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(6-7) Phonics

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Phonics
What is Phonics?
● The “connection between graphemes (letter symbols) and sound”
● The study of the relationship between sounds and letters. It is an essential
component of reading and writing practice and instruction in the primary grades
● Helps students to learn the written correspondences between letters, patterns of
letters, and sounds
● One element of a comprehensive literacy program that must also include practice in
comprehension, fluency, vocabulary, writing, and thinking (and building a love of
literacy and learning).
Phonology & Phonics
● The relationship between phonological aspects of language (the sounds) and the
graphic signs (the letters and combinations of letters) is an important source of
information for readers
● The reader needs to notice the visual form and its features, hear the sound in the
spoken work and link it to its visual form while reading text
A Note About English Language Learners
● All languages have different phonological systems and they may differ slightly (or a
great deal) from English
● The student may have excellent phonological awareness in their own language but it
will differ from English
● Meaningless “training” for long periods of time on English phonology is not
productive and can be confusing
● Language learners should have knowledge of vocabulary words which they are to
understand phonemes
● Learn the linguistic characteristics of your students’ native languages
● Songs and poems, with their rhythm and repetition are easily memorized and can be
used to teach PA and print concepts
English Orthography
● Every word has three forms – its sounds (phonemes), its orthography (spelling) and
its meaning
● Orthographic Mapping: the process that all successful readers use to become fluent
readers
○ Students use the oral language processing part of their brain to map
(connect) the sounds of words they already know (the phonemes) to the letters
in a word (the spellings)
○ Can permanently store the connected sounds and letters of words (along with
their meaning) as instantly recognizable words, described as “sight
vocabulary” or “sight words”
3 Levels of English:
1. Letter-sound correspondence
2. Patterns (ex: CVCe)
3. Meaning (ex: affixes)
Progression
● Letter-sound correspondence for consonants and short-vowels (usually in order of
most used or commonly read)
● Consonant digraphs (digraph): two consonants come together to make a new sound ex. Th, wh, ch…etc.)
● Patterns: Long Vowels and Complex Vowels (including vowel digraphs)
● Orthography: homophones, homographs, inflectional endings; as well as affixes and
root word knowledge
Analytic, Synthetic, Systematic, Explicit, Connected
● Analytic: this phonics instruction is where children learn to compare words to others
○ Ex. they may explore word families (cat, hat, mat, pat…etc.), and look at
word parts
● Synthetic: children learn to use the individual sounds to read and make words
● Systematic: the intentionality of order in which phonics is taught to children
● Explicit: direct instruction with teach explaining and modeling, and children
applying and using independently with practice
● Connected: phonics is incorporated into authentic reading and writing instruction
and experiences
Instruction
● Phonics instruction should include the what, the how, and the why for children
● Often we focus on the how and the what (ex: a says /a/), without explaining why it is
helpful or important to children
● Strong instruction should also incorporate why these habits/skills are supportive for
readers and writers
Phonics & Word Study
● Phonics (Graphophonemic relationships
○ Phonics Instruction: refers to teaching students about the relationship
between sounds and written letters (alphabetic principle) so that the students
learn how to decode and read words
● Word Study
○ Learn to use complex elements of reading to decode more advanced words
■ Ex. students learn how to decode words based on associated word
meanings and by learning how to identify word parts, such as affixes
and root words)
Why Teach Phonics and Word Study?
