Alphabetic Understanding, Phonics and Word Study This publication is based on K-2 Teacher Reading...

Alphabetic Understandi

ng, Phonics andWord Study

This publication is based on K-2 Teacher Reading Academies, ©2002 University of Texas System and the Texas Education Agency, which has been reprinted and modified with their permission.

2Kentucky Reading First Summer Institute 2004: Alphabetic Understanding, Phonics, and Word Study

Decoding

Decodable texts

Graphophonemic knowledge

Instructional level

Irregular words

Morphemes

Survey of Knowledge

Orthography

Phonics

Rime

Sight words

Sounding out

Syllable


Components of Effective Reading Instruction


Kentucky State Standards: Program of Studies

Reading (1.2) Arts and Humanities (2.24, 2.25)

Meaning of Text:

Read materials that rhymes, is predictable, and has high frequency words

Vocabulary:

Use auditory and visual strategies to understand words and their meanings.

Employ sight word vocabulary to make sense of text.

Use word identification strategies, including prediction, context cues, and phonetic awareness, to read and understand unknown words.

Concepts of Print:

Make sense of reading materials through using word-by-word matching, punctuation, sentence structure, and the understanding that letters make words.

Experience with Text:

Use syntactic (word structure) and semantic (word meaning) cues to make sense of text.


Kentucky State Standards:Core Content

RD-E-x.0.1

Use word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations and meanings of words in passages.

RD-E-x.0.2

Use knowledge of synonyms, antonyms, homonyms, and compound words for comprehension.

RD-E-x.0.3

Know that some words have multiple meanings and identify the correct meaning as the word is used.

RD-E-x.0.4

Recognize the meaning of a word when a prefix or suffix has been added to a base word.


requires students to remember exact letter patterns and sequences that represent speech sounds

progresses from understanding letter-sound correspondences and spelling patterns to understanding meaningful units

Learning to Read and Spell . . .

PatternSpelling patterns

(rimes) and syllables

MeaningMorphemes

(smallest meaningful

units)

Alphabet Letter-sound

correspondences


Alphabetic Understanding and Phonics

The goal of phonics instruction is to help children understand the alphabetic principle:the sequence of letters in written words represents the sequence of sounds (or phonemes) in spoken words.

Alphabetic Principle

Focus on teaching the letters of the alphabet and letter-sound correspondences


Letter Recognition

Recognizing, naming and writing the letters of the alphabet

Identifying and distinguishing both uppercase and lowercase letters


Alphabe

t Mats

and

Alphabe

t Arcs

Letter Recognition Activities

Help children learn:

Letter names

The sequence of letters in the alphabet


Letter-Sound Knowledge and Phonics

Letter-sound knowledge involves learning the common sounds of letters, letter combinations, and spelling patterns

Explicit and systematic phonics instruction teaches students a carefully selected set of letter-sound correspondences and spelling patterns that are organized into a logical sequence


Because we co-articulate, or blend, individual sounds together when we say words, it is sometimes difficult to isolate individual sounds.

Standard Pronunciations


Phonics and Word Study

Students should come to understand:

Sounds can be represented by single letter or combination of letters

Some letters can represent more than one sound

Different letters can represent the same sound

Different word study strategies can be used to decode and read unknown words

Generalization (or rules) may help determine the correct pronunciations of words but may not apply to every word


Decoding

Explicit and systematic phonics instruction includes teaching

students how to decode words.

Effective phonics instruction teaches students a carefully selected set of letter-sound correspondences, letter combinations, and spelling patterns that are organized into a logical sequence.


Decoding (cont.)

