphs eigh

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Closed Syllables Syllable hat  A syllable is a word or part of a word made with one opening of the mouth. mend  A syllable has one vowel sound. hip got mud

Open Syllables hen she he shrimp Open Closed he go hi me

Closed and Open Syllables Dialogue

 The syllable (describe the syllable) .  magnet It is a (name) syllable.  moment  open  The vowel (describe the vowel) .  hotel  The word is (pronounce the word) .  fantastic  republic  Atlantic  potato  tomato

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Vowel-r Syllables Vowel-r Syllables her stir stir her fur fur far nor /er/

Vowel-r Syllables

Accented Unaccented star stand stir still syllable syllable /ar/ /er/ Vowel-r Closed far dollar

corn doctor

Accented Unaccented syllable syllable /or/ /er/

Vowel-consonant-e Syllables Vowel Pair Syllables

cake Learn them individually! theme

five sea zoo cow rope feet book snow cube paint point boy boat found day

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Does the first vowel do the talking? oo as in book Y N ai as in paint Y N ow as in cow Y N au as in saucer Y N ay as in play Y N aw as in saw Y N ea as in head Y N ea as in teach Y N ee as in feet Y N ie as in tie Y N ei as in ceiling Y N oa as in boat Y N eu as in Europe Y N oi as in boil Y N ew as in pew Y N ei as in vein Y N

Final Stable Syllables ey as in money Y N ramble

ie as in priest Y N uncle oo as in moon Y N candle ou as in out Y N

ow as in show Y N simple

oy as in boy Y N table

ue as in statue Y N rattle

Final Stable Syllables tion = /shŭn/ as in function Skilled readers are able to read long, unfamiliar words with ease sion = /zhŭn/ as in inclusion or because they can perceive /shŭn/ as in emulsion where the word should divide.

ture = /cher/ as in nature To perceive where words should divide, students need to be age = /ĭj/ as in village familiar with reliable syllable division patterns.

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VCCV Three major syllable division patterns are: In this pattern, there are two consonants between two vowels. VCCV This pattern appears in words such VCV as: VCCCV V C C V napkin

Each pattern has different choices for V C C V combine division and accent placement. V C C V entwine

VCCV VCCV

When two consonants come When two consonants come between two vowels, the word between two vowels, the word usually divides between the two may divide between the two consonants. consonants.

The accent falls on the first syllable. The accent falls on the second syllable. nap´kin mas´cot in´sect in sist´ com bine´ pas tel ´

VCCV VCCV Review

When two consonants come 1st Choice: Divide between the consonants. Accent the first syllable. between two vowels, the word may divide before the two 2nd Choice: Divide between the consonants. consonants. Accent the second syllable.

3rd Choice: Divide before the two consonants. The accent falls on the first syllable. Accent the first syllable.

fra´grant ma´cron

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Activity VCV In this pattern, there is one First, second, or third choice? consonant between two vowels. secret This pattern appears in words such number as: gospel V C V confess rotate confide V C V candid event patron V C V cabin

VCV VCV

When one consonant comes When one consonant comes between two vowels, the word between two vowels, the word may usually divides before the consonant. divide before the consonant.

The accent falls on the first syllable. The accent falls on the second syllable. i´ris su´per tu´lip re quest´ o mit´ u nite´

VCV VCV Review

1st Choice: Divide before the consonant. When one consonant comes Accent the first syllable. between two vowels, the word may divide after the consonant. 2nd Choice: Divide before the consonant. Accent the second syllable.

The accent falls on the first syllable. 3rd Choice: Divide after the consonant. Accent the first syllable. timíd travél modérn

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Activity VCCCV

First, second, or third choice?  cabin In this pattern, there are three  over consonants between two vowels.  omit This pattern appears in words such

 unit as: V C C C V  unite lobster  travel V C C C V  item surprise  event V C C C V  seven pumpkin

VCCCV VCCCV

When three consonants come When three consonants come between two vowels, the word may between two vowels, the word usually divide after the first consonant. divides after the first consonant. The accent falls on the second The accent falls on the first syllable. syllable.

mon´ster hun´dred ham´ster com plete´ em blaze´ im ply´

VCCCV VCCCV Review

When three consonants come 1st Choice: Divide after the first consonant. between two vowels, the word may Accent the first syllable.

divide after the second consonant. 2nd Choice: Divide after the first consonant. Accent the second syllable. The accent falls on the first syllable. 3rd Choice: Divide after the second consonant. Accent the first syllable. pump´kin sand´wich

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Activity Morphology First, second, or third choice?  muskrat Prefixes Suffixes  spectrum un- -s  abstain  pumpkin pre- -ed  hundred re- -ing  entwine in- -er  extreme over- -ist  bankrupt  partner

Morphology Morphology

Latin Greek

vis see astro star

audi hear bio life

graph write geo earth

ject throw (o)logy study of

spect watch chron time

duct lead syn, sym same

Neuhaus Academy  neuhausacademy.org Regular and Irregular Neuhaus Academy is the free source for web- based reading lessons for adolescent learners. Neuhaus Academy lessons provide clues for Regular Irregular reading unfamiliar words and understanding word meanings. Each lesson provides world and words that words that cultural knowledge to enrich critical thinking and follow do not comprehension. Teachers can use Neuhaus reliable, follow Academy for whole group or small group frequently reliable, instruction. Work pages that accompany each recurring frequently lesson can be downloaded and reproduced . patterns recurring patterns

