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W E L C O M E

R E V I E W F RO M L A S T S E S S I O N

In the Chat Box, please respond to each of the following questions:

• Please name one basic phonological awareness skill.

• Please name one advanced phonological awareness skill.

• What would be one potential intensification for phonological awareness instruction for struggling students?

Poor access to the phonemes makes reading alphabetic languages very difficult.

Phoneme skills are needed for BOTH sounding out new words and remembering the words we read.

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T H E W O RD RE C O G N I T I O N S T RA N D -

D E C O D I N GASDN Fall Webinar Ser ies

L E A R N I N G I N T E N T I O N S

Deepen

Deepen understanding of the role of mapping sounds to spelling patterns (orthographic mapping) in skilled reading.

Learn

Learn about explicit instructional routines with decoding.

RESOURCES

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4 - P A RT P RO C E S S I N G M O D E L

Context

Meaning

Phonological Orthographic

Seidenberg and McClelland

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O RT H O G R A P H I C P RO C E S S O R

Receives visual input from printed words.

Perceives and recognizes letters, punctuation,

spaces and letter patterns in words.

Enables us to copy lines of print, recognize whole

words as units and remember letter

sequences for spelling.

If the letter or letter sequences are familiar, we

associate them with sounds and meaning.

Children who have ortho difficulties have trouble with spelling,

read slowly because they are sounding everything

out.

D E C OD I N G

T H E E V I D E N C E

Words are not read by visual shapes, or contextual guessing, or whole word memory.

Sight word learning depends upon the application of letter-sound correspondences; these provide the glue that holds the words in memory for quick reading.

“…requires knowledge of phonemic segmentation, letter-sound correspondences, and spelling patterns to bond the complete spellings of specific words to their pronunciations and meanings in memory”.

The Voice of Evidence, 2004

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E N G L I S H L A N G UA G E

26 LETTERS 44 SOUNDS 250 GRAPHEMES

K E Y C O N C E P T S

Alphabetic Principle (Phoneme – Grapheme Relationship)

Phoneme 1, 2, 3 or 4 letters

Christopher Such, 2021

L E T ’ S T A K E A L O O K !

by

pie

light

height

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1 letter

2 letters (digraph

3 letters (trigraph)

4 letters (tetragraph)

Christopher Such, 2021

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K E Y C O N C E P T S

Alphabetic Principle (Phoneme – Grapheme Relationship)

Phoneme 1, 2, 3 or 4 letters

One sound, different spellings

One spelling, different sounds

Christopher Such, 2021

S O U N D S C A N B E R E P R E S E N T E D B Y

D I F F E R E N T S P E L L I N G S

/n/night know gnome

Christopher Such, 2021

S P E L L I N G S C A N R E P R E S E N T D I F F E R E N T

S O U N D S

chchop

machine chord

Christopher Such, 2021

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M O S T E X T R E M E I N V OW E L S

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Christopher Such, 2021

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• Only a small percentage of English words have irregular spellings and letter-sound relationships. This means that nearly all English words can be read by applying knowledge of letter-sound relationships and blending sounds together to form a whole word.

• Being able to decode words effortlessly (convert spelling into speech sounds) means children are able to focus their attention on comprehending what they read.

Phonics: In Practice, Reading Rockets

In order to read an unknown word, a student needs to be able

to look at the graphemes (letter or letter pattern) and connect

each one to its phoneme (sound).

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W E L L - D E S I G N E D

F O U N DAT I O N A L

S K I L L S L E S S O N

INSTRUCTIONAL ROUTINESEfficient and Explicit Instruction

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L I T E R A C Y RO U T I N E M A P

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PURPOSE OF ROUTINES

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Clear and concise directions

Increased student engagement

Increased opportunities to practice

Modeling so students have a clear picture of what is being asked of them

S O U N D S P E L L I N G C A R D RO U T I N E

•The picture is…

•The sound is…

•The spelling is/are…

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S O U N D - S P E L L I N G R E V I E W / P R A C T I C E

ea ai ay oy

ai ay oy ea

ou ea ay oy

B L E N D I N G RO U T I N E S

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Continuous Blending Routine

Sound By Sound Blending

Vowel First Blending

M E A S U R I N G T H E D I M E N S I O N S O F A L P H A B E T I C P R I N C I P L E O F T H E R E A D I N G D E V E L O P M E N T O F F I R S T G R A D E R S

• Unitization is a critical developmental process in word reading development.

• Students who approach the NWF task as a more advanced unit level (whole word) may be categorized as in the full alphabetic phase and are quantitatively and qualitatively better readers in the middle and the end of first grade on an ORF measure.

(Harn, B.A., Stoolmiller, M., and Chard, D.J. 2008. Journal of Learning Disabilities, Volume 41, Number 2)

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Continuous Blending Progression (kindergarten)

a. CVC words -- all continuous sounds (e.g., sun)

b. CVC words -- stop sound at the end of the word (e.g., mat)

c. CVC words -- stop sound at the beginning of the word (e.g., cat)

d. CCVC words -- stop sound in the middle of the word (e.g., stop)

Center on Teaching and Learning, University of Oregon

C O N T I N U O U S

A N D S T O P

S O U N D S

C O N T I N U O U S B L E N D I N G P R A C T I C E

man fin sun

sit lap lop

cap past step

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S O U N D - B Y- S O U N D B L E N D I N G

V OW E L F I R S T B L E N D I N G P R A C T I C E

seat couch main

light cart fort

draw throw coin

M U LT I S Y L L A B I C B L E N D I N G

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B R E A K O U T RO O M

Please discuss two areas that

were new or confirmed for you

with Decoding.

R E F L E C T

Identify ideas, new or confirmed, that support the need to

provide instruction in decoding.

Considering the content of this session and conversations

with colleagues across the state; how might this information impact your instructional practice?

Thank you!

We loved sharing this time with you today!

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