Do Now
Read this passage and answer the questions below.
On a scrap piece of paper, answer the following:
•
1) Was reading this passage easy or challenging for you? Why?
•
2) What instruction would make it possible for you to read this passage?
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Our DRA DATA
•
32% of 8th graders were on or above grade
level
•
48% of 6th graders were on or above grade
level
•
44% of 3rd graders were on or above grade
level
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Phonics & the Alphabetic
Principle
Institute 2011
www.literacyrocks.net
Literacy Framework
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Agenda & Objectives
Agenda
I.
Opening: Why teach
phonics?
II.
What is phonics?
III.
How? Introducing a
Sound-Spelling
Correspondence
IV.
Blending
V.
CM Practice: Blending
VI.
Read Sentences,
Decodable Text Reading,
Spelling
Objectives:
• IWBAT define phonics.
• IWBAT define the alphabetic
principle.
• IWBAT explain the what, why,
and how of phonics instruction.
• IWBAT begin to plan levelappropriate phonics lessons
containing the IBRDS
components.
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Definition of Phonics
•
Chiefly
•
Ch
ie f l y
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Definition of Phonics
o
Phonics is the process of identifying spelling patterns,
connecting these with their phonemes (sounds), and blending
the sounds to produce a spoken word.
•
Phonics Works
In 2001, the National Reading Research Council’s
Committee for the Prevention of Reading Difficulties in
Young Children asserted that the most explicit and direct
phonics approaches resulted in the greatest growth in
students.
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Key Mindsets
•
Explicit, systematic phonics instruction is an essential
component of a balanced literacy program.
•
It is my responsibility to learn how the written and spoken
English language is constructed, in order to be the best
reading teacher for my students.
Fluent Reading
The alphabetic
principle is the
idea that letters
represent
sounds.
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Know the Sounds – Elem. Lit. Text
10
What makes the alphabetic principle so
difficult?
Long /ā/ Sound Spellings
make a__e
ey
a_e
_ay
ei
eigh
a
ea
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Fluent Reading
These different
“long a”
sounds are
Spelling
Patterns.
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Why & how should we teach phonics?
•
“…early reading instruction should include direct teaching
of information about sound-symbol relationships to
children who do not know about them…”
We must teach phonics in systematic and
explicit ways.
We cannot afford to leave our students’
reading development to chance.
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Systematic & Explicit Instruction
•
Many phonics curriculum programs provide research-based
scope & sequences.
•
If you need a sequence, look in the Elementary Literacy text,
starting on page 71.
– Use this SEQUENCE in K-3
– The TIMING of this sequence is not ambitious. Our students
need and deserve instruction at a higher level of rigor than
this. While this sequence provides an order for you, you
should push your kids through it at a faster pace.
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Teaching Phonics
•
Why do we teach phonics?
•
What do you teach in your phonics
lessons?
•
How does the content of these lessons
connect to the alphabetic principle?
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Agenda & Objectives
Agenda
I.
Opening: Why teach
phonics?
II.
What is phonics?
III.
How? Introducing a
Sound-Spelling
Correspondence
IV.
Blending
V.
CM Practice: Blending
VI.
Read Sentences, Decodable
Text Reading, Spelling
VII.
Closing
Objectives:
• IWBAT define phonics.
• IWBAT define the alphabetic
principle.
• IWBAT explain the what, why,
and how of phonics instruction.
• IWBAT begin to plan levelappropriate phonics lessons
containing the IBRDS
components.
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The Phonics Routine
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How do I teach phonics?
Blending Lesson Sequence
1.
Introduce the sound-spelling pattern.
2.
Blend words.
3.
Read sentences.
4.
Decodable text reading.
5.
Spelling.
*Follows the 5-step LP
*Can occur daily or weekly
*Is a backwards planned sequence
IBRDS
/īberdz/
“Eye-Birds”
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Teaching Sound-Spelling Patterns
Introducing a sound-spelling is designed to solidify the
connection between the sound and the spelling.
In the video, what does Mr. Kearns do to
solidify the connection between spelling
and sound for his students?
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Sound/Spelling Introduction Techniques
1. Tell students the sound; have them repeat the sound many
times.
2. Show students the spelling(s). Have them repeat the
spelling(s) many times.
3. Give students memory devices:
• Visual images for the sounds (a zipper and a cow).
• Kinesthetic motions as appropriate.
• Stories and poems to remember the sounds and connect
them to the visual image and the spelling(s).
Why are these techniques important? Why do kids need
them?
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Introduce the Sound-Spelling Pattern
•
Analyze sample lesson plan
– Where did I get these key points?
• How will they change for a different spelling
pattern/sound?
• What will stay the same no matter what
sound/pattern I teach?
– What are the steps in this teacher’s routine for
introducing the sound-spelling correspondence (INM)?
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Your Turn to Practice
Key Points
WHAT
• ___ letters make ___ sound
• It can be spelled ___ at the beginning of words and ___ at the
end of words
HOW
• ___ helps us remember that sound
• To read words with this sound, I blend that sound with the
sounds around it
WHY
• If we are able to read words with this sound very well, we will
become a better reader who is ready to read harder books, like
chapter books.
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Your Turn to Practice
Key Points
WHAT
• au and aw letters make /aw/ sound
• It can be spelled au_ in the middle of words or aw at the
beginning or end of a word
HOW
• ___ helps us remember that sound
• To read words with this sound, I blend that sound with the
sounds around it
WHY
• If we are able to read words with this sound very well, we will
become a better reader who is ready to read harder books, like
chapter books.
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Slide Title
24
Slide Title
25
Agenda & Objectives
Agenda
I.
Opening: Why teach
phonics?
II.
What is phonics?
III.