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Rapid Word Recognition Chart Rapid Word Recognition Chart catch sketch Dutch pitch blotch match have they there your were does

pitch match catch blotch sketch Dutch your does have were they there catch blotch sketch match pitch Dutch have were they does your there sketch Dutch pitch blotch catch match they there your were have does match pitch Dutch sketch blotch catch does your there they were have

What Part Is Irregular? Regular Word Card

1. said 2. thought 3. enough 4. lamb 5. plaid 6. friend sand 7. country 8. ghost

Irregular Word Card

Spelling Reading a word  a word said

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RUBRIC Spelling Errors 0 = a random string of letters is used, not all sounds are represented, or sounds are not in sequence [ tk, thk, or tihkc for thick ] 1. chungk for chunk 7. unpire for umpire 1 = all sounds are marked but two or more letters are not 2. kryd for cried 8. smc for teacher reasonable representations of the sounds or extraneous letters are added [theg or fek for thick; thejtchk for thick] 3. spl for spoil 9. pach for patch 2 = all sounds are marked but one letter is not a reasonable 4. brik for brick 10. juk for jug representation of a sound [tik or thek for thick] 5. semdl for simple 11. dril for drill 3 = all sounds are marked with reasonable representations [thik or thic for thick] 6. cliped for clipped 12. jumpt for jumped 4 = the spelling seems conventional, but an unnecessary letter is added or doubled [ thicke or thickk for thick] 5 = correct spelling

Your Turn What the scores indicate Spelling Errors 0 1 2 3 4 • No awareness of sounds in spoken words or difficulty sok for sock detecting or sequencing sounds in spoken words rak for rag 0 • Difficulty segmenting words into sounds pepl for pebble win for went • Difficulty making phoneme/grapheme matches wit for with 1 or 2 • Difficulty discriminating similar sound jreen for dream ribbun for ribbon • Lack of knowledge about reliable patterns sipit for strip 3 • Lack of knowledge about rules moping for mopping • Overgeneralization of patterns or rules wretk for worked 4 muzek for music ©Copyright 2016 by S.S.Systems ©Copyright 2016 by S.S.Systems

Spelling errors with a score of 0

smu for teacher spl for spoil spit for split

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t Spelling errors with a score of 1 or 2 s l i juk for jug

semdle for simple

unpire for umpire

Cognates /f/ and /th/ /b/ _____ /d/ _____ /g/ _____ /j/ _____ /z/ _____ /th/ _____ /v/ _____ /zh/ _____

Spelling errors with a score of 3 /sh/ How many different ways can you spell /sh/?

brik for brick

pach for patch

chungk for chunk

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/oi/ /k/ oil boy cat keep coin toy cot kite cut sky moist enjoy clasp crab

Spelling errors with a score of 3

cliped for clipped

bakeing for baking

kryd for cried

Keep the kite in the sky.

1V 1C ´ V h k shop + ed glad + ness y j hot + er fax + ing v w x

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i Final e V C Final y shape + ed fly + ing smoke + ing reply + ed shape + less baby + es boy + s

Layers of English Word Origins

Word Origins Spelling errors with a score of 4 Greek 1.______dresse for dress 2______hass for has 3.______criyed for cried

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What about these spelling errors? What are irregular words?

laugh The orthographic enough representations sed for said does friend do not match the enuf for enough fruit pronunciations or ether for either busy the orthographic thay for they each representations are train frend for friend not best bet choices.

Trace, copy, spell, write Spelling Pronunciations

 enough Wednesday colonel

  know, knee, knock

 

Why Analyze? Regular Words – spelled just the way they 1. Analyzing heightens awareness of sound and follow most frequent patterns sounds in words. Rule Words – spelled just the way they sound 2. Analyzing forces students to look at but a letter is doubled, dropped, or the orthographic patterns of words, changed which helps to build the patterns in memory. Irregular Words – spelled in an unexpected 3. Analyzing makes students think. way 4. And that makes it worthwhile…and fun!

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Analyzing words Analyzing words

Match Decide if clam shrimp each the word is Read the Segment phoneme regular, lobster crab word. the word. to a rule, or ocean starfish grapheme. irregular. sunning sailboat swimmer relaxation

TRACE, COPY, SPELL, WRITE Mnemonic Sentence

ocean 1. If you wait, the rain will fall on the train as it crosses the plain. 2. The goat will float on the boat and eat soap.

Lesson Plan Decoding Students  review previously introduced letter-sound patterns Activities:  learn a new letter or concept 1.______ practice reading words that contain the new and previously introduced patterns and 2.______concepts 3.______ spell words with the new letter or concept 4.______ practice reading sight words  read sentences or short passages that contain 5.______words with the new and previously introduced patterns and concepts  engage in an oral language activity