Single letter-sound correspondences and letter combinations that represent a particular sound or sounds in words are usually introduced in lower primary

Consonant blends, consonant digraphs, vowel combinations (or vowel pairs) and letter combinations are the primary focus of phonics instruction in the third year of primary

In upper primary, exploration and reinforcement of several different kinds of decoding strategies are used and practiced; the emphasis begins to shift from letter-by-letter decoding to more elaborate study of word pattern and rules


Decoding: What About Irregular Words?

contain some letters that do not represent their most commonly used sounds

tend to be high frequency words that students encounter often in their reading and writing

can be partially decoded

are sometimes referred to as sight words

Irregular words:


Sight words are words that are recognized immediately

The ultimate goal is for all words, regular and irregular, to be read automatically with little effort

Sight Words


Making Analogies

Helps students remember words with sounds or spellings patterns that they already know and apply this knowledge to read and spell unknown words

Include explicit teacher modeling


Word Study Strategies

Identify and blending together the letter sounds in words

Recognizing high frequency and irregular words

Using common spelling patterns

Using common syllable patterns

Using structural analysis

Using knowledge of context and syntax to support pronunciation and confirm word meaning


Making and Sorting Words Lessons

Provide opportunities for children to make, sort, and read words that consist of letter sound correspondences they are learning

Focus on individual phonemes in words, spelling patterns, and blending sounds together to read words


Making and Sorting Words Activities

Activity

With a partner, use the letter cards at your table to practice the lesson on the handout “Reviewing Letter Sounds to Blend Sounds and Read Words”


Open Sort Activity

Place the blank heading cards across the table

Shuffle the deck of word cards

Sort the words by commonalities

Create your own category for each set of words

Label the heading cards after you’ve determined the categories


Making Analogies: Common Syllable Patterns

Open syllable (CV)

Vowel-Consonant-e (VCe or CVCe)

Vowel + r syllable

Vowel pair syllable

Final stable syllable

Closed syllable (CVC)

ends in one vowel, one consonant, and a final e; final e is silent; the vowel is long

ends in one vowel; the vowel is long

ends in at least one consonant; the vowel is short

has an r after the vowel; the vowel makes an unexpected soundhas two adjacent vowels; each vowel pair syllable must be learned individuallyhas a final consonant-l-e combination or a nonphonetic but reliable unit such as -tion /shun/; accent usually falls on the preceding syllable


Teaching with Word Walls

Group words in different categories to help students learn to read and spell words independently

Select words from a variety of sources

Limit the number of words that are added

Categorize words in a variety of ways

Provide many opportunities for word-wall practice


Helps students analyze words, or break them into parts they already know, to help them read and spell unfamiliar words

Compound words

Base (or root) words

Inflectional endings

Prefixes

Suffixes

Structural Analysis


Consider Diversity: Limited English Proficient

Students

Help children use phonemic awareness and their understanding of the alphabetic principle to decode words.

Teach children how to transfer what they know in their native language to English

Teach letter combinations and sounds that do not occur in a child’s native language.


Monitoring Students’ Progress

Regularly monitor children’s knowledge of letters and letter-sound correspondences and their ability to decode as they read words and text

Administer reading inventories

Regularly monitor students’ phonics and word-study knowledge

Listen to students read aloud instructional-level texts


Taking a Closer Look

Review the elements of effective phonics and word study instruction on the handout “Elements of Effective Instruction: Phonics and Word Study

Find a lesson that focuses on phonics or word study

Complete the handout “Taking a Closer Look”

Discuss the lesson and its elements


Phonics Continuum

Our experiences, and those of many teachers, suggest that once students are phonemically aware and have a grasp of the alphabetic principle they begin organizing knowledge of letter names and letter-sound correspondences in coherent and systematic ways.

This systemizing of knowledge may not correspond to the neat, additive phonics progression described in a reading program, and it may proceed at a pace that lags behind or outruns the progression’s suggested time frame.


Phonics Continuum (cont.)

We argue that students are at risk of developing superficial and piecemeal understandings rather than coherent and orderly knowledge of the alphabetic principle if teachers impose systematic phonics instruction without monitoring how students organize the information.

Similarly, we reason that students are at risk of becoming disenchanted with the world of print if teachers require them to spend significant time in activities that reinforce what they already know but simulate few, if any additional insights.


Explicit and systematic phonics and word study instruction is an important component of a beginning reading program.

Remember . . .

“The goal [of systematic phonics instruction] is to enable learners to acquire sufficient knowledge and use of the alphabetic code so that they can make normal progress in learning to read and comprehend written language.”

—National Reading Panel, 2000, p. 2.99

Alphabetic Understanding, Phonics and Word Study This publication is based on K-2 Teacher Reading...

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