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RevisitingRevisiting PhonemicPhonemic AwarenessAwareness PhonicsPhonics andand FluencyFluency Colorado Reading First, 2005 Reading Components: Phonemic Awareness and Phonics Content Standards z Demonstrate how to connect phonemic awareness (sound work) and phonics (word work). z Demonstrate how to integrate phonemic awareness, phonics and fluency strategies into classroom instruction. 1-2 Colorado Reading First, 2005 Reading Components: Phonemic Awareness and Phonics Reflection Activity: Survey of Knowledge 1-3 Colorado Reading First, 2005 ResearchResearch PointPoint Assessment is only valuable when followed with additional instructional intervention so that students achieve grade level reading outcomes. National Reading Panel, 2000 ResearchResearch PointPoint Phoneme awareness, the alphabetic principle (connections between letters and sounds), and phonics strategies help children accurately recognize words. National Reading Panel, 2000 Reading Components: Phonemic Awareness and Phonics Building Instruction Through Assessment Data z Weak phonemic segmentation z Weak decoding of simple words z Spelling errors z Lack of fluency 1-6 Colorado Reading First, 2005 Reading and the Brain: The Four Part Processor Adams, 1990 Context Processor Meaning Processor Phonological Orthographic Processor Processor 1-7 Reading Components: Phonemic Awareness and Phonics ResearchResearch PointPoint Explicit phonemic awareness instruction helps all beginning readers, including those having reading difficulties and ELL. National Reading Panel, 2000 1-8 Colorado Reading First, 2005 Stages of Phonological Awareness Development INTERMEDIATE STAGE Mid K – 1st Grade BEGINNING STAGE Rhyming: Production ADVANCED STAGE Pre K – Mid 1st Grade Segmenting & Blending: Mid 1st –2nd Grade Rhyming: Recognition syllables: Phonemic Awareness Alliteration compound words deletion Segmenting: multisyllabic words substitution Sentences to words onset-rime addition (count words) Phonemic Awareness initial/final/medial one syllable words initial/final/medial sounds blending/segmenting counting sounds Dodson, Kuhn 1-9 Reading Components: Phonemic Awareness and Phonics Strategies to Increase Phoneme Segmentation 180 160 z Sound Tapping 140 120 100 80 z 60 Sound Counting 40 20 Activities 0 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr z Oral Word Play 1-10 Colorado Reading First, 2005 Activity:Activity: SoundSound TappingTapping 1-11 Activity:Activity: SoundSound CountingCounting /b/ /a/ /t/ /s/ z Partner and trade off being student and teacher. z Create a list of 5 to 10 words from a story in your core reading materials. z Use “Say It and Move It” mat by segmenting and blending the sounds in the words. 1-12 Activity:Activity: OralOral WordWord PlayPlay GameGame z Review Initial – Final Game z Toss Away Sound Game 1-13 Reading Components: Phonemic Awareness and Phonics Building Instruction Through Assessment Data z Weak phonemic segmentation zz WeakWeak decodingdecoding skillsof simple words z Spelling errors z Lack of fluency 1-14 Colorado Reading First, 2005 Reading and the Brain: The Four Part Processor Adams, 1990 Context Processor Meaning Processor Phonological Orthographic Processor Processor 1-15 Reading Components: Phonemic Awareness and Phonics Let’s Read this Unfamiliar Text: The beneficiaries would have taken per sterpes but for the testamentary trust. 1-16 Colorado Reading First, 2005 ResearchResearch PointPoint Systematic and explicit phonics instruction is effective for children of different ages and abilities from various social and economic levels. National Reading Panel, 2000 ResearchResearch PointPoint Phonics instruction improves word reading skills and text comprehension, especially for kindergarteners, first graders and older struggling readers. National Reading Panel, 2000 Reading Components: Phonemic Awareness and Phonics CVC Words/Syllables map tof bun his cot sim gat den z What does CVC mean? z What can we predict about a CVC word? z What do we know about this pattern? 1-19 Colorado Reading First, 2005 Reading Components: Phonemic Awareness and Phonics Closed Syllable If you have a vowel, followed by (at least one) consonant, the vowel sound is short and it is called a closed syllable pattern. fan chop ask blunt 1-20 Colorado Reading First, 2005 Reading Components: Phonemic Awareness and Phonics Strategies to Increase Simple Word Decoding 180 160 140 z Ongoing review and 120 100 80 practice of sounds 60 40 20 and letters 0 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr z Word building activities 1-21 Colorado Reading First, 2005 Reading Components: Phonemic Awareness and Phonics Word Building Activities z Word building with the tracking mat z Flip-over Decoding Game z Closed syllable folder activity 1-22 Colorado Reading First, 2005 Activity:Activity: WordWord BuildingBuilding z Choose 10 single consonants / digraphs and 3 vowels that your student might need to practice. z Each person creates a chain or words using those letters, making only one change at a time. z Working with a partner, using the tracking mats, take turns building and reading words to each other. 