● Phonics: the ability to sound out and recognize words is a major factor in text
comprehension. More specifically, when students possess strong phonics and word
study skills, they are able to translate written text into spoken words accurately and
concentrate on the purpose of reading (understanding the meaning of the text)
● Word Study: research shows that when phonics instruction is delivered
systematically and explicitly, students’ decoding skills are improved. Furthermore,
students show greater growth in word study skills as the school year progresses
Phonics Instruction Should Be:
● Systematic: Letter-sound relationships are taught in an organized and logical
sequence
● Explicit: Important concepts and skills are taught very clearly and directly by the
teacher. Children are not expected to infer these concepts and skills merely from
exposure
Systematic and Explicit Phonics Instruction
● Teaches letter-sound relationships in a clearly defined sequence
● Teaches the major sound/spelling relationships of both consonants and vowels
● Gives children substantial practice in applying knowledge of letter-sound
relationships as they learn to read and write
● Uses books or stories that contain a large number of words that children ca decode
by using the letter-sound relationships they have learned and are learning
● Provides students with opportunities to spell words and to write their own stories
with the letter-sound relationships they are learning
● Produces the greatest impact on children’s reading achievement when it begins in
kindergarten or first grade (however, phonics should be included in the instruction of
any student who has not yet mastered phonics skills, including adolescents)
● Results in kindergarten and first-grade students being better readers and spellers
than their peers who are not taught phonics in a way that is systematic and explicit
● Significantly improves children’s reading comprehension
● Helps children from various backgrounds make greater gains in reading than
non-systematic instruction or no phonics instruction
● Helps prevent reading difficulties among at-risk students
● Helps struggling readers overcome reading difficulties
● Phonics teaching is a means to an end. The goal is to provide the tools for children to
be fluent and flexible readers
When Do I Start Phonics and Word Study Instruction?
● When to begin phonics and words study instruction depends on the emerging
development of students’ phonemic awareness skills. Typically, students learn
letter-sound relationships before they move on to phonics instruction.
● Phonics instruction is most beneficial when it is initiated early in students’
education — preferably in kindergarten and first grade (Partnership for Reading)
Orthographic Mapping and Development
Word-Reading Development
Grade
PreK - K
Phonological Skill
Word-Reading
Early phonological awareness:
rhyming, alliteration, first sounds
Letters and Sounds:
Requires simple phonology to learn
sounds that correspond to letters
K-1
Basic phonemic awareness:
blending, segmenting
Phonic Decoding:
Requires letter-sound knowledge and
blending; a gateway to orthographic
mapping
2 - 3+
Advanced phonemic awareness:
phonemic proficiency including
phoneme manipulation
Orthographic Mapping:
Requires letter-sound skills and
advanced phonemic awareness
High Frequency Words
● Kindergarten students are expected to learn 25 to 50, or even more, high-frequency
words during the year. Learning these “sight words” often starts before formal
phonics instruction begins
● Children do need to know about 10-15 very high frequency words when they start
phonics instruction. However, these words can be carefully selected so that they are
the “essential words” that are not decodable when the short vowel patterns VC and
CVC are taught. Words such as at, can, and had are easier for students to learn
using phonics than by simply memorizing them
● Teach 10-15 pre-reading high frequency words only after students know all of the
letter names, but before they start phonics instruction (Students who have not
learned their letter names inevitably struggle to learn words that have letters they
cannot identify)
● Students can demonstrate they know these words in a number of wats, including
○ Finding the word in a list or row of other words
○ Finding the word in a text
○ Reading the word from a card
○ Spelling the word
Essential Areas of Phonics and Word Learning (PreK to Grade 8)
Early Literacy Concepts
(PreK to Grade 1)
Even before they can read, children begin to develop
some awareness of how written language words, and
they continue to develop concepts about processing
print as they read their first books
Phonological Awareness
(PreK to Grade 1)
A key understanding in becoming literate is the ability
to hear the individual sounds in words, and rhymes, as
well as word parts
Letter Knowledge (PreK to
Grade 1)
Letter Knowledge refers to what students know about