How? Introducing a
Sound-Spelling
Correspondence
IV.
Blending
V.
CM Practice: Blending
VI.
Read Sentences,
Decodable Text Reading,
Spelling
Objectives:
• IWBAT define phonics.
• IWBAT define the alphabetic
principle.
• IWBAT explain the what, why,
and how of phonics instruction.
• IWBAT begin to plan levelappropriate phonics lessons
containing the IBRDS
components.
26
How do you introduce sound-spelling
patterns?
Blending Lesson Sequence
1.
Introduce the sound-spelling pattern.
2.
Blend words.
3.
Read sentences.
4.
Decodable text reading.
5.
Spelling.
*Follows the 5-step LP
*Can occur daily or weekly
*Is already backwards planned
IBRDS
/īberdz/
“Eye-Birds”
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Blending Words
As you are planning your blending routines, you will choose a series of
words to blend with students that contain the sound / spelling
pattern you’re focusing on.
– Hold onto ~5 words students will spell for the assessment
•
There are two ways to blend:
– Blending through the vowel (shrieks)
– Blending the whole word (coast)
•
How can you contrast these techniques?
•
How would you determine which technique to choose?
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Blending Demonstration Video
•
Pay attention to Ms. Ish’s procedure for blending. Is this
blending through the vowel or blending the whole word?
•
Write the steps of the procedure as you watch the lesson.
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Video Debrief
•
What words did Ms. Ish select to blend with students?
Are those aligned to her objectives and key points?
•
What is Ms. Ish’s blending procedure?
– She is blending through the vowel.
– Steps in procedure:
• She writes each spelling, then she points to the
letters. If a sound has a spelling with two letters,
she points to those letters together.
• After the vowel, she blends all the sounds to that
point.
• She has the students say the final consonant.
• Finally, they blend the whole word.
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CM Demonstration & Practice Blending
•
Practice with a partner using pg. 490
•
CM volunteers to blend for the group
– Blend through the vowel:
• Creaks, shirt
– Blend the whole word:
• Spoils, shower
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Common Questions:
•
“I don’t understand this spelling pattern.”
– Refer to your Elementary Literacy Text (pages 44-51) for
explanations of the most common spelling patterns.
•
“I can’t remember how to introduce a sound-spelling.”
– Refer to your Elementary Literacy Text Pages 61-63 and 155-158
contain sample lessons for sound-spelling
•
“I can’t remember the difference between blending through the vowel
and blending the whole verb.”
– Elementary Literacy text (63-64 for a table explaining the
procedures) (62-63 & 155-158 provide sample lessons)
•
“I am worried about teaching a scope and sequence in the fall”
– Pages 71-77 contain a scope and sequence for grades K-5
Agenda & Objectives
Agenda
I.
Opening: Why teach
phonics?
II.
What is phonics?
III.
How? Introducing a
Sound-Spelling
Correspondence
IV.
Blending
V.
CM Practice: Blending
VI.
Read Sentences,
Decodable Text
Reading, Spelling
Objectives:
• IWBAT define phonics.
• IWBAT define the alphabetic
principle.
• IWBAT explain the what, why,
and how of phonics instruction.
• IWBAT begin to plan levelappropriate phonics lessons
containing the IBRDS
components.
33
What comes next?
Blending Lesson Sequence
1.
Introduce the sound-spelling pattern.
2.
Blend words.
3.
Read sentences.
4.
Decodable text reading.
5.
Spelling.
*Follows the 5-step LP
*Can occur daily or weekly
*Is already backwards planned
IBRDS
/īberdz/
“Eye-Birds”
34
Read Sentences
1.
Write sentences that include the sound/pattern repeated
in it.
2.
Chorally blend the words one at a time.
3.
Reread the sentences chorally.
4.
Reread the sentences in groups.
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Decodable Text
•
The link between blending individual words and
application of skill to a real texts
•
Often not authentic texts (Reading a-z decodable texts)
•
Do not read the text to students first.
– Allow students to read first on their own.
– Guided practice (choral or echo reading)
– Multiple readings (choral, partner, one on one, centers,
at home)
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Spelling
•
An efficient, informative assessment
– Say the word
– Students say the word
– Use it in a sentence
– Segment the word together
– Students write the word (say sounds to themselves)
– Grade assessment together
•
Why is a spelling assessment an accurate way to
measure phonics skill?
37
How do you introduce sound-spelling
patterns?
Blending Lesson Sequence
1.
Introduce the sound-spelling pattern.
2.
Blend words.
3.
Read sentences.
4.
Decodable text reading.
5.
Spelling.
*Follows the 5-step LP
*Can occur daily or weekly
*Is already backwards planned
IBRDS
/īberdz/
“Eye-Birds”
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But Why?
•
Why is this phonics instruction taught in such a specific
routine?
•
Role-play with a partner. How would you respond to a
new corps member who said, “If this is taught in
Kindergarten through 2nd grade, then why do I need to
know how to do it in upper elementary/middle school
placement?”
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Prepared and Ready to Teach
•
Think about a student you have met who need phonics instruction.
•
What are your next steps with this student?
•
What do you need to do so your skills are to the level necessary to
teach this student?
•
How will you hold yourself accountable for making this necessary
instruction happen?
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Literacy Framework
An absence of phonics is a “deal breaker.” It’s not enough, but
without it, students will not be able to read independently.
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The Bottom Line
In order to become independent readers,
students need explicit phonics instruction.
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Final Reminders
•
Our next literacy session will be “Choose Your Own
Adventure”
– Phonological & Phonemic Awareness
– Content Area Texts
•
Contact me with any literacy-related questions you have!
•
Don’t forget to check the Elementary Literacy text for clear
explanations of spelling in the English language!
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