1-23 Activity:Activity: FlipFlip--OverOver SoundsSounds GameGame Level I Level II Single Consonants, Consonant Blends and Diagraphs and Vowels Vowel Combinations pads bl ea t s me t st oi p sh o p pr ir k jim tr ou m ch u th cl ar f 1-24 Activity:Activity: FlipFlip--OverOver SoundsSounds GameGame (cont.)(cont.) 1 = Change initial position 2 = Change middle position 3 = Change final position 4 = Free choice (change any position) 5 = Delete the first sound 6 = Add plurals 1-25 Activity:Activity: ClosedClosed SyllableSyllable FolderFolder 1. Write closed syllables on sticky notes. ran / dom mas / cot pub / lish 2. Number 1-6 in the bottom section of the folder. 3. Place sticky notes randomly in the top section of the folder. 4. Organize sticky notes to form words, placing each word next to a number. 5. Read the words. 1-26 Reading Components: Phonemic Awareness and Phonics Building Instruction Through Assessment Data z Weak phonemic segmentation z Weak decoding of simple words z Spelling errors z Lack of fluency 1-27 Colorado Reading First, 2005 ResearchResearch PointPoint Using phonemic awareness and letter knowledge leads to better spelling. National Research Council, 1998 Reading Components: Phonemic Awareness and Phonics Strategies that Work to Improve Spelling z 180 Phonological instruction 160 140 – Consonant features 120 100 80 and sounds 60 40 20 – Vowel features and 0 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr sounds z Analysis of spelling errors 1-29 Colorado Reading First, 2005 Reading Components: Phonemic Awareness and Phonics Alphabetic Code: Consonant Sounds Continuous Sounds Stop Sounds 1-30 Colorado Reading First, 2005 Reading Components: Phonemic Awareness and Phonics Examples of Consonant Sounds Continuous Sounds z /f/ (fish) z /n/ (nest) z /m/ (mitten) z /l/ (leaf) z /s/ (sock) z /r/ (rabbit) z /v/ (valentine) z /th/ (thumb, this) z /z/ (zipper) z /sh/ (ship) 1-31 Colorado Reading First, 2005 Reading Components: Phonemic Awareness and Phonics Examples of Consonant Sounds Stop Sounds z /b/ (bat) z /g/ (goat) z /t/ (table) z /j/ (jug) z /d/ (dog) z /p/ (pig) z /k/ (kite, cat) z /ch/ (chair) 1-32 Colorado Reading First, 2005 Activity:Activity: ExamplesExamples ofof ConsonantConsonant PairsPairs Unvoiced Voiced /p/ /b/ /t/ /d/ /k/ /g/ /f/ /v/ /th/ /th/ /s/ /z/ /sh/ /ch/ /zh/ /j/ 1-33 Reading Components: Phonemic Awareness and Phonics Examples of Vowel Sounds Short Long a apple made e edge Pete i itch bike o octopus hope u up cute y gym cry; baby 1-34 Colorado Reading First, 2005 Reading Components: Phonemic Awareness and Phonics Consonant Sound Combinations Consonant Consonant Blends Digraphs /f/ /l/ /a/ /g/ /sh/ /i/ /p/ 1-35 Colorado Reading First, 2005 Reading Components: Phonemic Awareness and Phonics Vowel Sound Combinations Vowel Vowel Digraph Diphthong /p/ /ai/ /n/ /t/ /oi/ /l/ 1-36 Colorado Reading First, 2005 Activity: Analyzing Student Spelling Errors Word Student Type of Error Spelling dog dg Vowel omission jet jat Vowel substitution list lit Consonant omission fat vat Voiced/voiceless substitution sheep cheep Continuant for a stop list lits Sound sequencing/PA 1-37 Activity: Spelling Analysis Tid cn dive fats in his cren fan. Vowel substitution error Ted can drive fast in his green van. 1-38 Activity: Spelling Analysis Tid cn dive fats in his cren fan. Vowel omission Ted can drive fast in his green van. 1-39 Reading Components: Phonemic Awareness and Phonics Building Instruction Through Assessment Data z Weak phonemic segmentation z Weak decoding of simple words z Spelling errors z Lack of fluency 1-40 Colorado Reading First, 2005 ResearchResearch PointPoint “Fluency may be almost a necessary condition for good comprehension and enjoyable reading experiences.” (Nathan & Stanovich, 1991) Reading Components: Phonemic Awareness and Phonics Bridge to Comprehension Fluency forms the bridge between word recognition and comprehension Vocabulary Phonics Comprehension PA 1-42 Colorado Reading First, 2005 Reading Components: Phonemic Awareness and Phonics Automaticity z Good readers and spellers recognize and spell words accurately, rapidly and with little attention or effort. z Their focus is on meaning, but they can quickly refocus their attention on decoding and spelling unfamiliar words when necessary. 1-43 Colorado Reading First, 2005 Reading and the Brain: The Four Part Processor Adams, 1990 Context Processor Meaning Processor Phonological Orthographic Processor Processor 1-44 Sequence of Fluency Instruction
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  • Essential Strategies for Teaching Phonemic Awareness SECTION

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