the graphic characters in the english alphabet — how
the letters look, how to distinguish one from another,
how to detect them within continuous print, how to use
them in words, and the names we use to talk about
them
Letter-Sound Relationships
Students continue to learn about the relationships
between letters and sounds in English throughout the
elementary school years. In addition to the sounds
connected to individual letters, they learn the way
alternative sounds may be attached to a letter and they
learn to look for the letter combinations (blends and
digraphs) and to see them as units
Spelling Patterns
Efficient word solvers look for and find patterns in the
way words are constructed. Knowing spelling patterns
helps students notice and use larger parts of words,
thus making word solving faster and easier. Student
begin with simple phonograms (sat, mat, cat) but
progress to learning more complex patterns (-ing, -ight)
and to the recognition of patterns in multisyllabic
words
High Frequency Words
Knowing how to read and write a core of
high-frequency words is a valuable resource for
students as they build their reading and writing
processing systems. We call these “high-utility” words
because they appear often in print and can sometimes
be used to help in solving other words
Beginning Readers & Phonics
● There should be many opportunities throughout the day for students to apply
phonics and word study learning. Attending to words allows the reader / writer to
notice details
● They can do this independently, as partners, or in small or large groups
● Resources to use
○ Alphabet linking charts
○ Consonant Cluster Linking Charts (/bl/, /br/, /sw/, /tr/)
○ Alphabet books
○ Individual Letter Mini Books
○ Matching and Sorting Letters
○ Sorting Words
○ Making Words
○ Word Ladders
○ Touch & Say
Additional Phonics Approaches
● Analogy Based Phonics (Analogy Phonics): teaches students to decode new words
based on known words. It can be used as part of an analytic phonics approach or in
isolation. Relies on student familiarity with rimes in words. For example, if a
student knows the word think, she can use this knowledge to decode similar words
like drink, wink, and sink. Like analytic phonics, students are encouraged to guess
at words and on student recall.
● Embedded Phonics: Phonics through context. Relies on incidental learning. In this
method, whole texts are the primary curricular resources. Explicit phonics
instruction is only used when students have trouble reading a particular word. Once
the word is decoded, explicit instruction ceases. This approach is often used with the
“whole-language” or “whole-word” method of reading instruction, in which reading is
considered a natural process that is an outgrowth of presenting children with
appropriate texts. This is a controversial approach as it is not systematic nor linear
● Phonics Through Spelling: a combined approach where reading and spelling are
taught in tandem. Students are taught to spell words phonetically by sounding them
out or breaking them into their individual phonemes. The practice is based on the
interconnectedness between the sounds of words and their spellings. This
interconnectedness is what allows for invented spelling. The advantage to this
approach is that spelling is taught early and alongside reading. Critics argue that a
total phonetic spelling approach fails to account for all the nuances of the English
language.
Structures of Phonics Instruction
● Phonics or word study mini lessons can occur at any time of the school day. Many
teachers like to schedule it as a part of a whole-class meeting and ask students to
participate in application activities while they teach guided reading activities.
Others like to confine phonics and word study to one thirty-minute period. However
you do it, you can follow a general structure:
○ Phonics Mini Lesson: teach a short, explicit, inquiry-based lesson on one
principle related to any of the nine areas of study. Place examples on a chart
and have students generalize the principle through inquiry whenever
possible
○ Application: Students engage in some kind of “hands-on” application. They
can work with a partner or individually
○ Group Share: students gather for a whole-class meeting, and they share their
discoveries during the application activities
Best Practices For Teaching Phonics
● The Synthetic Phonics approach is the most universal method of phonics instruction
that can meet the needs of most learners.
● Systematic phonics instruction (occurs in a particularly designed sequence) and is
explicit. Phonics instruction includes teaching individual letter sounds, teaching
consonant blends, teaching consonant digraphs, teaching irregular/challenging
vowel sounds like r-controlled vowels.
● Phonics instruction is most effective when it also includes connected texts or words
in sentences and paragraphs instead of only in isolation or lists.
○ Please note: this is not embedded phonics. In embedded phonics, phonics is
only taught explicitly when understanding of connected texts breakdown. In a
systematic, explicit phonics approach, phonetic structures are first introduced
in isolation through direct instruction and practice. Only after this, are
connected texts introduced
Phonics Vocabulary
● Phoneme: smallest unit of sound in our spoken language
● Grapheme: a written letter or a group of letters representing one speech sound (b,
sh, ch, igh, eigh)
● Onset: an initial consonant of consonant cluster
● Rime: the vowel or vowel and consonant(s) that follow the onset
● Digraph: two letters that represent one speech sound (ai, oo, ow)
● Schwa: a vowel sound sometimes heard in an unstressed syllable and that most
often sounds like /uh/ or the short /u/ sound as in cup
● Morpheme: the smallest meaningful units of language
First Grade Phonics Six Syllable Patterns
1. Closed syllables: Most common, they end in a consonant that causes the vowel to
make a short sound.
2. Open Syllables: End in vowels and make long vowel sounds.
3. Vowel-Consonant-E Syllables (VCE Syllables): End in –e which makes the final
vowel sound long. (magic e)
4. Vowel Teams: Two vowels next to each other that make a single sound. Some vowel
teams are digraphs (only two letters) and others consist of three or four letters
(laugh, high, and hay).
5. Consonant-le Syllables (C-le syllables or final syllables): When these endings are
joined with an open syllable, there is a long vowel sound and no double consonant.
When they are joined with a closed syllable, there is a short vowel sound and double
consonant. There are 11 –le patterns in English: -ble, -gle, -zle, -fle, -tle, -dle, -stle,
-ckle, -ple, -cle, -kle (schwa – unstressed central vowel)
6. R-controlled syllables (vowel-r syllables): Often the most challenging. A vowel is
followed by the letter r, which changes the way the vowel is pronounced. Explicit
instruction and practice with r-controlled vowel forms (er, ie, ur, ar, or) and frequent
repetition/review is essential. (bossy r)
Sequence of Phonics Patterns
Phonics word patterns are introduced in sequence based on degree of difficulty.
1. VC or CVC words with simple (continuous) initial sounds (e.g., man, pat, fin, at, on)
2. VCC or CVCC words with initial continuous sounds (e.g., ask, mash)
3. CVC words with initial stop sounds (e.g., cab, hit)
4. CCVC words (easier blends with continuous sounds are generally taught before more
challenging blends with stop sounds) (e.g., flat, slap, stop, crab)
5. CCVCC, CCCVC, or CCCVCC words with various levels of complexity are then
introduced, including consonant digraphs (e.g., /sh/ /ch/) and vowel combinations
(e.g., ee, ea, oo) as well as r-controlled vowels like butter, wither, firm, germ, and so
on.
●
●
It is unlikely to find an entire text that contains only VC or CVC words or decodable
words, but shared / paired / choral reading strategies can help make texts accessible
to learners
Explicit practice with high-frequency sight words alongside phonics instruction is
recommended
Classifying Phonemes
● Continuant Sounds:
○ Fixed configuration of the vocal tract
○ Vowels
○ Consonants
○ Whisper /h/
○ Nasals /m/, /n/, /ng/
○ Fricatives
○ Voiced/v/, /zh/ (vision), /th/ (them)
○ Unvoiced: /f/, /s/, /sh/, /th/, /h/
● Non-Continuant Sounds
○ Vocal tract changes over the pronunciation of the sound
○ Diphthongs: sound formed by the combination of 2 vowels in a single syllable
that come together to create a distinct sound (ex: foil), this is different than a
vowel digraph (ea, where to vowels say 1 phoneme sound)
○ Semivowels: sound intermediate between a vowel and a consonant. /w/, /y/
○ Affricatives: consonant sounds made up of a stop and releases with a fricative
(type of consonant made by the friction of breath in a narrow opening. /J/, /C/
○ Stop sounds
○ Voiced: /b/, /d/, /g/
○ Unvoiced: /p/, /t/, /k/
Patterns for Second Grade, Third Grade, and Beyond
● Compound (to be a true compound word, each of the smaller words must carry
meaning in the context of the word)
● VCCV (or/bit, ig/loo, tun/nel)
● CLE (ma/ple, stum/ble, tur/tle)
● VCV (hu/mid, ra/ven, mu/sic
● Prefix (divide immediately after the prefix)
● Suffix (divide immediately before the suffix) Prefixes and suffixes are units that
always stay together as patterns.)
Phonological Awareness vs. Phonics
Phonological Awareness
Phonics
Does not involve print
Involves print
Auditory
Visual
Begins before students have developed a
set of letter-sound correspondences by
using manipulatives
Focuses on the representation of spoken
language
Focuses on the sounds of spoken language
Helps students identify words in print by
sounding out the phonemes, blending them
together, and saying the word
What is Phonics Instruction?
● Teaching the relationships between the letters (graphemes) and sounds (phonemes)
Blends: a consonant blend is two or more consonants that come together in a word. Their
sounds blend together, but each sound is heard
Consonant Digraphs: when two or more consonants are joined together and form a new
sound, they are called a consonant digraph
Vowel Sounds
● Short vowel sounds
● Long vowel sounds
● Magic E or Bossy E: when a syllable ends in a silent “e”, the silent “e” is a signal that
the vowel in front of it is long
● R-controlled vowels: a vowel followed by an “r” stands for a special sound that is
neither long nor short, but “controlled” by the “r”
○ The letter r comes after the vowel
○ Some r-controlled vowels have more than one vowel
Vowel Digraphs
● Vowel Pairs: If a syllable or one syllable word has two vowels, the first vowel usually
represents the long sound, and the second vowel is silent
○ “When two vowels go walking, the first one does the talking”
● Long A: a___e, ai, ay
○ Examples: away, face, paly, wait, game, rain
● Long I: i__e, ie
○ Examples: bike, bite, pie, lie, tie, nine, line
● Long U: u__e, ui, ue
○ Examples: blue, glue, tube, flute, suit
● Long O: o__e, ow, oe, oa
○ Examples: bone, nose, own, bowl, toe, coat, foal
● Long E: ea, ee
○ Examples: jeans, seat, beak, east, jeep, beet, seed
Diphthongs: a vowel sound where the tongue changes position to produce the sound of two
vowels
● AW Diphthong
○ Examples: straw, claw, law, saw, thaw, draw, hawk, crawl
● AU Diphthong
○ Examples: haul, fault, vault, author, cause, pauper
● EW Diphtong
○ Examples: brew, chew, cashew, blew, dew, stew, drew, few
● OO Diphtong
○ Examples: food, bamboo, room, taboo, shampoo
● OI Diphthong
○ Examples: boil, point, coin, noisem oil, join
● OY Diphthong
○ Examples: soy, oyster, toy, decoy, enjoy
● OW Diphthong
○ Examples: growl, brown, down, bow, how, flower
● OU Diphthong
○ Examples: ouch, loud, cloud, couch, house, found
Syllables: words are made of small parts called syllables, each syllable has one vowel
sound
● Closed Syllable
○ Can only have one bowel and is followed by one or more consonants
○ Vowel sound is always short (CVC or VC patterns)
■ Examples: last, napkin
■ Exceptions: -ind, -ild, -old, -olt, -ost
● Open Syllables
○ Can only have one vowel sound (last letter in the syllable)
○ Vowel sound is always long
■ Examples: hi, skyline, me
Onset and Rime:
● Onset: the beginning sound of a words
● Rime: the vowel sound and any sound that comes after
Word Families (Phonographs)
● Made of a series of words that uses the same rime
● A rime has the same middle and ending sound
○ Examples: -ab family (dab, gab, cab, jab, tab, etc.); -op family (bop, cop, hop,
mop, top, etc.)
Phonics Instructional Practices & Gradual Release of Responsibility
● As an educator you plan connected phonics learning experiences (with an authentic
text/song/poem) and you will need to utilize the gradual release of responsibility
when you plan out your lessons
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